From lulusong at gmail.com Thu Sep 1 21:52:27 2005 From: lulusong at gmail.com (Lulu Song) Date: Thu, 1 Sep 2005 17:52:27 -0400 Subject: categorization of actions and verb learning Message-ID: Dear colleagues, What do we know about infants' categorization of intransitive actions? For example, we all jump and do that in all kinds of ways. And yet, we put all the instances in one category. Moreover, how is this categorization related to verb learning? Any pointer or reference will be appreciated! Thanks, Lulu Song Infant Language Project School of Education University of Delaware From hohenberger at cbs.mpg.de Fri Sep 2 08:50:22 2005 From: hohenberger at cbs.mpg.de (Annette Hohenberger) Date: Fri, 2 Sep 2005 10:50:22 +0200 Subject: acquisition of relative clauses Message-ID: Dear Lucia, There is a study by Lebeaux on the acquisition of relative clauses in the context of generative grammar: Lebeaux, David S. (1990): The grammatical nature of the acquisition sequence: adjoin-A and the formation of relative clauses. In: L. Frazier and J. deVilliers (Eds.), Language Processing and Language Acquisition, 13-82. Dordrecht: Reidel. -Annette Hohenberger From macw at mac.com Sat Sep 3 14:56:21 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 3 Sep 2005 10:56:21 -0400 Subject: listing of participants at Berlin Message-ID: Dear Info-CHILDES, For a full listing of the email addresses of the 999 participants in the recent IASCL Berlin meeting, you can go to http:// childes.psy.cmu.edu/iascl/ and select the link entitled "Berlin Participants". This is an Excel table. --Brian MacWhinney From roeper at linguist.umass.edu Sat Sep 3 16:57:30 2005 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sat, 3 Sep 2005 12:57:30 -0400 Subject: DELV diagnostic test Message-ID: Dear Childes community, Since I mentioned the DELV in an earlier note, I have gotten several inquiries, so I thought a general note would be useful about the diagnostic test that has been developed by me, Harry Seymour, and Jill deVilliers (and many others). The Psychological Corporation has just released the Norm-referenced version of the DELV speech- pathology test, designed to be used for all English-speaking children. The test has 14 subparts and tests syntax, phonology, pragmatics, semantics, inflections, and word-learning. It has been field tested with 1400 children across the US including all dialect groups. The test is called the Diagnostic Evaluation of Language Variation because it is designed to use deep, and universal principles of grammar to evaluate language outside of dialect variation. Dialect variation often affects inflections (past tense, plural etc) which is often the focus of speech pathology analysis as well. Instead it focuses on universal properties of questions, long-distance rules, quantification, False Belief contexts, novel word-learning and is able to circumvent dialect and reveal a number of new kinds of more sophisticated language disorders previously ignored, but involved in school-age language. For instance the three-word question “who bought what” is particularly revealing. It is available from the Harcourt subsidiary The Psychological Corporation (which is one of the world’s primary testing organizations). The following website offers more information (or Google DELV): http://harcourtassessment.com/haiweb/Cultures/en-US/dotCom/DELV/Subnav/DELVInfo.Net+Home.htm In addition, the Umass research group behind it has this website: http://www.umass.edu/aae/ The ASHA journal Seminars in Speech Science has devoted an entire issue to the new test in 2004. We hope that the test will enhance research in acquisition generally and support more research in communication disorders. Tom Roeper From dkelemen at bu.edu Sat Sep 3 16:52:22 2005 From: dkelemen at bu.edu (Deborah Kelemen) Date: Sat, 3 Sep 2005 12:52:22 -0400 Subject: Away from my email Message-ID: Hi, I am away from my email until Sept 24. If you do not hear back from me after that date, please resend. I will respond to your message as soon as I can. Best wishes, Deb Kelemen From pcnorton at yahoo.com Sat Sep 3 22:27:52 2005 From: pcnorton at yahoo.com (Pam Norton) Date: Sat, 3 Sep 2005 15:27:52 -0700 Subject: Spanish- or Chinese-"influenced" Enlgish In-Reply-To: <96801.95146@mail.talkbank.org> Message-ID: In the field of speech-language pathology, our standardized language tests (based on "standard" English) make allowances for dialectal variations from SAE such as AAE and give credit for AAE morphology, etc. Some of these tests include allowances for what they call "Spanish-influenced English" and "Chinese-influenced English," meaning, as I understand it, that their English has distinct morphological and phonological differences from standard English that can be traced back to an overlay of their native language morphology and phonology. As I'm putting together a questionnaire to survey SLPs in the schools and want to ask what language varieties they've encountered in the district, I'm trying to figure out what these varieties are called? Are they dialects? How are they classified within the field of linguistics? Thanks, Pam Norton, M.S., CCC-SLP Joint Doctoral Student in Special Ed UCBerkeley & SFSU -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Mon Sep 5 16:48:43 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Mon, 5 Sep 2005 18:48:43 +0200 Subject: Computational Linguistics: Assistant Professor Message-ID: University or Organization: Indiana University Department: Linguistics Job Rank: Assistant Professor, tenure-track position Specialty Areas: Computational Linguistics To begin: fall, 2006 The Indiana University Department of Linguistics has been authorized to hire a computational linguist to guide and contribute to a growing computational linguistics program within the Department and in the context of a diverse linguistic research environment, working with scholars from a number of related programs and a growing natural language research group in the program in cognitive science. The Department has an MA track in computational linguistics and the new hire will be expected to teach its courses on a regular basis, and to help develop an inter-disciplinary Ph.D. Program in computational linguistics involving faculty in a variety of units across the campus. The ideal candidate should have a Ph.D. in the field of computational linguistics, be familiar with a range of Natural Language Processing techniques and applications, and be able to teach courses in some area of linguistics. Research specialties may be in a variety of areas, including but not limited to natural language semantics and discourse processing, language acquisition models, empirical linguistics involving corpus-based studies, and language documentation and corpus creation. Candidates with interdisciplinary interests are especially encouraged to apply. For more information, see http://www.indiana.edu/~lingdept/. Send application materials, including information about research and teaching interests, curriculum vitae, and sample publications to: CL Search Committee, C/O Jan Cobb Linguistics Dept. Memorial Hall 322 Indiana University 1021 E. 3rd Street Bloomington, IN 47405-7005 Arrange to have three letters of reference sent to the same address. The committee will begin reviewing applications no later than 7 November 2005, and will continue until the position is filled. For further information, contact the Linguistics Department: lingdept at indiana.edu or (812) 855-6456. Indiana University is an affirmative action/equal opportunity employer. Indiana University encourages applications from women and minorities. From g.morgan at city.ac.uk Tue Sep 6 15:59:50 2005 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Tue, 6 Sep 2005 16:59:50 +0100 Subject: Research jobs available Message-ID: DCAL CENTRE, UCL, LONDON - 6 RESEARCH POSTS DCAL (Deaf studies, cognition and language) is a major new research centre funded by the Economic and Social Research Council, UK. The Centre comprises a series of thematically linked research projects on sign language linguistics, language processing, face-to-face communication, language development, atypical sign language, and the deaf individual and the community. The Centre will be launched in January 2006 and over the first five years of its existence we will establish a team of 15-20 researchers, research students and support staff. The following positions are available to start in January 2006 or as soon as possible thereafter. Additional posts and studentships will be advertised in Spring 2006. Senior Researcher - 5 years initially Grade and Salary: RA2/3 Point 15 - £34,890 including London Allowance This is a key post, with responsibility for the day-to-day management and oversight of research activities across all five research groups in the Centre. The Senior Researcher will be a member of the Centre Management team. The person appointed to this post will come from one of the contributory disciplines of the Centre, and will have substantial post-doctoral experience in sign language and deaf studies research. You will also have opportunities to develop your own lines of research, with support in applying for research grants; contribute to the research activities of one or more of the research groups according to your interests; and supervise research students. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref RA12). Post-grad/Post-doc linguist/psycholinguist - 2 year post Grade and Salary: RA1A Point 7 - £25,582 including London Allowance The researcher will undertake basic descriptive work on BSL morphology and syntax, and develop a BSL assessment battery for use with native and non-native signers. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref RA1) Post-doc speech and language therapist/psycholinguist - 2 year post Grade and Salary: RA1A Point 10 - £28,870 including London weighting The researcher will work full-time on the development of a speechreading test for deaf children. Pilot work on this project has already been completed. The post holder will also contribute to assessment of language and hearing skills in deaf volunteers. Informal enquiries to Prof R Campbell r.campbell at ucl.ac.uk (Ref RA3) Post-doc psychologist/psycholinguist - 4 year post Grade & Salary: RA1A Point 9 - £27,965 including London weighting The researcher will carry out behavioural research in the area of language processing in British Sign Language and English, including recruiting participants, preparing experimental materials, designing, conducting and analysing experiments. Informal enquiries to Prof G Vigliocco g.vigliocco at ucl.ac.uk (Ref RA6) Post-doc psychologist/linguist/psycholinguist - 4 year post Grade and Salary: RA1A Point 9 - £27,965 including London weighting The researcher will undertake norming studies, contribute to the design, conduct and reporting of language processing experiments, and contribute to work on sign language development and/or atypical signing. The post-holder must have native or near-native skills in any sign language. Informal enquiries to Dr G Morgan g.morgan at city.ac.uk (Ref RA7) Interpreter/Researcher - 5 years initially (50% contract) Grade and Salary: RA2 Point 12 - £31,229 including London weighting (pro-rata) The post of Interpreter-Researcher combines coordination of interpreting services in DCAL for Deaf and hearing Centre staff, students and visitors, with opportunities to collaborate with the five research groups in the centre, developing your own lines of research and applying for research grants. Where appropriate, you will supervise research students in your field of interest. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref IR) Job and person descriptions for all the posts, together with downloadable application forms, can be found on Bencie Woll, BA, MA, PhD Chair of Sign Language and Deaf Studies Department of Human Communication Science University College London Chandler House, 2 Wakefield Street London WC1N 1PF +44 20 7679 4057 (voice) +44 7713 0861 (fax) To unsubscribe: send mail to with "unsubscribe slling-l" in the body of the message. ----------------------------------------------------------------- Hosted by Valencia Community College, Orlando, FL http://valenciacc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jbarlow at mail.sdsu.edu Tue Sep 6 19:06:04 2005 From: jbarlow at mail.sdsu.edu (Jessica Barlow) Date: Tue, 6 Sep 2005 12:06:04 -0700 Subject: job announcement: child language specialist Message-ID: ------------------------------------------- Child language specialist (Rank Open): San Diego State University invites applications for a tenure-track faculty position in the School of Speech, Language, and Hearing Sciences. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. We are seeking a person with skills in language acquisition, and additional expertise in one or more of the following areas: childhood language, phonology, and/or developmental language or phonological disorders. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://slhs.sdsu.edu). Review of completed applications will begin December 1, 2005 and continue until position is filled; employment to begin Fall semester 2006. Applicants should submit a letter of interest to include a description of research program; evidence of teaching excellence, and/or reprints; a current vita; and 3 letters of recommendation. Application materials should be sent electronically and via surface mail to Dr. Jessica Barlow, Child Language Search Committee Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, (jbarlow at mail.sdsu.edu). San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. ------------------------------------------- From jbarlow at mail.sdsu.edu Tue Sep 6 19:06:23 2005 From: jbarlow at mail.sdsu.edu (Jessica Barlow) Date: Tue, 6 Sep 2005 12:06:23 -0700 Subject: job announcement: School director Message-ID: ---------------------------------------- The SDSU SCHOOL OF SPEECH, LANGUAGE, AND HEARING SCIENCES is seeking a person to serve as Director. This individual should have significant research, teaching, and clinical experiences; the position represents a 12-month appointment at the rank of Professor. Major responsibilities include administering the fiscal, academic, and clinical programs of the School, and providing leadership to further advance its future. Qualifications include a Ph.D. in Communication Sciences and Disorders or a related area, evidence of strong leadership skills, experience with extramural funding and/or development and management of clinical training programs, strong organizational and interpersonal skills for collaborating with internal and external constituencies, evidence of achievements in teaching and scholarship consistent with the rank of Professor, an understanding of accreditation policies and procedures, and commitment to serving a diverse population. San Diego State University is the oldest and largest higher education institution in the San Diego region. Since it was founded in 1897, the university has grown to offer bachelor's degrees in 81 areas, master's degrees in 72 areas and doctorates in 16 areas. SDSU's nearly 33,000 students participate in an academic curriculum distinguished by direct contact with faculty and an increasing international emphasis that prepares them for a global future. Additional information about the University is available at http://www.sdsu.edu. More information about the program is available at http://slhs.sdsu.edu. The School of Speech, Language, and Hearing Sciences offers the BA in Communicative Disorders and the MA in Speech-Language Pathology, as well as two doctoral degrees: the Au.D. and the Ph.D. in Language and Communicative Disorders, both joint programs with the University of California, San Diego. The School also operates an active Communicative Disorders Clinic that serves as a major teaching and research resource for the program. The School has affiliations with a wide variety of clinics, hospitals, and schools that offer a wide range of research opportunities and teaching support for faculty and students. Applicants should submit a letter of interest that includes a description of administrative experience as well as a description of research and teaching experience, a current CV, and three letters of recommendation. Application materials should be sent electronically and via surface mail to: Dr. Lew Shapiro, Chair, School Director Search Committee, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, Ph# 619-594-6558, Fax # 619-594-7109 (shapiro at mail.sdsu.edu). Review of completed applications will begin December 1, 2005 and continue until position is filled. Formal interviews of candidates will begin in January 2006. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. ---------------------------------------- From ccore at fau.edu Wed Sep 7 15:26:21 2005 From: ccore at fau.edu (Cynthia Core) Date: Wed, 7 Sep 2005 11:26:21 -0400 Subject: Corpus/index for word frequency in young children Message-ID: Dear Childes Members, I am looking for a resource containing an indexed corpus of vocabulary items for young children. The corpus I have heard of was used in reading research and contained indices of concreteness, frequency of occurrence and other measures from children's literature organized by grade level. Does anyone have a reference for a resource like this? Also, if such a resource exists in Spanish or other languages, I would be interested to know that too. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences & Disorders Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Sep 8 14:08:06 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 8 Sep 2005 10:08:06 -0400 Subject: Test message Message-ID: This is just a test. Please do not respond. Kelley From nala.lee at gmail.com Wed Sep 7 03:33:48 2005 From: nala.lee at gmail.com (Nala Lee) Date: Wed, 7 Sep 2005 11:33:48 +0800 Subject: mandarin motherese Message-ID: Dear all, I am currently researching the area of prosody in Mandarin infant-directed language. And I am wondering if anyone is familiar with prior research that has been done on Mandarin motherese, because the literature that I can get my hands on seem somewhat limited. Information on research done in Mandarin is also welcome. Your help will be greatly appreciated. Thank you! Sincerely Nala Lee (National University of Singapore) From helene.deacon at dal.ca Thu Sep 8 17:39:45 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Thu, 8 Sep 2005 14:39:45 -0300 Subject: Corpus/index for word frequency in young children Message-ID: Zeno, S. (Ed.). (1995). The educator's word frequency guide. Brewster, N.J.: Touchstone Applied Science Associates. This is organised according to Grade Level, however, it doesn't offer concreteness, etc. (as far as I know). The on-line MRC psycholinguistic database (Google search that and you will get it) does offer these indices (albeit not by grade level). Both are fantastic resources. Hélène Hélène Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Centre, 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 ----- Original Message ----- From: Cynthia Core To: info-childes at mail.talkbank.org Sent: Wednesday, September 07, 2005 12:26 PM Subject: Corpus/index for word frequency in young children Dear Childes Members, I am looking for a resource containing an indexed corpus of vocabulary items for young children. The corpus I have heard of was used in reading research and contained indices of concreteness, frequency of occurrence and other measures from children's literature organized by grade level. Does anyone have a reference for a resource like this? Also, if such a resource exists in Spanish or other languages, I would be interested to know that too. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences & Disorders Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From shariellen at nyc.rr.com Thu Sep 8 20:14:12 2005 From: shariellen at nyc.rr.com (Shari Berkowitz) Date: Thu, 8 Sep 2005 16:14:12 -0400 Subject: mandarin motherese In-Reply-To: Message-ID: I have one poster by Liu, Tsao & Kuhl, where they found highly exaggerated pitch contours in infant-directed speech. You might want to email liumei at u.washington.edu, or perhaps check Pat Kuhl's website. I would be interested in whatever other references you find. Best, Shari Berkowitz ____________________________________ Shari Berkowitz, MS, CCC-SLP Speech-Language Pathologist Feeding Interventionist Doctoral Student, CUNY Graduate Center -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Nala Lee Sent: Tuesday, September 06, 2005 11:34 PM To: info-childes at mail.talkbank.org Subject: mandarin motherese Dear all, I am currently researching the area of prosody in Mandarin infant-directed language. And I am wondering if anyone is familiar with prior research that has been done on Mandarin motherese, because the literature that I can get my hands on seem somewhat limited. Information on research done in Mandarin is also welcome. Your help will be greatly appreciated. Thank you! Sincerely Nala Lee (National University of Singapore) From macw at mac.com Fri Sep 9 15:18:15 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 9 Sep 2005 11:18:15 -0400 Subject: thanks to Joris and Steven Gillis Message-ID: Dear Info-CHILDES, On behalf of the child language community, I would like to publicly thank Joris and Steven Gillis for the work they have done over the last six years building and maintaining the IASCL (International Association for the Study of Child Language) web site at the University of Antwerp. Now that Joris has begun his first year as a university student in Computer Science, it is time to shift this responsibility onto new shoulders. At least provisionally, we have now moved the IASCL web site to http://iascl.talkbank.org. That URL should be functional by the end of the day today. Again, thanks to Joris and Steven for all their hard work helping us to maintain communications within the child language community. --Brian MacWhinney From lise.menn at colorado.edu Sat Sep 10 16:45:00 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Sat, 10 Sep 2005 10:45:00 -0600 Subject: advice on developing a measure for expressive language development Message-ID: Dear friends, My colleague and co-author Yumiko Tanaka Welty has a probable opportunity to collect language samples from Japanese mother-child dyads and to develop measures for the children's expressive language development based on these speech samples. She would be very grateful for suggestions about books and papers to read that might give her useful ideas towards developing such a set of measures. Do you have a few minutes to help? Thanks, Lise Lise Menn Office: 303-492-1609 Linguistics Dept. Fax: 303-413-0017 295 UCB Hellems 293 University of Colorado Boulder CO 80309-0295 Professor of Linguistics, University of Colorado, University of Hunan Secretary, AAAS Section Z [Linguistics] Office Hours Fall'05: Tues 2-3:30, Thurs 11-12 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 sigal at alum.mit.edu Mon Sep 12 22:11:51 2005 From: sigal at alum.mit.edu (Sigal Uziel-Karl) Date: Tue, 13 Sep 2005 01:11:51 +0300 Subject: looking for Angelika Wittek's current e-mail address Message-ID: Dear list members, I am looking for Angelika Wittek's current e-mail address. Please respond directly to my e-mail: sigal at alum.mit.edu Thanks for your help. Sigal Uziel-Karl. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 14 10:59:19 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 14 Sep 2005 11:59:19 +0100 Subject: excuse the language Message-ID: I thought this was absolutely wonderful from my son-in-law and wanted to share it with you all: >A 7 year old and a 4 year old are upstairs in their bedroom "You know what?" >says the 7 year old, "I think it's about time we started swearing". > >The 4 year old nods his head in approval. > >"When we go downstairs for breakfast I'm gonna swear first, then you swear >after me, ok?" > >"Ok," the 4 year old agrees with enthusiasm. > >The mother walks into the kitchen and asks the 7 year old what he wants for >breakfast. > >"Oh, shit mum, I guess I'll have some Coco Pops." > >FURIOUS TELLING OFF FROM MUM!! He gets up, >and runs upstairs crying his eyes out. > >She looks at the 4 year old and asks with a stern voice, "And what do you >want for breakfast, young man?" > >"I don't know," he blubbers, "but it won't be fucking Coco Pops" -------------- next part -------------- An HTML attachment was scrubbed... URL: From deak at cogsci.ucsd.edu Wed Sep 14 19:56:16 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Wed, 14 Sep 2005 12:56:16 -0700 Subject: Fwd: Call for Papers for ICDL 2006 Message-ID: Please consider submitting your best work to this exciting interdisciplinary conference. Also, please forward to other lists, students, colleagues, etc. Thanks! > From: Jochen Triesch > Date: September 9, 2005 5:35:13 AM PDT > To: deak at cogsci.ucsd.edu > Subject: ICDL: Call for Papers for ICDL 2006 > > ====================================================== > ICDL 2006 > International Conference on Development and Learning > - Dynamics of Development and Learning - > http://www.icdl06.org > Indiana University Bloomington, May 31- June 3, 2006 > > Call for Papers > Paper Submission Deadline: Feb. 6, 2006 > Call for Invited Sessions Proposals > Proposal Submission Deadline: Dec. 1, 2005 > > Recent years have seen a convergence of research in artificial > intelligence, developmental psychology, cognitive science, > neuroscience and robotics, aimed at identifying common computational > principles of development and learning in artificial and natural > systems. The theme of this year^%G�%@ conference centers on > development as a process of dynamic change that occurs within a > complex and embodied system. The dynamics of development extend across > multiple levels, from neural circuits, to changes in body morphology, > sensors, movement, behavior, and inter-personal and social > patterns. The goal of the conference is to present state-of-the-art > research on autonomous development in humans, animals and robots, and > to continue to identify new interdisciplinary research directions for > the future of the field. > > The 5th International Conference on Development and Learning 2006 > (ICDL06) will be held on the campus of Indiana University Bloomington, > May 31- June 3, 2006. The conference is organized with the technical > co-sponsorship of the IEEE Computational Intelligence Society. The > conference will feature plenary talks by invited keynote speakers, > invited sessions (workshops) organized around a central topic, a panel > discussion and poster sessions. > > Paper submissions (for details regarding format and submission/review > process see our website at http://www.icdl06.org) are invited in these > areas: > > - General Principles of Development and Learning in Humans and Robots > - Neural, Behavioral and Computational Plasticity > - Embodied Cognition: Foundations and Applications > - Social Development in Humans and Robots > - Language Development and Learning > - Dynamic Systems Approaches > - Emergence of Structures through Development > - Development of Perceptual and Motor Systems > - Models of Developmental Disorders > > Authors may specify preferences for oral or poster presentations. All > submissions will be peer-reviewed and accepted papers will be published > in a conference proceedings volume. Selected conference presenters will > be invited to update and expand their papers for publication in a > special issue on "Dynamics of Development and Learning" of the journal > Adaptive Behavior (http://adb.sagepub.com/). > > ICDL precedes the conference "Artificial Life X" June 3-7, 2006, also > held on the campus of Indiana University Bloomington > (http://alifex.org). ICDL and ALIFE will share one day of overlapping > workshops and tutorials on June 3. > > Organizing Committee: > Linda Smith (Chair), Olaf Sporns, Chen Yu, Mike Gasser, Cynthia > Breazeal, Gedeon Deak, John Weng. > > > 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/ From macw at mac.com Thu Sep 15 17:57:12 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 15 Sep 2005 13:57:12 -0400 Subject: position at UT Austin Message-ID: Communication Sciences and Disorders SLP Search/Job Posting 9-15-05 THE UNIVERSITY OF TEXAS AT AUSTIN Asst/Assoc Prof.: The Department of Communication Sciences and Disorders at The University of Texas at Austin is seeking a tenure- track (Assistant/Associate level) faculty member to begin September 2006. The candidate should have an earned Ph.D. and expertise in speech and/or language across the lifespan. Candidates with expertise in one or more of the following areas will be considered: neuro- linguistic processing, literacy, and speech production and perception, including voice and fluency. Duties will include research and graduate and undergraduate teaching. Applicants should demonstrate excellence in research and teaching commensurate with academic rank. Applicants should send a curriculum vitae, a statement of interests and qualifications, names, telephone numbers and addresses of at least three references and three samples of published or unpublished writings to: Dr. Barbara L. Davis, Search Committee Chair, Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX 78712. Review of applications will begin on December 1, 2005 and continue until the position is filled. The University of Texas at Austin is an Equal Opportunity/Affirmative Action employer. Minorities and women are encouraged to apply. For more information about the University, visit The University of Texas at Austin homepage at www.utexas.edu From agamfo at yahoo.com Thu Sep 15 12:36:26 2005 From: agamfo at yahoo.com (F.K. Agama) Date: Thu, 15 Sep 2005 05:36:26 -0700 Subject: Knows of Jobs for Linguists with MA? In-Reply-To: <53601.70239@mail.talkbank.org> Message-ID: I was wondering if anyone knows where jobs for Linguists/English Linguists with a Masters Degree could be found.I am desperately looking for one. Please email if you have one or knows of anybody offering one. Many thanks. F.K Agama __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Thu Sep 15 18:15:27 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Thu, 15 Sep 2005 12:15:27 -0600 Subject: Job at University of Colorado Message-ID: Please help us distribute this job notice! Thank you, Lise Menn The Department of Linguistics at the University of Colorado seeks candidates for a tenure-track position as Assistant Professor of Linguistics in the area of phonetics/phonology, starting August 2006. We seek candidates who analyze primary data (e.g. experimental data, field data, or natural spoken language corpora) in order to address theoretical issues in phonetics and phonology. The department values interdisciplinary work highly. Job requirements at the time of application include research publications or presentations and completed Ph.D., or completion of all requirements for the Ph.D. in Linguistics or a closely related field except filing the dissertation. If requested, dissertation draft or equivalent publications must be supplied promptly by the candidate. Job duties include active research and publication, meeting standard departmental teaching requirements, and performing service duties as required by the department and the university.  The department will begin to review applications on Nov. 1, 2005. Applications will be accepted until the position is filled.  Dossiers consisting of a letter of interest, current curriculum vitae and the names of three references should be sent to:  Prof. Lise Menn Phonetics Search Committee Department of Linguistics, 295 UCB University of Colorado  Boulder, CO  80309 For questions, please contact the department chair, Prof. Barbara Fox; or Prof. Lise Menn, chair of the search committee. For information about the Department of Linguistics at Boulder, please visit . The University of Colorado at Boulder is committed to diversity and equality in education and employment. Lise Menn, Professor Secretary, AAAS-Section Z (Linguistics) office: Hellems 293 Linguistics Department office hours Spring '05 University of Colorado by appointment only 295 UCB phone 303-492-1609 Boulder, Colorado office fax 303-492-4416 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ doc -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2660 bytes Desc: not available URL: From macw at mac.com Thu Sep 15 20:35:17 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 15 Sep 2005 16:35:17 -0400 Subject: position at SUNY Message-ID: The Department of Psychology at the University at Buffalo, The State University of New York, invites applications for an ASSISTANT PROFESSOR in COGNITIVE PSYCHOLOGY or COGNITIVE NEUROSCIENCE. Applicants are expected to have an active, visible research program, to publish theoretical and empirical research in top-tier journals, to contribute to both graduate and undergraduate supervision and instruction, and to have a strong potential for funding. Applicants are also expected to have a Ph.D. (by August 2006) in Psychology or closely related discipline. Area of research is open, but candidates who complement existing research strengths in language processing, perception, or categorization are desirable. The Department of Psychology has seen remarkable growth over the past four years, adding eleven new faculty to its ranks. With the potential to hire four additional new faculty this year, the Department will be well positioned to build on and continue a strong tradition of research and training in psychological science. A detailed description of the Department can be found at http://wings.buffalo.edu/psychology. If interested, send a letter of application, vitae, statements of research and teaching interests, and three letters of recommendation to the Cognitive Search Committee, Department of Psychology, University at Buffalo, SUNY, Buffalo, NY, 14260-4110. Initial review of applications will begin on October 15, 2005 and will continue until the position is filled. The University at Buffalo is an Equal Opportunity Employer/ Recruiter. Women and minorities are encouraged to apply. From annkiddy at hotmail.com Fri Sep 16 15:01:26 2005 From: annkiddy at hotmail.com (Kim Ventimiglia) Date: Fri, 16 Sep 2005 11:01:26 -0400 Subject: in need of normative information re: intelligibility Message-ID: An HTML attachment was scrubbed... URL: From pcnorton at yahoo.com Fri Sep 16 16:45:41 2005 From: pcnorton at yahoo.com (Pam Norton) Date: Fri, 16 Sep 2005 09:45:41 -0700 Subject: dialect judgment and language development assessment In-Reply-To: <6401.38100@mail.talkbank.org> Message-ID: Hi all, Can anyone direct me to literature that discusses laymen's or professionals' reactions to dialects other than their own? I am doing background writing for my doctoral thesis on speech/language therapists' understanding of dialects and their reactions to dialects other than their own while conducting language assessments. It would be helpful to read the literature on first impressions, what "other dialectness" means to people, and how people judge others according to whether they speak their own dialect or not. I am a big fan of the documentary American Tongues but I would like to read some literature on the subject. Of course, if there's anything about the impact of dialect on assessment outcome, that would be icing on the cake. I'm happy to compile any references and send them back to the group. Thanks in advance, Pam Norton, Doctoral Candidate UC Berkeley/San Francisco State Joint Doctoral Program in Special Education From bpearson at comdis.umass.edu Fri Sep 16 17:33:07 2005 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Fri, 16 Sep 2005 13:33:07 -0400 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: Dear Kim, I will be interested to hear what you find. You raise a question that has received relatively little discussion. Betty Hart (of Hart and Risley) may also have some data that speaks to your request for norms for intelligibility. If you look at H &R _The Social World of Children Learning to Talk_ (1999, p. 281), there is a graph comparing word utterances and non-word utterances which may point you in the direction of an answer. They have graphs like those on page 291 (appendix C) for each of the children in the study, but I don't think they are published. There is some lack of clarity of what is a "non-word" and what is unintelligible. Hart gives examples of "sound effects" and "nonsense refrains" but the text and the caption show that such uttterances are lumped together with "babble" and "gibberish." The graph on page 281 shows 19 months as the average for when 1/2 of a child's utterances are "comprehensible." That of course leaves 1/2 that's not intelligible; and also a large number of the children with later ages to achieve that milestone. By two it looks like the average for the H&R sample is 3:1, intelligible to unintelligible. I consulted Hart about this when Ana Navarro, a student at Miami was doing her dissertation project and found that without context, only 24% of the utterances (words and short phrases) of 26-month-olds --bilinguals AND monolinguals--were intelligible to naive listeners. (The outline of the project is in the ISB4 Proceedings, Navarro, Pearson, Cobo-Lewis & Oller.) Note that these were all words that were intelligible in context, so it raises the question of "intelligible to whom." I hope this is some help. Perhaps you could let us know more about how the question came up for you. Till soon, Barbara Pearson On Sep 16, 2005, at 11:01 AM, Kim Ventimiglia wrote: > Dear colleagues, >   > I am in need of normative information concerning the percentage of > utterances that are intelligible in 2, 2.5, and 3 year-old > typically-developing children.  I have seen a citation for Gard, > Gilman, and Gorman but do not have the year or any other publication > information.  does anyone have this information? >   > Wth thanks, >   >   > Kim M. DesBarres, MS, CCC-SLP > Clinical Supervisor > Donald R. Reed Speech & Hearing Center > Phleps Memorial Hospital >   >   >   > ***************************************** 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/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2683 bytes Desc: not available URL: From asheldon at umn.edu Fri Sep 16 17:40:48 2005 From: asheldon at umn.edu (Amy Sheldon) Date: Fri, 16 Sep 2005 12:40:48 -0500 Subject: dialect judgment and language development assessment In-Reply-To: <20050916164541.85470.qmail@web81401.mail.yahoo.com> Message-ID: Dennis Preson's work is what you want. He describes folklinguistic assessments of dialects. For example, he has studies of rather consistent lay responses to the questions:"where is the most and least correct (or pleasant) English spoken in the US?". In addition, I've found a better, more up-to-date video than American Tongues. I am troubled with the perspective from which African-American English is treated, in AT. Jim MacNeil has updated AT with a DVD (or VHS) called "Do you speak American?". I've only seen parts of it -- it's 180 min. long. There's a section with Preston doing mini-interviews to show his work on dialect attitudes. Other linguists are featured too. Visually, the DVD is beautiful. The underlying attitude of the producers is better. And the scope of dialect variation featured and discussed is updated. It's a good training tool. Amy Sheldon University of Minnesota On Friday, September 16, 2005, at 11:45 AM, Pam Norton wrote: > > Hi all, > Can anyone direct me to literature that discusses > laymen's or professionals' reactions to dialects other > than their own? I am doing background writing for my > doctoral thesis on speech/language therapists' > understanding of dialects and their reactions to > dialects other than their own while conducting > language assessments. It would be helpful to read the > literature on first impressions, what "other > dialectness" means to people, and how people judge > others according to whether they speak their own > dialect or not. I am a big fan of the documentary > American Tongues but I would like to read some > literature on the subject. Of course, if there's > anything about the impact of dialect on assessment > outcome, that would be icing on the cake. I'm happy > to compile any references and send them back to the > group. > > Thanks in advance, > > Pam Norton, > Doctoral Candidate > UC Berkeley/San Francisco State > Joint Doctoral Program in Special Education > From csg at u.washington.edu Fri Sep 16 17:42:47 2005 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Fri, 16 Sep 2005 10:42:47 -0700 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: One reference I have used is: Coplan, J. & Gleason, J. (1988). Unclear speech: recognition and significance of unintelligible speech in preschool children. Pediatrics, 82, 447-452. The authors state that intelligibility (to a stranger) is 50% at age 2 years, 75% at age 3:0 and 100% at age 4;0. I'm sure there is great variation across children and situations, but these numbers may be fairly good. Carol Stoel-Gammon ***************************************************************** Carol Stoel-Gammon, Ph.D. Professor, Department of Speech and Hearing Sciences University of Washington ***************************************************************** From: "Kim Ventimiglia" Date: Fri, 16 Sep 2005 11:01:26 -0400 To: info-childes at mail.talkbank.org Subject: in need of normative information re: intelligibility Dear colleagues, I am in need of normative information concerning the percentage of utterances that are intelligible in 2, 2.5, and 3 year-old typically-developing children. I have seen a citation for Gard, Gilman, and Gorman but do not have the year or any other publication information. does anyone have this information? Wth thanks, Kim M. DesBarres, MS, CCC-SLP Clinical Supervisor Donald R. Reed Speech & Hearing Center Phleps Memorial Hospital -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrichard at mtsu.edu Fri Sep 16 18:34:59 2005 From: mrichard at mtsu.edu (Melinda Richards) Date: Fri, 16 Sep 2005 13:34:59 -0500 Subject: dialect judgment and language development assessment Message-ID: I would refer you to the work of Valerie Fridland, of U New Mexico. She was working on a layman's perception study of Appalachian Dialect and attitudes a couple of years ago. Interestingly, she used synthesized speech as her stimulus. Best, Melinda L. Richards, PhD., CCC-SLP Assistant Professor, Communication Disorders Dept. of Speech & Theatre MTSU Box 43 Murfreesboro, TN 37132 office: 1.615.898.5425 fax: 1.615.898.5826 ----- Original Message ----- From: "Pam Norton" To: Sent: Friday, September 16, 2005 11:45 AM Subject: dialect judgment and language development assessment > > Hi all, > Can anyone direct me to literature that discusses > laymen's or professionals' reactions to dialects other > than their own? I am doing background writing for my > doctoral thesis on speech/language therapists' > understanding of dialects and their reactions to > dialects other than their own while conducting > language assessments. It would be helpful to read the > literature on first impressions, what "other > dialectness" means to people, and how people judge > others according to whether they speak their own > dialect or not. I am a big fan of the documentary > American Tongues but I would like to read some > literature on the subject. Of course, if there's > anything about the impact of dialect on assessment > outcome, that would be icing on the cake. I'm happy > to compile any references and send them back to the > group. > > Thanks in advance, > > Pam Norton, > Doctoral Candidate > UC Berkeley/San Francisco State > Joint Doctoral Program in Special Education > > > From cam47 at psu.edu Sat Sep 17 16:49:21 2005 From: cam47 at psu.edu (Carol Anne Miller) Date: Sat, 17 Sep 2005 12:49:21 -0400 Subject: Fwd: Re: dialect judgment and language development assessment Message-ID: Just an additional vote for "Do you speak American?" and a note that there is a website associated with the program that is chock-full of useful teaching materials. You can find it by going to http://www.pbs.org/ then clicking on "Programs A-Z". Carol Miller >Date: Fri, 16 Sep 2005 12:40:48 -0500 >Subject: Re: dialect judgment and language development assessment >Cc: info-childes at mail.talkbank.org >To: Pam Norton >From: Amy Sheldon > >Dennis Preson's work is what you want. >He describes folklinguistic assessments of dialects. >For example, he has studies of rather consistent lay responses to the >questions:"where is the most and least correct (or pleasant) English >spoken in the US?". > >In addition, I've found a better, more up-to-date video than American >Tongues. I am troubled with the perspective from which African-American >English is treated, in AT. Jim MacNeil has updated AT with a DVD (or VHS) >called "Do you speak American?". I've only seen parts of it -- it's 180 >min. long. There's a section with Preston doing mini-interviews to show >his work on dialect attitudes. Other linguists are featured too. >Visually, the DVD is beautiful. The underlying attitude of the producers >is better. And the scope of dialect variation featured and discussed is >updated. It's a good training tool. > >Amy Sheldon >University of Minnesota > >On Friday, September 16, 2005, at 11:45 AM, Pam Norton wrote: > >> >>Hi all, >> Can anyone direct me to literature that discusses >>laymen's or professionals' reactions to dialects other >>than their own? I am doing background writing for my >>doctoral thesis on speech/language therapists' >>understanding of dialects and their reactions to >>dialects other than their own while conducting >>language assessments. It would be helpful to read the >>literature on first impressions, what "other >>dialectness" means to people, and how people judge >>others according to whether they speak their own >>dialect or not. I am a big fan of the documentary >>American Tongues but I would like to read some >>literature on the subject. Of course, if there's >>anything about the impact of dialect on assessment >>outcome, that would be icing on the cake. I'm happy >>to compile any references and send them back to the >>group. >> >>Thanks in advance, >> >>Pam Norton, >>Doctoral Candidate >>UC Berkeley/San Francisco State >>Joint Doctoral Program in Special Education > > +++++++++++++++++++++++++++++++++ Carol A. Miller Assistant Professor of Communication Sciences and Disorders Penn State University Office: 115B Moore Building Phone: (814) 865-6213 Fax: (814) 863-3759 Email: cam47 at psu.edu +++++++++++++++++++++++++++++++++ From k.j.alcock at lancaster.ac.uk Mon Sep 19 10:00:30 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 19 Sep 2005 11:00:30 +0100 Subject: in need of normative information re: intelligibility Message-ID: You may find the Down Syndrome literature helpful here, although I don't have any specific references, intelligibility is a big issue in this area so one would hope some studies compare intelligibility to typically developing children. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Sep 19 19:58:11 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 19 Sep 2005 15:58:11 -0400 Subject: IASCL site Message-ID: Dear Info-CHILDES, The IASCL materials (TiLAR, members, conferences, etc.) are now located at their own web address which is iascl.talkbank.org. --Brian MacWhinney From gleason at bu.edu Mon Sep 19 21:24:08 2005 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 19 Sep 2005 17:24:08 -0400 Subject: IASCL site In-Reply-To: <7F881836-33A3-417F-A2EC-5F5D714320EF@mac.com> Message-ID: Brian, thanks once again (I know I am not alone in this) for keeping us all in the 21st century. And thanks to Joris Gillis for doing a great job as webmaster. Jean Brian MacWhinney wrote: > Dear Info-CHILDES, > > The IASCL materials (TiLAR, members, conferences, etc.) are now > located at their own web address which is iascl.talkbank.org. > > --Brian MacWhinney > From lise.menn at colorado.edu Tue Sep 20 01:01:40 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Mon, 19 Sep 2005 19:01:40 -0600 Subject: IASCL site In-Reply-To: <432F2C78.4030108@bu.edu> Message-ID: thanks, indeed! Lise On Sep 19, 2005, at 3:24 PM, Jean Berko Gleason wrote: > Brian, thanks once again (I know I am not alone in this) for > keeping us all in the 21st century. And thanks to Joris Gillis for > doing a great job as webmaster. > > Jean > > > > > Brian MacWhinney wrote: > > >> Dear Info-CHILDES, >> >> The IASCL materials (TiLAR, members, conferences, etc.) are >> now located at their own web address which is iascl.talkbank.org. >> >> --Brian MacWhinney >> > Lise Menn Office: 303-492-1609 Linguistics Dept. Fax: 303-413-0017 295 UCB Hellems 293 University of Colorado Boulder CO 80309-0295 Professor of Linguistics, University of Colorado, University of Hunan Secretary, AAAS Section Z [Linguistics] Office Hours Fall'05: Tues 2-3:30, Thurs 11-12 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 cbowen at ihug.com.au Tue Sep 20 05:21:38 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Tue, 20 Sep 2005 15:21:38 +1000 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: Dear Kim, This is the reference: Gard, A., Gilman, L., & Gorman, J. (1993). Speech and Language Development Chart – 2nd Edition, Austin, Tx: Pro-Ed. I use this: http://members.tripod.com/Caroline_Bowen/Table1.htm B.L., Lynch, J.I., and Fox, D.R. (1980). A Parent - Child Cleft Palate Curriculum: Developing Speech and Language. CC Publications, Oregon. From the Table on page 102 entitled How well words can be understood. Peter Flipsen Jr suggests (after Coplan & Gleason, 1998): Age in years divided by 4 = % understood by strangers. Thus: age 1 year = 1/4 or 25% age 2 years = 2/4 or 50% age 3 years = 3/4 or 75% age 4 years =4/4 or 100% Coplan, J, & Gleason, JR (1988). Unclear speech: recognition and significance of unintelligible speech in preschool children. PEDIATRICS, 82, 447-452. The Coplan & Gleason (1998) study, that Carol Stoel-Gammon suggested, is described here: http://health.groups.yahoo.com/group/phonologicaltherapy/message/2597 These may help: Schiavetti, N. (1992). Scaling procedures for the measurement of speech intelligibility. In Kent, R. D. (Ed.), Intelligibility in speech disorders.(pp. 11-34). Philadelphia, PA: John Benjamins. Here is some interesting work in Sheffield about intelligibility as a clinical outcome measure for children with speech difficulties. http://www.shef.ac.uk/hcs/staff/wells Ust a thought - I think we always need to ask "Intelligible to whom?" and look at single word and conversational speech intelligibility. Caroline Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Kim Ventimiglia Sent: Saturday, 17 September 2005 1:01 AM To: info-childes at mail.talkbank.org Subject: in need of normative information re: intelligibility Dear colleagues, I am in need of normative information concerning the percentage of utterances that are intelligible in 2, 2.5, and 3 year-old typically-developing children. I have seen a citation for Gard, Gilman, and Gorman but do not have the year or any other publication information. does anyone have this information? Wth thanks, Kim M. DesBarres, MS, CCC-SLP Clinical Supervisor Donald R. Reed Speech & Hearing Center Phleps Memorial Hospital From langconf at acs.bu.edu Tue Sep 20 21:21:31 2005 From: langconf at acs.bu.edu (BUCLD) Date: Tue, 20 Sep 2005 17:21:31 -0400 Subject: BUCLD 30 Pre-registration Message-ID: We are pleased to announce that pre-registration for BUCLD 30 is now available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/prereg.htm The 30th Annual Boston University Conference on Language Development will be held at Boston University, November 4-6, 2005. Our invited speakers are: Janet Werker, University of British Columbia "Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants" Keynote address, Friday, November 4 at 8:00 pm Harald Clahsen, University of Essex "Grammatical Processing in First and Second Language Learners" Plenary address, Saturday, November 5 at 5:45 pm Jeff Elman, University of California at San Diego LouAnn Gerken, University of Arizona Mark Johnson, Brown University "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" Lunchtime symposium, Saturday, November 5 at 12:00 pm The full conference schedule, with 87 papers and 40 posters, is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/schedule.htm Please note that beginning October 26, 2005 (two weeks before the conference), nationals from 27 countries will need a machine-readable passport to be eligible for a visa waiver for entry into the United States. More information is available on the US Department of State website at http://travel.state.gov/visa/temp/without/without_1990.html More information about BUCLD is available at our website: http://www.bu.edu/linguistics/APPLIED/BUCLD We look forward to seeing you at BUCLD 30. Sincerely, David Bamman, Tatiana Magnitskaia and Colleen Zaller BUCLD 30 Co-organizers From Ben.Ambridge at liverpool.ac.uk Wed Sep 21 11:26:18 2005 From: Ben.Ambridge at liverpool.ac.uk (Ben Ambridge) Date: Wed, 21 Sep 2005 12:26:18 +0100 Subject: Well-known cartoon characters for British 6-7 and 9-10 yr olds In-Reply-To: <1100361250.41962e225aad2@mymail.tcd.ie> Message-ID: Dear all, I'm currently designing some videos for experiments that we plan to run with children aged 6-7 and 9-10 (and adults). There are quite a lot of trials, so to keep the children interested I thought it would be a good idea to use puppets/action figures etc... of cartoon characters that the children know and like. Does anybody have any suggestions for characters that virtually all BRITISH kids of this age will know? A lot of American studies seem to use characters from Sesame Street, but do British children watch this? I thought of Bob the Builder (perhaps too young for the older kids) and The Simpsons (vice-versa). Does anybody have any ideas as to whether these will work, or any better suggestions? (It might be a good idea to email me directly rather than post to the list, as I'm not sure how many people will be interested in this!) Thanks! Ben Ben.Ambridge at Liverpool.ac.uk From mfriend at sunstroke.sdsu.edu Wed Sep 21 19:24:39 2005 From: mfriend at sunstroke.sdsu.edu (Margaret Friend) Date: Wed, 21 Sep 2005 12:24:39 -0700 Subject: position in Developmental Cognitive Neuroscience Message-ID: Dear Colleagues, The Department of Psychology at San Diego State University seeks candidates for a tenure-track position in Developmental Cognitive Neuroscience. Please see our advertisement below for details. Thanks, Margaret Friend The DEPARTMENT OF PSYCHOLOGY at SAN DIEGO STATE UNIVERSITY invites applications for six tenuretrack appointments to begin August, 2006. Two positions--INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY and CLINICAL PSYCHOLOGY--are open rank with preference at the senior level. Assistant Professor positions are available in CLINICAL PSYCHOLOGY, SOCIAL PSYCHOLOGY, BEHAVIORAL NEUROSCIENCE, and DEVELOPMENTAL COGNITIVE NEUROSCIENCE. The Psychology Department has a large and diverse population of undergraduate majors, an MA program, and an MS program in Applied Psychology with emphases in I-O and Program Evaluation. The Department has an APA-accredited doctoral program in Clinical Psychology offered jointly with the Department of Psychiatry, School of Medicine, University of California, San Diego. This scientist-practitioner program has a multidisciplinary faculty of more than 90 individuals drawn from the two institutions in three specialty areas: Experimental Psychopathology, Neuropsychology and Behavioral Medicine. Additional information about SDSU and the Psychology Department can be found at http://www.sdsu.edu/ and http://www.psychology.sdsu.edu/index.html. The responsibilities of each position will include graduate and undergraduate teaching as well as research supervision and mentoring. The university and the department seek a diverse faculty. Successful candidates will be committed to excellence in teaching and clearly demonstrate research productivity and the capacity to attract extramural support. Research that acknowledges and addresses multicultural perspectives is desirable. SDSU and the San Diego research community beyond our campus provide a very rich environment for interdisciplinary and collaborative work. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY: RANK OPEN, PREFERENCE FOR FULL PROFESSOR. Candidates must hold a PhD in I/O psychology or a related area. Area of research specialization is open. The successful candidate for this position will play a significant role in strengthening our program in I/O Psychology by contributing to the development of new programmatic initiatives, such as the potential development of a doctoral program in Applied I/O Psychology. Candidates should have clear potential or evidence of success in publishing scholarly work in respected academic journals, obtaining extramural funding, providing thesis supervision, providing outstanding instruction at the undergraduate and graduate levels, and contributing service to the department, university, and profession. For more information about the Applied Psychology program, please consult: http://www.psychology.sdsu.edu/ms.html. CLINICAL PSYCHOLOGY: ADVANCED ASSOCIATE OR FULL PROFESSOR. Candidates must hold a PhD from an APA-accredited program in clinical psychology and be licenseeligible in CA. We seek candidates with research and clinical expertise in the area of Experimental Psychopathology (adult or child). Competitive candidates will have an active research program and a history of extramural support. The successful candidate will be committed to excellence in teaching in advanced doctoral level seminars, research supervision and mentoring, clinical supervision, and masters or undergraduate courses. The successful candidate will take a leadership role in the Experimental Psychopathology track; however, cross-disciplinary research that integrates interests in Behavioral Medicine or Neuropsychology is also of interest. For more information about the SDSU/UCSD Joint Doctoral Program, please consult: http://www.psychology.sdsu.edu/doctoral/. CLINICAL PSYCHOLOGY: ASSISTANT PROFESSOR. Candidates must hold a PhD with a focus in clinical psychology and be licenseeligible in CA. A doctorate from an APAaccredited program is desirable. We seek candidates with research and clinical expertise in the area of Experimental Psychopathology (adult or child). Competitive candidates will have an active research program and have current funding or demonstrate strong potential for attracting extramural support. Teaching responsibilities will include seminars and research/clinical supervision at the doctoral level, as well as masters and undergraduate courses. The successful candidate will have a primary affiliation with the Experimental Psychopathology track of the doctoral program in Clinical Psychology offered jointly with UCSD as described above; however, a cross-disciplinary research program that integrates interests in Behavioral Medicine or Neuropsychology is also of interest. SOCIAL PSYCHOLOGY: ASSISTANT PROFESSOR: Candidates must hold a PhD in social psychology. Instructional responsibilities include general and special-topic courses in social psychology at the undergraduate and graduate levels and core courses in our newly developing social psychology masters program. Candidates should demonstrate excellence of research in a relevant area of social psychology such as small group dynamics, interpersonal relations, person/situation interactions, social cognition, or social influence. Candidates with a strong potential for obtaining extramural support for their research are especially encouraged to apply. BEHAVIORAL NEUROSCIENCE: ASSISTANT PROFESSOR: Candidates must hold a PhD with a focus in behavioral neuroscience or biological psychology. Teaching responsibilities will include both undergraduate and graduate courses in the biological principles of behavior. Candidates must demonstrate strong potential for obtaining extramural support and for maintaining an active research program with a focus on brain behavior relationships. Candidates whose research involves the use of animal models to study the neural bases of behavior, neuronal plasticity, learning and memory, or the biological basis of substance abuse or psychopathology are especially encouraged to apply. DEVELOPMENTAL COGNITIVE NEUROSCIENCE: ASSISTANT PROFESSOR. Candidates must hold a PhD in a domain of Psychology which reflects expertise in Developmental Psychology and Cognitive Neuroscience. We seek an individual who investigates developmental issues within a Cognitive Neuroscience framework. Such an individual might study the neural underpinnings of language acquisition, the development of cognitive processes (e.g., attention, memory, and higher cognitive/executive function) or social/emotional development. We especially encourage applications from candidates with experience in brain imaging, electrophysiology, and other cognitive neuroscience techniques for in vivo brain assessment. Teaching responsibilities will include undergraduate breadth courses in Developmental Psychology and an occasional senior/graduate level course in a specific area of Developmental Cognitive Neuroscience. Candidates should demonstrate strong potential for obtaining extramural funding and maintaining an active research program with a developmental focus on brain/behavior relationships. ALL POSITIONS: Applicants should send a letter of application, a statement of teaching and research interests, evidence of teaching excellence (including student evaluations, if available), curriculum vitae, reprints or preprints, and three letters of recommendation to: Chair of the appropriate Search Committee, Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego CA 921824611. Review of applications will begin on October 15, 2005 and will continue until the positions are filled. Salaries will be competitive and commensurate with qualifications and experience. SDSU is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability or veteran status, including veterans of the Vietnam era. Margaret Friend, Ph.D. Child Language and Emotion Lab Department of Psychology and SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 6363 Alvarado Court, Ste.103 San Diego, CA 92120 619-594-0273 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbarriga at colmex.mx Wed Sep 21 19:41:34 2005 From: rbarriga at colmex.mx (Rebeca Barriga Villanueva) Date: Wed, 21 Sep 2005 14:41:34 -0500 Subject: IASCL site Message-ID: Dear Brian: Congratulations for the site! I can imagine how hard you have worked for it and it is pleaseant to see come true. Rebeca Barriga Villanueva El Colegio de México -----Mensaje original----- De: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]En nombre de Brian MacWhinney Enviado el: Lunes, 19 de Septiembre de 2005 02:58 p.m. Para: info-childes at mail.talkbank.org Asunto: IASCL site Dear Info-CHILDES, The IASCL materials (TiLAR, members, conferences, etc.) are now located at their own web address which is iascl.talkbank.org. --Brian MacWhinney From k.j.alcock at lancaster.ac.uk Thu Sep 22 10:48:29 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 22 Sep 2005 11:48:29 +0100 Subject: Research assistant position at Lancaster Message-ID: We are seeking a research assistant to work on an Nuffield Foundation funded project into the development of oral motor skills and their relationship to language, in typically developing and language delayed groups. The study involves recruitment and testing of children 1 to 8 years, including a group of children with Down Syndrome and a group with Specific Language Impairment, to be recruited through local schools and services, and family support groups. The major part of the project will involve developing a test of oral motor skill for children in this age group, based on existing tests, but children will also be assessed on standardised measures of cognitive and language skill. The post will also involve liaising with parents, schools, and support groups, coding and analysing data. Applicants should have a good first degree in psychology or a related discipline such as speech and language therapy, and an interest in language development and disorders. Experience with young children and/or individuals with developmental disorders is also important, and research experience in the field of language or motor development would be an advantage. The post is funded on the RA1B scale pro rata, and will be a 0.4 post for a period of one year. The closing date is the 14th October. Further informal enquiries can be made to Katie Alcock, who can be contacted on k.j.alcock at lancaster.ac.uk or 01524 593833. For application details and further particulars see http://www.lancs.ac.uk/users/personnel/jobs/ or apply to Personnel Services, quoting reference A552 on 01524 846549 (answerphone). Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From elvisginger at netscape.net Thu Sep 22 13:46:38 2005 From: elvisginger at netscape.net (elvisginger at netscape.net) Date: Thu, 22 Sep 2005 09:46:38 -0400 Subject: CUNY Conference - Call for Papers Message-ID: ON-LINE METHODS IN CHILDREN'S LANGUAGE PROCESSING March 21-22, 2006 CUNY Graduate Center; 365 Fifth Avenue; New York, NY A substantial body of work examines on-line language processing in adults, yet very little is known about how children coordinate linguistic and non-linguistic information to arrive at sentence meaning. Understanding how children process language, in real time, is necessary for building comprehensive theories about language acquisition. This workshop is the first scientific gathering specifically dedicated to a new field of research that explores such issues, experimental developmental psycholinguistics. This workshop provides a forum in which scholars from different areas of expertise (psycholinguistics, language acquisition, and cognitive neuroscience), particularly those interested in applying on-line methods to study children’s language processing, will discuss how current and developing empirical approaches can inform about language processing mechanisms in children. The workshop focuses on on-line methods to investigate children’s language processing mechanisms, including (a) behavioral methods (reaction-time tasks) such as monitoring, probe/prime latencies, and self-paced reading, (b) free-viewing eye-tracking, (c) electrophysiological measures such as brain event-related potentials (ERPs), and (d) functional neuroimaging. A separate panel of the workshop will be dedicated to each of the four methods, introduced by an invited talk and followed by four other talks chosen from submitted abstracts. This workshop is funded by the National Science Foundation. INVITED SPEAKERS Susan Bookheimer (UCLA): Functional neuroimaging Helen Cairns (CUNY): On-line methods in children’s language processing: Looking into the future Harald Clahsen (University of Essex): Behavioral methods Angela Friederici (Max Planck Institute for Human Cognitive and Brain Sciences): Electrophysiological methods John Trueswell (University of Pennsylvania): Free-viewing eye-tracking CALL FOR SUBMISSIONS We are soliciting abstracts for paper or poster presentations, on new and original research in experimental developmental psycholinguistics using on-line methods to study child language processing. Topics from any aspect of child language processing are welcome, ranging from the development and operation of mechanisms for sound perception and production to the development and operation of mechanisms for higher-level discourse processing. Abstracts from junior scholars are especially encouraged. Abstracts should not exceed 450 words. Submissions are restricted to 1 individual and 1 joint abstract per author. A system for electronic abstract submission is currently under construction, but will be made available from this page. Deadline for abstract submissions: December 15, 2005 Notification of acceptance: February 1, 2006 Travel grants will be awarded to graduate student presenters. Invited papers and a selection of the submitted papers from the workshop will be published in a volume tentatively titled On-Line Methods in Child Language Processing. FOR MORE INFORMATION, PLEASE EMAIL: childlang at gmail.com Workshop organizers: Irina A. Sekerina, College of Staten Island and Graduate Center, CUNY Eva M. Fernández, Queens College and Graduate Center, CUNY http://qcpages.qc.cuny.edu/~efernand/childlang/ __________________________________________________________________ Switch to Netscape Internet Service. As low as $9.95 a month -- Sign up today at http://isp.netscape.com/register Netscape. Just the Net You Need. New! Netscape Toolbar for Internet Explorer Search from anywhere on the Web and block those annoying pop-ups. Download now at http://channels.netscape.com/ns/search/install.jsp From k.j.alcock at lancaster.ac.uk Thu Sep 22 15:56:22 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 22 Sep 2005 16:56:22 +0100 Subject: Research assistant position at Lancaster Message-ID: (I tried to send this message earlier, but it was bounced back - apologies if you get it twice, although I haven't received a copy from info-childes at all) We are seeking a research assistant to work on an Nuffield Foundation funded project into the development of oral motor skills and their relationship to language, in typically developing and language delayed groups. The study involves recruitment and testing of children 1 to 8 years, including a group of children with Down Syndrome and a group with Specific Language Impairment, to be recruited through local schools and services, and family support groups. The major part of the project will involve developing a test of oral motor skill for children in this age group, based on existing tests, but children will also be assessed on standardised measures of cognitive and language skill. The post will also involve liaising with parents, schools, and support groups, coding and analysing data. Applicants should have a good first degree in psychology or a related discipline such as speech and language therapy, and an interest in language development and disorders. Experience with young children and/or individuals with developmental disorders is also important, and research experience in the field of language or motor development would be an advantage. The post is funded on the RA1B scale pro rata, and will be a 0.4 post for a period of one year. The closing date is the 14th October. Further informal enquiries can be made to Katie Alcock, who can be contacted on k.j.alcock at lancaster.ac.uk or 01524 593833. For application details and further particulars see http://www.lancs.ac.uk/users/personnel/jobs/ or apply to Personnel Services, quoting reference A552 on 01524 846549 (answerphone). Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From macw at mac.com Sat Sep 24 03:35:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 23 Sep 2005 23:35:35 -0400 Subject: improved Italian MOR Message-ID: Dear Info-CHILDES, Anna Gudmundson of the University of Stockholm has contributed a much improved version of MOR for Italian which she has used to tag her corpus of learners of Italian with a total of 3684 utterances. In addition, she created an ital.db POST database for automatic disambiguation which seems to work quite efficiently. Anna added some additional grammatical features, created additional a-rules and c-rules and expanded the overall coverage of the lexicon. This is a really nice contribution to the CHILDES system that now forms a really solid basis for further work on the learning of Italian. Many thanks to Anna for this great contribution which can now be downloaded from the server. --Brian MacWhinney From macw at mac.com Sun Sep 25 00:21:02 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 24 Sep 2005 20:21:02 -0400 Subject: improved Italian MOR Message-ID: Dear Info-CHILDES, Anna Gudmundson of the University of Stockholm has contributed a much improved version of MOR for Italian which she has used to tag her corpus of learners of Italian with a total of 3684 utterances. In addition, she created an ital.db POST database for automatic disambiguation which seems to work quite efficiently. Anna added some additional grammatical features, created additional a- rules and c-rules and expanded the overall coverage of the lexicon. This version now forms a solid basis for further work on the learning of Italian. Many thanks to Anna for this great contribution which can now be downloaded from the server. --Brian MacWhinney From m.deuchar at bangor.ac.uk Sun Sep 25 23:05:27 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Mon, 26 Sep 2005 00:05:27 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until September 26 2005. Mi wna i ffordd tan 26 Medi 2005. Margaret Deuchar. From enfatica at tin.it Mon Sep 26 13:09:52 2005 From: enfatica at tin.it (anna) Date: Mon, 26 Sep 2005 15:09:52 +0200 Subject: about CA mode Message-ID: Dear Info-CHILDES, I have been working with CLAN for two years in CHAT without problems, but now that I need to use CA mode, I just cannot find how to do. The problem is that I am sure that CA mode was available on the previous version of CLAN I downloaded last year on my old pc (with Windows 98), but I cannot find it on my new version, where there are only Coder, CHAT and sonic mode. What can I do? Is there something wrong I did? Thank you in advance for your help Annamaria Cacchione -------------- next part -------------- An HTML attachment was scrubbed... URL: From waterdrop3663 at 163.com Mon Sep 26 14:49:09 2005 From: waterdrop3663 at 163.com (=?gb2312?B?wO7B1Q==?=) Date: Mon, 26 Sep 2005 22:49:09 +0800 Subject: ask for information about second langauge learning effect:) Message-ID: Hello, colleagues. I am quite interested in second langauge teaching and learning in kindergarden, especially the effect in the later phrase---the learning in primary schools. I think such kind of comparative researches may provide us a broader view about this problem. Would there be someone who knows any materials about this?(English as the second langauge is the best) Thanks a lot:) Jenny Shanghai China -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberta at UDel.Edu Mon Sep 26 14:58:03 2005 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Mon, 26 Sep 2005 10:58:03 -0400 Subject: Fwd: Great Job Opportunity!! Message-ID: Please reply to Nancy Jordan at the email Njordan at udel.edu. > Subject: Great Job Opportunity!! > > We have an opening for Project Coordinator on our Children's Math > Project, funded by NICHD (see our website below).   The position > involves scheduling children for testing in schools, working with > school personnel, data management, and manuscript preparation.  We are > interested in a full-time person (post doc or a strong pre doc) but > also are willing to consider flexible part-time arrangements or > graduate assistants.   This is a great opportunity to work with a > highly productive research team.   Please contact me immediately if > you are interested or know of people who would be interested.  Thanks! > -- > Nancy C. Jordan > Professor > School of Education > 211C Willard Hall > University of Delaware > Newark, DE 19716 > Phone:  302.831.4651   Fax:  302.831.6702 > http://www.udel.edu/educ/cmp2 (Children's Math Project) >   >   > _____________________________________________________ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2096 bytes Desc: not available URL: From macw at mac.com Mon Sep 26 19:41:36 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 26 Sep 2005 15:41:36 -0400 Subject: CA Mode Message-ID: Dear Annamaria, We have integrated CA conventions now directly into CHAT and CLAN. Just go to the web at http://talkbank.org/ca and you will see the information regarding the details. If you want good alignment of CA overlap markers, you will need to use the FixedSysExcelsior font and the INDENT program. If you find problems with any of this, please tell me and we will help you or perhaps fix anything that doesn't work right. I have been using the new CA codes and methods quite a lot and they seem quite solid. However, I am nothing close to a CA purist and I don't mind seeing asterisks at the beginnings of lines and such. If that stuff bothers you, you can get rid of it using the CHAT2CA program. --Brian MacWhinney > On Sep 26, 2005, at 9:09 AM, anna wrote: > Dear Info-CHILDES, > I have been working with CLAN for two years in CHAT without > problems, but now that I need to use CA mode, I just cannot find > how to do. The problem is that I am sure that CA mode was available > on the previous version of CLAN I downloaded last year on my old pc > (with Windows 98), but I cannot find it on my new version, where > there are only Coder, CHAT and sonic mode. > What can I do? Is there something wrong I did? > Thank you in advance for your help > Annamaria Cacchione > -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Tue Sep 27 13:41:56 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 27 Sep 2005 09:41:56 -0400 Subject: Georgia State University - Tenure-track position in Developmental Psychology Message-ID: Dear Colleagues: The Department of Psychology at Georgia State University seeks candidates for a tenure-track position in Developmental Psychology. Please see our advertisement below for details. Thanks, MaryAnn Romski Devepmental and Methodological Psychologist THE DEPARTMENT OF PSYCHOLOGY AT GEORGIA STATE UNIVERSITY ANNOUNCES TWO ANTICIPATED TENURE TRACK FACULTY POSITIONS BEGINNING 2006: We are seeking broadly trained candidates who can establish nationally competitive research programs and who have a strong interest in and can contribute effectively to graduate and undergraduate education, as well as to university and national service. Georgia State University is a Doctoral/Research Extensive University with a diverse student body located in downtown Atlanta. The Department of Psychology currently supports Ph.D. level graduate programs in Clinical Psychology (APA-accredited), Community Psychology, Developmental Psychology, Neuropsychology and Behavioral Neuroscience, and Social/Cognitive Psychology (www.gsu.edu/psychology). The Department includes 39 full-time faculty, 120 doctoral students, and over 1,000 undergraduate majors. The Department also plays a significant role in several multidisciplinary research Centers including the Language Research Center, the Center for Research in Atypical Development and Learning, and the NSF-funded Center for Behavioral Neuroscience. PSYCHOLOGIST with expertise in quantitative methodology and urban health issues (Assistant or Associate Professor): We are seeking applicants with interests in quantitative methods in psychology who can contribute to the University's interdisciplinary focus on urban health. The University recently has committed substantial funds to its Partnership for Urban Research (urbanhealth.gsu.edu), an interdisciplinary collaboration to increase research on urban health in four areas: injury and violence, substance abuse and mental health, HIV/AIDS and infectious disease, and chronic disease and aging. We are interested in candidates whose program of research contributes both methodologically and substantively to one or more of these areas, who would be able to teach psychological statistics and/or methods courses at the undergraduate and graduate level, and who would join one of the department's five program areas. We are committed to adding to the diversity of the University's faculty and are particularly interested in scholars who seek to understand health within diverse populations. Applicants must hold a Ph.D. in psychology or an associated field. Appointment is anticipated for Fall 2006. DEVELOPMENTAL PSYCHOLOGIST (Assistant Professor): We are seeking a broadly trained developmental psychologist whose program of research concerns the influence of contextual factors on developmental trajectories during infancy and early childhood, and who would be able to teach a range of developmental psychology courses at the graduate and undergraduate level. The psychology department plays a significant role in several interdisciplinary University centers and initiatives and we are looking for a colleague who can contribute to one or more of these themes. We are committed to adding to the diversity of the University's faculty and are particularly interested in scholars who seek to understand development within diverse populations. Applicants must hold a Ph.D. in psychology or an associated field. Appointment is anticipated for Fall 2006. Applicants should send a letter of application that indicates the position of interest and that (1) describes their program of research/scholarship, (2) discusses their philosophy of teaching, and (3) outlines their professional accomplishments and future goals. Applicants also should send a curriculum vitae and selected publications and arrange for three letters of recommendation to be sent to Chair, Psychology Search Committee, Department of Psychology, P.O. Box 5010, Atlanta, GA 30302-5010. Review of applications will begin September 1, 2005. However, applications will be accepted until the position is filled. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. MaryAnn Romski, Ph.D. Associate Dean for Social & Behavioral Sciences College of Arts & Sciences Professor of Communication Driector, Center for Research on Atypical Development and Learning (CRADL Georgia State University P.O. Box 4038 Atlanta, GA 30302-4038 Dean's Office Phone 404-651-2294 Dean's Office Fax 404-651-1542 Office: 741 General Classroom Building Comm Office Phone: 404-651-3469 Comm Office FAX: 404-651-3473 Comm Office: 942A One Park Place South Email: mromski at gsu.edu From pwong at northwestern.edu Tue Sep 27 20:51:37 2005 From: pwong at northwestern.edu (Patrick Wong) Date: Tue, 27 Sep 2005 15:51:37 -0500 Subject: Child Language Position at Northwestern Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From leher at bu.edu Wed Sep 28 21:05:35 2005 From: leher at bu.edu (Leher Singh) Date: Wed, 28 Sep 2005 17:05:35 -0400 Subject: Dept. Chair, Speech, Language & Hearing Sciences at Boston University Message-ID: The Department of Speech, Language and Hearing Sciences at Boston University Sargent College of Health and Rehabilitation Sciences invites applications and nominations for the position of Department Chairman. The position is available to individuals at a faculty rank of Associate or Full Professor. Qualifications include an earned doctorate with a specialty in one of the communication sciences or disorders areas and experience in teaching, research and academic administration. Clinical certification is preferred but not required. Priority will be given to candidates with a strong research background and a successful record of obtaining external support for research and/or training activities. The Department of Speech, Language and Hearing Sciences is housed at Boston University Sargent College of Health and Rehabilitation Sciences on the Charles River campus and conducts undergraduate, masters and doctoral programs. The College consists of five nationally ranked graduate programs in health and rehabilitation sciences and is among the national leaders in funded research. There is an on-site speech pathology and audiology clinic and affiliated clinics at the Boston University Medical Campus. In addition, the Boston community includes many highly regarded medical and educational institutions and offers many possibilities for collaborative and interdisciplinary activities. Additional information is available at the website for Boston University Sargent College at www.bu.edu/sargent/. Applications should include a letter of interest explaining the applicant's background and qualifications, curriculum vitae, and three current letters of recommendation. Applications may be held in confidence at the applicant's request until/unless an invitation for an interview is extended. Review of applications will begin January 1, 2006, and will continue until the position is filled. Please send materials to: Gerald Kidd, Jr., Ph.D. (gkidd at bu.edu) Search Committee Chair Department of Speech, Language and Hearing Sciences, Boston University 635 Commonwealth Avenue Boston, Massachusetts 02215 Boston University is an equal opportunity employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sc.purdy at auckland.ac.nz Thu Sep 29 11:29:57 2005 From: sc.purdy at auckland.ac.nz (Suzanne Purdy) Date: Thu, 29 Sep 2005 23:29:57 +1200 Subject: Child language position at Univ of Auckland, New Zealand Message-ID: Dear Colleagues We are advertising a 3-day per week lectureship (assistant professorship) [see website listed below for details]. Although this is a part time position, it is very probable that the successful appointee would gain additional employment as there is currently a shortage of speech and language therapists in New Zealand. We are seeking applications from speech pathologists with a PhD and clinical experience in the area of child language. Kind regards Suzanne Purdy Reference Number: A538-05E http://www.vacancies.auckland.ac.nz/positiondetail.asp?P=3479 ....................... Suzanne C Purdy, PhD Associate Professor Head, Discipline of Speech Science Department of Psychology Tamaki Campus (Rm 731.305) 200 Morrin Road, Glen Innes The University of Auckland Private Bag 92019 Auckland NEW ZEALAND Phone +64 9 373 7599 ext.82073 Mobile 021 524 933 (International +64 21 524 933) Fax +64 9 373 7043 or 373 7001 Email sc.purdy at auckland.ac.nz Website http://www.psych.auckland.ac.nz/Psych/slt/SLT.htm From lo35 at cornell.edu Thu Sep 29 15:52:59 2005 From: lo35 at cornell.edu (Luca Onnis) Date: Thu, 29 Sep 2005 11:52:59 -0400 Subject: Q: phonetic transcriptions of personal nouns -- database? Message-ID: Hallo, I am trying to get a phonetic transcription of personal nouns, especially in English (e.g. Sarah, Mike, etc.). This is because I and some colleagues obtained a phonetic transcription of the Childes corpora, but I am missing all those nice names. Is there an available database with personal nouns and their transcription? I will post a list of replies to this list. please cc: to lo35 at cornell.edu Grazie, Luca Onnis ------------------------------------------------------------------------ ---------------- Luca Onnis, PhD Cornell University Cognitive Neuroscience Lab Dpt. Psychology Ithaca, NY 14853 Office: 245 Uris Hall Phone: +1 607 255 0879 Fax: +1 607 255 8433 http://cnl.psych.cornell.edu/people/luca.html ------------------------------------------------------------------------ ------------- . From macw at mac.com Thu Sep 29 17:01:57 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 29 Sep 2005 13:01:57 -0400 Subject: Q: phonetic transcriptions of personal nouns -- database? In-Reply-To: <95f8e30890731d14751a5ea56af10069@cornell.edu> Message-ID: Dear Luca, I'm not sure I can help you with the personal names, but maybe it would be useful for me and others to learn a bit also about how this phonetic transcription was composed. Did the creators take the current CHILDES corpora and then just run them through the MAKEMOD program using CMULEX (available on the server). Or did they do something different. If they did additional work and/or cleaned up missing pieces of CMULEX and its output, then it would be good to make their results available more widely. Many thanks. --Brian MacWhinney On Sep 29, 2005, at 11:52 AM, Luca Onnis wrote: > Hallo, > I am trying to get a phonetic transcription of personal nouns, > especially in English (e.g. Sarah, Mike, etc.). This is because I > and some colleagues obtained a phonetic transcription of the > Childes corpora, but I am missing all those nice names. Is there an > available database with personal nouns and their transcription? > I will post a list of replies to this list. > > please cc: to lo35 at cornell.edu > > Grazie, > > Luca Onnis > > ---------------------------------------------------------------------- > ------------------ > Luca Onnis, PhD > Cornell University > Cognitive Neuroscience Lab > Dpt. Psychology > Ithaca, NY 14853 > Office: 245 Uris Hall > Phone: +1 607 255 0879 > Fax: +1 607 255 8433 > http://cnl.psych.cornell.edu/people/luca.html > ---------------------------------------------------------------------- > --------------- > . > > > From ks7t at andrew.cmu.edu Thu Sep 29 18:17:01 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 29 Sep 2005 14:17:01 -0400 Subject: MIT Tenure Track Appointment Message-ID: >MIT's Department of Brain and Cognitive Sciences anticipates making >a tenure track appointment at the Assistant Professor level in >cognitive science or cognitive neuroscience. Applicants should be >conducting research with humans in the areas of perception, learning, >memory, attention, motor control, language, knowledge representation, >reasoning, decision-making, social cognition, development, or >computational modeling of cognition. It is important for >applicants to identify the area or areas for which they are >applying. Please enclose a CV, a statement of research, a statement of >research interests, and representative reprints. >Please arrange to have three letters of recommendation sent to the >search committee. Review of applications will begin Oct. 15, 2005, and >continue until the position is filled. Send applications to: Cognitive >Search Committee, E25-406, MIT, Cambridge, MA 02139. Information about the >department can be found at http://web.mit.edu/bcs/. Qualified women and >minority candidates are especially encouraged to apply. MIT is an >Affirmative Action/Equal Opportunity employer. > >Science: (print and online) >Nature: (print and online) >Black Issues: >AAR (an affirmative action site) >APA Monitor: (print and online) >APS Observer: (print and online) >sfn.org: (print and online) >SACNAS: (print and online) > >Society for Neuroscience > >Cognitive Neuroscience Society > >Organization for Human Brain Mapping > >http://www.sacnas.org > >http://www.ismrm.org/jobs > >For mathematical modeling: >http://aris.ss.uci.edu/smp/mpsych.html > >For cognitive development: >http://www.cogdevsoc.org/listserv.html > >For cognitive psychology: >http://www.psychonomic.org/annc.htm > >For brain and cognitive sciences in general: >http://cognet.mit.edu/jobs/ > http://www.apa.org/monitor/ -- ******************* Kelley Donovan http://web.mit.edu/kdonovan/www/ From janicej at yorku.ca Fri Sep 30 17:25:00 2005 From: janicej at yorku.ca (Janice Johnson) Date: Fri, 30 Sep 2005 13:25:00 -0400 Subject: Position in Developmental Psychology at York University, Toronto Message-ID: Dear Colleagues: The Department of Psychology at York University has a tenure-track position in Developmental and Cognitive Processes. Please see the advertisement below for details. Regards, Janice Johnson Department of Psychology, Faculty of Arts, York University invites applications for a tenure-track appointment at the Assistant Professor level in Developmental and Cognitive Processes. Research areas of particular interest are developmental neuropsychology, life-span cognition, and cognition (including social cognition) in the school years. However, outstanding applicants from any area of cognitive development will be considered. Candidates will be expected to teach graduate and undergraduate courses and to maintain an active research program. A PhD in Psychology is required. York University offers a world-class modern, interdisciplinary academic experience in Toronto, Canada's most multicultural city. York is at the centre of innovation, with a thriving community of almost 60,000 faculty, staff and students who challenge the ordinary and deliver the unexpected. The Psychology Department at York University is one of the largest in North America. The position, to commence July 1, 2006, is subject to budgetary approval. York University is an Affirmative Action Employer. The Affirmative Action Program can be found on York's website at http://www.yorku.ca/acadjobs/index.htm , or a copy can be obtained by calling the affirmative action office at 416-736-5713. All qualified candidates are encouraged to apply; however, Canadian citizens and Permanent Residents will be given priority. Applicants should submit a curriculum vitae, a statement of research and teaching interests, and relevant reprints, and arrange to have three letters of reference sent to Professor David Reid, Chair, Department of Psychology, Faculty of Arts, 296 BSB, York University, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3; phone: (416) 736 5116, fax (416) 736 5814. Deadline: December 1, 2005. -- Janice M. Johnson Associate Professor Department of Psychology York University 4700 Keele Street Toronto, Ontario, Canada M3J 1P3 Office: (416) 736-2100 ext. 66214 FAX: (416) 736-5814 E-mail: janicej at yorku.ca -- Janice M. Johnson Associate Professor Department of Psychology York University 4700 Keele Street Toronto, Ontario, Canada M3J 1P3 Office: (416) 736-2100 ext. 66214 FAX: (416) 736-5814 E-mail: janicej at yorku.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Fri Sep 30 19:00:04 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 30 Sep 2005 12:00:04 -0700 Subject: Position Available Applied Linguistics (Lang Pedagogy), Portland State University In-Reply-To: <433D74EC.8010405@yorku.ca> Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with primary specializations in language pedagogy and language assessment, and secondary specializations in research design, second language acquisition, and/or culture learning. Other desirable interests include curriculum design, critical applied linguistics, and computer assisted language learning. Responsibilities include teaching two courses per term (three terms per year), supervision of thesis research, both quantitative and qualitative, and graduate and undergraduate advising. An active research agenda, establishing and sustaining funded research activities, and ESL/EFL teaching experience are important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2006. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 1, 2005. The position will be open until finalists are identified. Candidates should have a Ph.D. or equivalent in hand by August 1, 2006. Supporting materials, such as teaching evaluations, lesson plans, and a philosophy of teaching statement will be requested. Anticipated starting date: September 16, 2006. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is associated with a laboratory school for ESL adult education. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 24,000 students enrolled in programs from the undergraduate to the doctoral level. Websites: www.ling.pdx.edu (Department of Applied Linguistics) www.labschool.pdx.edu (National Labsite for Adult ESOL) Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. ************************************************************************** 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 deak at cogsci.ucsd.edu Fri Sep 30 21:08:05 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Fri, 30 Sep 2005 14:08:05 -0700 Subject: Lab Manager and Postdoc positions: infancy project, UCSD Message-ID: Apologies if you receive this more than once... We are looking for a Senior Research Associate (i.e., lab manager w/ an MA or BA in psych, cog sci, or related disciplines) and a postdoctoral researcher for the MESA project (Modeling the Emergence of Shared Attention) at UCSD. We are starting a longitudinal study of infants to explore relations among early perceptual and learning capacities, caregiver behaviors, and emerging social skills, using experimental and observational methods. Details of the positions are below. Please bring these to the attention of current or past students. Direct questions to me. Thanks very much! ------------------------------------------- STAFF RESEARCH ASSOCIATE I (75% Career)   COGNITIVE SCIENCE, UNIVERSITY OF CALIFORNIA, SAN DIEGO Hiring Salary Range: $15.05-$16.39/hour Apply Here This position is union represented by RX-Research. For information go to http://blink.ucsd.edu/go/cbu DESCRIPTION: Provide assistance to PIs in developmental psychology study. Assist in experimental and observational studies of infant cognition and infant-parent interaction. Oversee laboratory testing and home observations. Interact with parents and infants, and with local day care personnel and UCSD staff. Facilitate administration of research related testing. Oversee data coding and assist in training student research personnel. This requires excellent skills in observing details of infant behavior, and analytic problem solving. Organize data and maintain database. Assist in preparing and revising materials, including internal documentation, participant database, and website materials. QUALIFICATIONS: * Experience working with infants & theoretical knowledge of human development and cognitive science. * Background in administering cognitive development tests. * Demonstrated ability to work independently and efficiently, and use good judgment in making decisions. * Ability to learn to use digital video software and hardware. Ability to learn new software quickly; programming ability a plus. * Proficiency with computer operating systems and software including email, word processing, databases, & data analysis. * Ability to establish and maintain physical and electronic filing systems. * Occasional weekends or evenings (1-2 hrs) work required. Must have own reliable transportation. EEO/AAE --------------------------------------------------------- Postdoctoral Position Department of Cognitive Science, University of California, San Diego The MESA Project (Modeling the Emergence of Shared Attention) at UCSD is seeking a Postdoctoral researcher (24 to 36 month position) for a longitudinal study of infant social development. The study will follow infants from 3 to 12 months of age, assessing learning and perceptual processing and social skills, and observing infant-caregiver interactions. Data will be used in state-of-the-art computer simulations (see http://csclab.ucsd.edu/). The position is contingent upon final funding approval. Salary and benefits are competitive. All applications received by October 1, 2005 will be reviewed. The position will remain open until filled. Starting date is negotiable but preferably January 2006. DUTIES The postdoctoral scholar will help run the study by overseeing data collection and data analysis, assist in project management, and collaborate in publications and presentations. QUALIFICATIONS We are looking for a promising scientist with the drive to make intellectual and practical contributions to an interdisciplinary project. Candidates should have a doctorate in psychology, child psychology, neuroscience, or allied discipline. Strong methodological and statistical training is a requirement, as is experience in experimental studies of infant cognition/perception. Experience with longitudinal or observational methods, computer modeling or programming, and databases is desirable. Good organizational and management skills, and effective written and oral communication, are essential. TRAINING Postdocs may participate in the Postdoctoral program in the Center for Human Development (http://www.chd.ucsd.edu/postdoc.htm) and events in the Cognitive Science department and many affiliated UCSD centers including the Center for Research in Language, Institute for Neural Computation, Kavli Institute for Brain and Mind, Psychology Department, Salk Institute, etc. (see http://www.cogsci.ucsd.edu/index.php?cat=research&page=labs). FOR MORE INFORMATION MESA Project: http://mesa.ucsd.edu Center for Human Development http://www.chd.ucsd.edu/ Cognitive Development Lab: http://cogsci.ucsd.edu/~deak/cdlab/ Cognitive Science Department: http://www.cogsci.ucsd.edu/ TO APPLY / CONTACT Applicants should submit a statement of research interests and goals, CV, graduate transcripts, representative publications, and three letters of recommendation to: Dr. Gedeon O. Déak Department of Cognitive Science University of California, San Diego 9500 Gilman Dr. La Jolla, CA 92093-0515 USA E-mail: deak at cogsci.ucsd.edu Phone: (858) 822-3352 Fax: (858) 534-1128 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 7572 bytes Desc: not available URL: From 20Romano at cua.edu Fri Sep 30 21:14:25 2005 From: 20Romano at cua.edu (Jennifer Romano) Date: Fri, 30 Sep 2005 17:14:25 -0400 Subject: aging list serv Message-ID: I find this list-serv very useful in so many ways, but my primary area is cognitive aging. Does anyone know of a list-serv similar to this one that focuses more on aging/cognitive intervention/neuropsychology? Thanks in advance, Jennifer ____________________________ Jennifer C. Romano, M.A. Cognitive Aging Lab 100 O'Boyle Hall The Catholic University of America Washington, DC 20064 202-319-5748 20Romano at cua.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From pwong at northwestern.edu Tue Sep 27 18:58:35 2005 From: pwong at northwestern.edu (Patrick Wong) Date: Tue, 27 Sep 2005 13:58:35 -0500 Subject: Child Language Position at Northwestern Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From lulusong at gmail.com Thu Sep 1 21:52:27 2005 From: lulusong at gmail.com (Lulu Song) Date: Thu, 1 Sep 2005 17:52:27 -0400 Subject: categorization of actions and verb learning Message-ID: Dear colleagues, What do we know about infants' categorization of intransitive actions? For example, we all jump and do that in all kinds of ways. And yet, we put all the instances in one category. Moreover, how is this categorization related to verb learning? Any pointer or reference will be appreciated! Thanks, Lulu Song Infant Language Project School of Education University of Delaware From hohenberger at cbs.mpg.de Fri Sep 2 08:50:22 2005 From: hohenberger at cbs.mpg.de (Annette Hohenberger) Date: Fri, 2 Sep 2005 10:50:22 +0200 Subject: acquisition of relative clauses Message-ID: Dear Lucia, There is a study by Lebeaux on the acquisition of relative clauses in the context of generative grammar: Lebeaux, David S. (1990): The grammatical nature of the acquisition sequence: adjoin-A and the formation of relative clauses. In: L. Frazier and J. deVilliers (Eds.), Language Processing and Language Acquisition, 13-82. Dordrecht: Reidel. -Annette Hohenberger From macw at mac.com Sat Sep 3 14:56:21 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 3 Sep 2005 10:56:21 -0400 Subject: listing of participants at Berlin Message-ID: Dear Info-CHILDES, For a full listing of the email addresses of the 999 participants in the recent IASCL Berlin meeting, you can go to http:// childes.psy.cmu.edu/iascl/ and select the link entitled "Berlin Participants". This is an Excel table. --Brian MacWhinney From roeper at linguist.umass.edu Sat Sep 3 16:57:30 2005 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sat, 3 Sep 2005 12:57:30 -0400 Subject: DELV diagnostic test Message-ID: Dear Childes community, Since I mentioned the DELV in an earlier note, I have gotten several inquiries, so I thought a general note would be useful about the diagnostic test that has been developed by me, Harry Seymour, and Jill deVilliers (and many others). The Psychological Corporation has just released the Norm-referenced version of the DELV speech- pathology test, designed to be used for all English-speaking children. The test has 14 subparts and tests syntax, phonology, pragmatics, semantics, inflections, and word-learning. It has been field tested with 1400 children across the US including all dialect groups. The test is called the Diagnostic Evaluation of Language Variation because it is designed to use deep, and universal principles of grammar to evaluate language outside of dialect variation. Dialect variation often affects inflections (past tense, plural etc) which is often the focus of speech pathology analysis as well. Instead it focuses on universal properties of questions, long-distance rules, quantification, False Belief contexts, novel word-learning and is able to circumvent dialect and reveal a number of new kinds of more sophisticated language disorders previously ignored, but involved in school-age language. For instance the three-word question ?who bought what? is particularly revealing. It is available from the Harcourt subsidiary The Psychological Corporation (which is one of the world?s primary testing organizations). The following website offers more information (or Google DELV): http://harcourtassessment.com/haiweb/Cultures/en-US/dotCom/DELV/Subnav/DELVInfo.Net+Home.htm In addition, the Umass research group behind it has this website: http://www.umass.edu/aae/ The ASHA journal Seminars in Speech Science has devoted an entire issue to the new test in 2004. We hope that the test will enhance research in acquisition generally and support more research in communication disorders. Tom Roeper From dkelemen at bu.edu Sat Sep 3 16:52:22 2005 From: dkelemen at bu.edu (Deborah Kelemen) Date: Sat, 3 Sep 2005 12:52:22 -0400 Subject: Away from my email Message-ID: Hi, I am away from my email until Sept 24. If you do not hear back from me after that date, please resend. I will respond to your message as soon as I can. Best wishes, Deb Kelemen From pcnorton at yahoo.com Sat Sep 3 22:27:52 2005 From: pcnorton at yahoo.com (Pam Norton) Date: Sat, 3 Sep 2005 15:27:52 -0700 Subject: Spanish- or Chinese-"influenced" Enlgish In-Reply-To: <96801.95146@mail.talkbank.org> Message-ID: In the field of speech-language pathology, our standardized language tests (based on "standard" English) make allowances for dialectal variations from SAE such as AAE and give credit for AAE morphology, etc. Some of these tests include allowances for what they call "Spanish-influenced English" and "Chinese-influenced English," meaning, as I understand it, that their English has distinct morphological and phonological differences from standard English that can be traced back to an overlay of their native language morphology and phonology. As I'm putting together a questionnaire to survey SLPs in the schools and want to ask what language varieties they've encountered in the district, I'm trying to figure out what these varieties are called? Are they dialects? How are they classified within the field of linguistics? Thanks, Pam Norton, M.S., CCC-SLP Joint Doctoral Student in Special Ed UCBerkeley & SFSU -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Mon Sep 5 16:48:43 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Mon, 5 Sep 2005 18:48:43 +0200 Subject: Computational Linguistics: Assistant Professor Message-ID: University or Organization: Indiana University Department: Linguistics Job Rank: Assistant Professor, tenure-track position Specialty Areas: Computational Linguistics To begin: fall, 2006 The Indiana University Department of Linguistics has been authorized to hire a computational linguist to guide and contribute to a growing computational linguistics program within the Department and in the context of a diverse linguistic research environment, working with scholars from a number of related programs and a growing natural language research group in the program in cognitive science. The Department has an MA track in computational linguistics and the new hire will be expected to teach its courses on a regular basis, and to help develop an inter-disciplinary Ph.D. Program in computational linguistics involving faculty in a variety of units across the campus. The ideal candidate should have a Ph.D. in the field of computational linguistics, be familiar with a range of Natural Language Processing techniques and applications, and be able to teach courses in some area of linguistics. Research specialties may be in a variety of areas, including but not limited to natural language semantics and discourse processing, language acquisition models, empirical linguistics involving corpus-based studies, and language documentation and corpus creation. Candidates with interdisciplinary interests are especially encouraged to apply. For more information, see http://www.indiana.edu/~lingdept/. Send application materials, including information about research and teaching interests, curriculum vitae, and sample publications to: CL Search Committee, C/O Jan Cobb Linguistics Dept. Memorial Hall 322 Indiana University 1021 E. 3rd Street Bloomington, IN 47405-7005 Arrange to have three letters of reference sent to the same address. The committee will begin reviewing applications no later than 7 November 2005, and will continue until the position is filled. For further information, contact the Linguistics Department: lingdept at indiana.edu or (812) 855-6456. Indiana University is an affirmative action/equal opportunity employer. Indiana University encourages applications from women and minorities. From g.morgan at city.ac.uk Tue Sep 6 15:59:50 2005 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Tue, 6 Sep 2005 16:59:50 +0100 Subject: Research jobs available Message-ID: DCAL CENTRE, UCL, LONDON - 6 RESEARCH POSTS DCAL (Deaf studies, cognition and language) is a major new research centre funded by the Economic and Social Research Council, UK. The Centre comprises a series of thematically linked research projects on sign language linguistics, language processing, face-to-face communication, language development, atypical sign language, and the deaf individual and the community. The Centre will be launched in January 2006 and over the first five years of its existence we will establish a team of 15-20 researchers, research students and support staff. The following positions are available to start in January 2006 or as soon as possible thereafter. Additional posts and studentships will be advertised in Spring 2006. Senior Researcher - 5 years initially Grade and Salary: RA2/3 Point 15 - ?34,890 including London Allowance This is a key post, with responsibility for the day-to-day management and oversight of research activities across all five research groups in the Centre. The Senior Researcher will be a member of the Centre Management team. The person appointed to this post will come from one of the contributory disciplines of the Centre, and will have substantial post-doctoral experience in sign language and deaf studies research. You will also have opportunities to develop your own lines of research, with support in applying for research grants; contribute to the research activities of one or more of the research groups according to your interests; and supervise research students. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref RA12). Post-grad/Post-doc linguist/psycholinguist - 2 year post Grade and Salary: RA1A Point 7 - ?25,582 including London Allowance The researcher will undertake basic descriptive work on BSL morphology and syntax, and develop a BSL assessment battery for use with native and non-native signers. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref RA1) Post-doc speech and language therapist/psycholinguist - 2 year post Grade and Salary: RA1A Point 10 - ?28,870 including London weighting The researcher will work full-time on the development of a speechreading test for deaf children. Pilot work on this project has already been completed. The post holder will also contribute to assessment of language and hearing skills in deaf volunteers. Informal enquiries to Prof R Campbell r.campbell at ucl.ac.uk (Ref RA3) Post-doc psychologist/psycholinguist - 4 year post Grade & Salary: RA1A Point 9 - ?27,965 including London weighting The researcher will carry out behavioural research in the area of language processing in British Sign Language and English, including recruiting participants, preparing experimental materials, designing, conducting and analysing experiments. Informal enquiries to Prof G Vigliocco g.vigliocco at ucl.ac.uk (Ref RA6) Post-doc psychologist/linguist/psycholinguist - 4 year post Grade and Salary: RA1A Point 9 - ?27,965 including London weighting The researcher will undertake norming studies, contribute to the design, conduct and reporting of language processing experiments, and contribute to work on sign language development and/or atypical signing. The post-holder must have native or near-native skills in any sign language. Informal enquiries to Dr G Morgan g.morgan at city.ac.uk (Ref RA7) Interpreter/Researcher - 5 years initially (50% contract) Grade and Salary: RA2 Point 12 - ?31,229 including London weighting (pro-rata) The post of Interpreter-Researcher combines coordination of interpreting services in DCAL for Deaf and hearing Centre staff, students and visitors, with opportunities to collaborate with the five research groups in the centre, developing your own lines of research and applying for research grants. Where appropriate, you will supervise research students in your field of interest. Informal enquiries to Prof B Woll b.woll at ucl.ac.uk (Ref IR) Job and person descriptions for all the posts, together with downloadable application forms, can be found on Bencie Woll, BA, MA, PhD Chair of Sign Language and Deaf Studies Department of Human Communication Science University College London Chandler House, 2 Wakefield Street London WC1N 1PF +44 20 7679 4057 (voice) +44 7713 0861 (fax) To unsubscribe: send mail to with "unsubscribe slling-l" in the body of the message. ----------------------------------------------------------------- Hosted by Valencia Community College, Orlando, FL http://valenciacc.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jbarlow at mail.sdsu.edu Tue Sep 6 19:06:04 2005 From: jbarlow at mail.sdsu.edu (Jessica Barlow) Date: Tue, 6 Sep 2005 12:06:04 -0700 Subject: job announcement: child language specialist Message-ID: ------------------------------------------- Child language specialist (Rank Open): San Diego State University invites applications for a tenure-track faculty position in the School of Speech, Language, and Hearing Sciences. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. We are seeking a person with skills in language acquisition, and additional expertise in one or more of the following areas: childhood language, phonology, and/or developmental language or phonological disorders. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://slhs.sdsu.edu). Review of completed applications will begin December 1, 2005 and continue until position is filled; employment to begin Fall semester 2006. Applicants should submit a letter of interest to include a description of research program; evidence of teaching excellence, and/or reprints; a current vita; and 3 letters of recommendation. Application materials should be sent electronically and via surface mail to Dr. Jessica Barlow, Child Language Search Committee Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, (jbarlow at mail.sdsu.edu). San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. ------------------------------------------- From jbarlow at mail.sdsu.edu Tue Sep 6 19:06:23 2005 From: jbarlow at mail.sdsu.edu (Jessica Barlow) Date: Tue, 6 Sep 2005 12:06:23 -0700 Subject: job announcement: School director Message-ID: ---------------------------------------- The SDSU SCHOOL OF SPEECH, LANGUAGE, AND HEARING SCIENCES is seeking a person to serve as Director. This individual should have significant research, teaching, and clinical experiences; the position represents a 12-month appointment at the rank of Professor. Major responsibilities include administering the fiscal, academic, and clinical programs of the School, and providing leadership to further advance its future. Qualifications include a Ph.D. in Communication Sciences and Disorders or a related area, evidence of strong leadership skills, experience with extramural funding and/or development and management of clinical training programs, strong organizational and interpersonal skills for collaborating with internal and external constituencies, evidence of achievements in teaching and scholarship consistent with the rank of Professor, an understanding of accreditation policies and procedures, and commitment to serving a diverse population. San Diego State University is the oldest and largest higher education institution in the San Diego region. Since it was founded in 1897, the university has grown to offer bachelor's degrees in 81 areas, master's degrees in 72 areas and doctorates in 16 areas. SDSU's nearly 33,000 students participate in an academic curriculum distinguished by direct contact with faculty and an increasing international emphasis that prepares them for a global future. Additional information about the University is available at http://www.sdsu.edu. More information about the program is available at http://slhs.sdsu.edu. The School of Speech, Language, and Hearing Sciences offers the BA in Communicative Disorders and the MA in Speech-Language Pathology, as well as two doctoral degrees: the Au.D. and the Ph.D. in Language and Communicative Disorders, both joint programs with the University of California, San Diego. The School also operates an active Communicative Disorders Clinic that serves as a major teaching and research resource for the program. The School has affiliations with a wide variety of clinics, hospitals, and schools that offer a wide range of research opportunities and teaching support for faculty and students. Applicants should submit a letter of interest that includes a description of administrative experience as well as a description of research and teaching experience, a current CV, and three letters of recommendation. Application materials should be sent electronically and via surface mail to: Dr. Lew Shapiro, Chair, School Director Search Committee, School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, Ph# 619-594-6558, Fax # 619-594-7109 (shapiro at mail.sdsu.edu). Review of completed applications will begin December 1, 2005 and continue until position is filled. Formal interviews of candidates will begin in January 2006. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. ---------------------------------------- From ccore at fau.edu Wed Sep 7 15:26:21 2005 From: ccore at fau.edu (Cynthia Core) Date: Wed, 7 Sep 2005 11:26:21 -0400 Subject: Corpus/index for word frequency in young children Message-ID: Dear Childes Members, I am looking for a resource containing an indexed corpus of vocabulary items for young children. The corpus I have heard of was used in reading research and contained indices of concreteness, frequency of occurrence and other measures from children's literature organized by grade level. Does anyone have a reference for a resource like this? Also, if such a resource exists in Spanish or other languages, I would be interested to know that too. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences & Disorders Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Sep 8 14:08:06 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 8 Sep 2005 10:08:06 -0400 Subject: Test message Message-ID: This is just a test. Please do not respond. Kelley From nala.lee at gmail.com Wed Sep 7 03:33:48 2005 From: nala.lee at gmail.com (Nala Lee) Date: Wed, 7 Sep 2005 11:33:48 +0800 Subject: mandarin motherese Message-ID: Dear all, I am currently researching the area of prosody in Mandarin infant-directed language. And I am wondering if anyone is familiar with prior research that has been done on Mandarin motherese, because the literature that I can get my hands on seem somewhat limited. Information on research done in Mandarin is also welcome. Your help will be greatly appreciated. Thank you! Sincerely Nala Lee (National University of Singapore) From helene.deacon at dal.ca Thu Sep 8 17:39:45 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Thu, 8 Sep 2005 14:39:45 -0300 Subject: Corpus/index for word frequency in young children Message-ID: Zeno, S. (Ed.). (1995). The educator's word frequency guide. Brewster, N.J.: Touchstone Applied Science Associates. This is organised according to Grade Level, however, it doesn't offer concreteness, etc. (as far as I know). The on-line MRC psycholinguistic database (Google search that and you will get it) does offer these indices (albeit not by grade level). Both are fantastic resources. H?l?ne H?l?ne Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Centre, 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 ----- Original Message ----- From: Cynthia Core To: info-childes at mail.talkbank.org Sent: Wednesday, September 07, 2005 12:26 PM Subject: Corpus/index for word frequency in young children Dear Childes Members, I am looking for a resource containing an indexed corpus of vocabulary items for young children. The corpus I have heard of was used in reading research and contained indices of concreteness, frequency of occurrence and other measures from children's literature organized by grade level. Does anyone have a reference for a resource like this? Also, if such a resource exists in Spanish or other languages, I would be interested to know that too. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences & Disorders Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From shariellen at nyc.rr.com Thu Sep 8 20:14:12 2005 From: shariellen at nyc.rr.com (Shari Berkowitz) Date: Thu, 8 Sep 2005 16:14:12 -0400 Subject: mandarin motherese In-Reply-To: Message-ID: I have one poster by Liu, Tsao & Kuhl, where they found highly exaggerated pitch contours in infant-directed speech. You might want to email liumei at u.washington.edu, or perhaps check Pat Kuhl's website. I would be interested in whatever other references you find. Best, Shari Berkowitz ____________________________________ Shari Berkowitz, MS, CCC-SLP Speech-Language Pathologist Feeding Interventionist Doctoral Student, CUNY Graduate Center -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Nala Lee Sent: Tuesday, September 06, 2005 11:34 PM To: info-childes at mail.talkbank.org Subject: mandarin motherese Dear all, I am currently researching the area of prosody in Mandarin infant-directed language. And I am wondering if anyone is familiar with prior research that has been done on Mandarin motherese, because the literature that I can get my hands on seem somewhat limited. Information on research done in Mandarin is also welcome. Your help will be greatly appreciated. Thank you! Sincerely Nala Lee (National University of Singapore) From macw at mac.com Fri Sep 9 15:18:15 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 9 Sep 2005 11:18:15 -0400 Subject: thanks to Joris and Steven Gillis Message-ID: Dear Info-CHILDES, On behalf of the child language community, I would like to publicly thank Joris and Steven Gillis for the work they have done over the last six years building and maintaining the IASCL (International Association for the Study of Child Language) web site at the University of Antwerp. Now that Joris has begun his first year as a university student in Computer Science, it is time to shift this responsibility onto new shoulders. At least provisionally, we have now moved the IASCL web site to http://iascl.talkbank.org. That URL should be functional by the end of the day today. Again, thanks to Joris and Steven for all their hard work helping us to maintain communications within the child language community. --Brian MacWhinney From lise.menn at colorado.edu Sat Sep 10 16:45:00 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Sat, 10 Sep 2005 10:45:00 -0600 Subject: advice on developing a measure for expressive language development Message-ID: Dear friends, My colleague and co-author Yumiko Tanaka Welty has a probable opportunity to collect language samples from Japanese mother-child dyads and to develop measures for the children's expressive language development based on these speech samples. She would be very grateful for suggestions about books and papers to read that might give her useful ideas towards developing such a set of measures. Do you have a few minutes to help? Thanks, Lise Lise Menn Office: 303-492-1609 Linguistics Dept. Fax: 303-413-0017 295 UCB Hellems 293 University of Colorado Boulder CO 80309-0295 Professor of Linguistics, University of Colorado, University of Hunan Secretary, AAAS Section Z [Linguistics] Office Hours Fall'05: Tues 2-3:30, Thurs 11-12 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 sigal at alum.mit.edu Mon Sep 12 22:11:51 2005 From: sigal at alum.mit.edu (Sigal Uziel-Karl) Date: Tue, 13 Sep 2005 01:11:51 +0300 Subject: looking for Angelika Wittek's current e-mail address Message-ID: Dear list members, I am looking for Angelika Wittek's current e-mail address. Please respond directly to my e-mail: sigal at alum.mit.edu Thanks for your help. Sigal Uziel-Karl. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 14 10:59:19 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 14 Sep 2005 11:59:19 +0100 Subject: excuse the language Message-ID: I thought this was absolutely wonderful from my son-in-law and wanted to share it with you all: >A 7 year old and a 4 year old are upstairs in their bedroom "You know what?" >says the 7 year old, "I think it's about time we started swearing". > >The 4 year old nods his head in approval. > >"When we go downstairs for breakfast I'm gonna swear first, then you swear >after me, ok?" > >"Ok," the 4 year old agrees with enthusiasm. > >The mother walks into the kitchen and asks the 7 year old what he wants for >breakfast. > >"Oh, shit mum, I guess I'll have some Coco Pops." > >FURIOUS TELLING OFF FROM MUM!! He gets up, >and runs upstairs crying his eyes out. > >She looks at the 4 year old and asks with a stern voice, "And what do you >want for breakfast, young man?" > >"I don't know," he blubbers, "but it won't be fucking Coco Pops" -------------- next part -------------- An HTML attachment was scrubbed... URL: From deak at cogsci.ucsd.edu Wed Sep 14 19:56:16 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Wed, 14 Sep 2005 12:56:16 -0700 Subject: Fwd: Call for Papers for ICDL 2006 Message-ID: Please consider submitting your best work to this exciting interdisciplinary conference. Also, please forward to other lists, students, colleagues, etc. Thanks! > From: Jochen Triesch > Date: September 9, 2005 5:35:13 AM PDT > To: deak at cogsci.ucsd.edu > Subject: ICDL: Call for Papers for ICDL 2006 > > ====================================================== > ICDL 2006 > International Conference on Development and Learning > - Dynamics of Development and Learning - > http://www.icdl06.org > Indiana University Bloomington, May 31- June 3, 2006 > > Call for Papers > Paper Submission Deadline: Feb. 6, 2006 > Call for Invited Sessions Proposals > Proposal Submission Deadline: Dec. 1, 2005 > > Recent years have seen a convergence of research in artificial > intelligence, developmental psychology, cognitive science, > neuroscience and robotics, aimed at identifying common computational > principles of development and learning in artificial and natural > systems. The theme of this year^%G??????%@ conference centers on > development as a process of dynamic change that occurs within a > complex and embodied system. The dynamics of development extend across > multiple levels, from neural circuits, to changes in body morphology, > sensors, movement, behavior, and inter-personal and social > patterns. The goal of the conference is to present state-of-the-art > research on autonomous development in humans, animals and robots, and > to continue to identify new interdisciplinary research directions for > the future of the field. > > The 5th International Conference on Development and Learning 2006 > (ICDL06) will be held on the campus of Indiana University Bloomington, > May 31- June 3, 2006. The conference is organized with the technical > co-sponsorship of the IEEE Computational Intelligence Society. The > conference will feature plenary talks by invited keynote speakers, > invited sessions (workshops) organized around a central topic, a panel > discussion and poster sessions. > > Paper submissions (for details regarding format and submission/review > process see our website at http://www.icdl06.org) are invited in these > areas: > > - General Principles of Development and Learning in Humans and Robots > - Neural, Behavioral and Computational Plasticity > - Embodied Cognition: Foundations and Applications > - Social Development in Humans and Robots > - Language Development and Learning > - Dynamic Systems Approaches > - Emergence of Structures through Development > - Development of Perceptual and Motor Systems > - Models of Developmental Disorders > > Authors may specify preferences for oral or poster presentations. All > submissions will be peer-reviewed and accepted papers will be published > in a conference proceedings volume. Selected conference presenters will > be invited to update and expand their papers for publication in a > special issue on "Dynamics of Development and Learning" of the journal > Adaptive Behavior (http://adb.sagepub.com/). > > ICDL precedes the conference "Artificial Life X" June 3-7, 2006, also > held on the campus of Indiana University Bloomington > (http://alifex.org). ICDL and ALIFE will share one day of overlapping > workshops and tutorials on June 3. > > Organizing Committee: > Linda Smith (Chair), Olaf Sporns, Chen Yu, Mike Gasser, Cynthia > Breazeal, Gedeon Deak, John Weng. > > > 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/ From macw at mac.com Thu Sep 15 17:57:12 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 15 Sep 2005 13:57:12 -0400 Subject: position at UT Austin Message-ID: Communication Sciences and Disorders SLP Search/Job Posting 9-15-05 THE UNIVERSITY OF TEXAS AT AUSTIN Asst/Assoc Prof.: The Department of Communication Sciences and Disorders at The University of Texas at Austin is seeking a tenure- track (Assistant/Associate level) faculty member to begin September 2006. The candidate should have an earned Ph.D. and expertise in speech and/or language across the lifespan. Candidates with expertise in one or more of the following areas will be considered: neuro- linguistic processing, literacy, and speech production and perception, including voice and fluency. Duties will include research and graduate and undergraduate teaching. Applicants should demonstrate excellence in research and teaching commensurate with academic rank. Applicants should send a curriculum vitae, a statement of interests and qualifications, names, telephone numbers and addresses of at least three references and three samples of published or unpublished writings to: Dr. Barbara L. Davis, Search Committee Chair, Department of Communication Sciences and Disorders, The University of Texas at Austin, Austin, TX 78712. Review of applications will begin on December 1, 2005 and continue until the position is filled. The University of Texas at Austin is an Equal Opportunity/Affirmative Action employer. Minorities and women are encouraged to apply. For more information about the University, visit The University of Texas at Austin homepage at www.utexas.edu From agamfo at yahoo.com Thu Sep 15 12:36:26 2005 From: agamfo at yahoo.com (F.K. Agama) Date: Thu, 15 Sep 2005 05:36:26 -0700 Subject: Knows of Jobs for Linguists with MA? In-Reply-To: <53601.70239@mail.talkbank.org> Message-ID: I was wondering if anyone knows where jobs for Linguists/English Linguists with a Masters Degree could be found.I am desperately looking for one. Please email if you have one or knows of anybody offering one. Many thanks. F.K Agama __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Thu Sep 15 18:15:27 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Thu, 15 Sep 2005 12:15:27 -0600 Subject: Job at University of Colorado Message-ID: Please help us distribute this job notice! Thank you, Lise Menn The Department of Linguistics at the University of Colorado?seeks candidates for a tenure-track position as Assistant Professor of Linguistics in the area of phonetics/phonology, starting August 2006. We seek candidates who analyze primary data (e.g. experimental data, field data, or natural spoken language corpora) in order to address theoretical issues in phonetics and phonology. The department values interdisciplinary work highly. Job requirements at the time of application include research publications or presentations and completed Ph.D., or completion of all requirements for the Ph.D. in Linguistics or a closely related field except filing the dissertation. If requested, dissertation draft or equivalent publications must be supplied promptly by the candidate. Job duties include active research and publication, meeting standard departmental teaching requirements, and performing service duties as required by the department and the university.? The department will begin to review applications on Nov. 1, 2005. Applications will be accepted until the position is filled.? Dossiers consisting of a letter of interest, current curriculum vitae and the names of three references should be sent to:? Prof. Lise Menn Phonetics Search Committee Department of Linguistics, 295 UCB University of Colorado? Boulder, CO? 80309 For questions, please contact the department chair, Prof. Barbara Fox; or Prof. Lise Menn, chair of the search committee. For information about the Department of Linguistics at Boulder, please visit . The University of Colorado at Boulder is committed to diversity and equality in education and employment. Lise Menn, Professor Secretary, AAAS-Section Z (Linguistics) office: Hellems 293 Linguistics Department office hours Spring '05 University of Colorado by appointment only 295 UCB phone 303-492-1609 Boulder, Colorado office fax 303-492-4416 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ doc -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2660 bytes Desc: not available URL: From macw at mac.com Thu Sep 15 20:35:17 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 15 Sep 2005 16:35:17 -0400 Subject: position at SUNY Message-ID: The Department of Psychology at the University at Buffalo, The State University of New York, invites applications for an ASSISTANT PROFESSOR in COGNITIVE PSYCHOLOGY or COGNITIVE NEUROSCIENCE. Applicants are expected to have an active, visible research program, to publish theoretical and empirical research in top-tier journals, to contribute to both graduate and undergraduate supervision and instruction, and to have a strong potential for funding. Applicants are also expected to have a Ph.D. (by August 2006) in Psychology or closely related discipline. Area of research is open, but candidates who complement existing research strengths in language processing, perception, or categorization are desirable. The Department of Psychology has seen remarkable growth over the past four years, adding eleven new faculty to its ranks. With the potential to hire four additional new faculty this year, the Department will be well positioned to build on and continue a strong tradition of research and training in psychological science. A detailed description of the Department can be found at http://wings.buffalo.edu/psychology. If interested, send a letter of application, vitae, statements of research and teaching interests, and three letters of recommendation to the Cognitive Search Committee, Department of Psychology, University at Buffalo, SUNY, Buffalo, NY, 14260-4110. Initial review of applications will begin on October 15, 2005 and will continue until the position is filled. The University at Buffalo is an Equal Opportunity Employer/ Recruiter. Women and minorities are encouraged to apply. From annkiddy at hotmail.com Fri Sep 16 15:01:26 2005 From: annkiddy at hotmail.com (Kim Ventimiglia) Date: Fri, 16 Sep 2005 11:01:26 -0400 Subject: in need of normative information re: intelligibility Message-ID: An HTML attachment was scrubbed... URL: From pcnorton at yahoo.com Fri Sep 16 16:45:41 2005 From: pcnorton at yahoo.com (Pam Norton) Date: Fri, 16 Sep 2005 09:45:41 -0700 Subject: dialect judgment and language development assessment In-Reply-To: <6401.38100@mail.talkbank.org> Message-ID: Hi all, Can anyone direct me to literature that discusses laymen's or professionals' reactions to dialects other than their own? I am doing background writing for my doctoral thesis on speech/language therapists' understanding of dialects and their reactions to dialects other than their own while conducting language assessments. It would be helpful to read the literature on first impressions, what "other dialectness" means to people, and how people judge others according to whether they speak their own dialect or not. I am a big fan of the documentary American Tongues but I would like to read some literature on the subject. Of course, if there's anything about the impact of dialect on assessment outcome, that would be icing on the cake. I'm happy to compile any references and send them back to the group. Thanks in advance, Pam Norton, Doctoral Candidate UC Berkeley/San Francisco State Joint Doctoral Program in Special Education From bpearson at comdis.umass.edu Fri Sep 16 17:33:07 2005 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Fri, 16 Sep 2005 13:33:07 -0400 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: Dear Kim, I will be interested to hear what you find. You raise a question that has received relatively little discussion. Betty Hart (of Hart and Risley) may also have some data that speaks to your request for norms for intelligibility. If you look at H &R _The Social World of Children Learning to Talk_ (1999, p. 281), there is a graph comparing word utterances and non-word utterances which may point you in the direction of an answer. They have graphs like those on page 291 (appendix C) for each of the children in the study, but I don't think they are published. There is some lack of clarity of what is a "non-word" and what is unintelligible. Hart gives examples of "sound effects" and "nonsense refrains" but the text and the caption show that such uttterances are lumped together with "babble" and "gibberish." The graph on page 281 shows 19 months as the average for when 1/2 of a child's utterances are "comprehensible." That of course leaves 1/2 that's not intelligible; and also a large number of the children with later ages to achieve that milestone. By two it looks like the average for the H&R sample is 3:1, intelligible to unintelligible. I consulted Hart about this when Ana Navarro, a student at Miami was doing her dissertation project and found that without context, only 24% of the utterances (words and short phrases) of 26-month-olds --bilinguals AND monolinguals--were intelligible to naive listeners. (The outline of the project is in the ISB4 Proceedings, Navarro, Pearson, Cobo-Lewis & Oller.) Note that these were all words that were intelligible in context, so it raises the question of "intelligible to whom." I hope this is some help. Perhaps you could let us know more about how the question came up for you. Till soon, Barbara Pearson On Sep 16, 2005, at 11:01 AM, Kim Ventimiglia wrote: > Dear colleagues, > ? > I?am in need of normative information concerning the percentage of > utterances that are intelligible in 2, 2.5, and 3 year-old > typically-developing children.??I have seen a citation for Gard, > Gilman, and Gorman but do not?have the year or any other publication > information.? does anyone have this information? > ? > Wth thanks, > ? > ? > Kim M. DesBarres, MS, CCC-SLP > Clinical Supervisor > Donald R. Reed Speech & Hearing Center > Phleps Memorial Hospital > ? > ? > ? > ***************************************** 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/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2683 bytes Desc: not available URL: From asheldon at umn.edu Fri Sep 16 17:40:48 2005 From: asheldon at umn.edu (Amy Sheldon) Date: Fri, 16 Sep 2005 12:40:48 -0500 Subject: dialect judgment and language development assessment In-Reply-To: <20050916164541.85470.qmail@web81401.mail.yahoo.com> Message-ID: Dennis Preson's work is what you want. He describes folklinguistic assessments of dialects. For example, he has studies of rather consistent lay responses to the questions:"where is the most and least correct (or pleasant) English spoken in the US?". In addition, I've found a better, more up-to-date video than American Tongues. I am troubled with the perspective from which African-American English is treated, in AT. Jim MacNeil has updated AT with a DVD (or VHS) called "Do you speak American?". I've only seen parts of it -- it's 180 min. long. There's a section with Preston doing mini-interviews to show his work on dialect attitudes. Other linguists are featured too. Visually, the DVD is beautiful. The underlying attitude of the producers is better. And the scope of dialect variation featured and discussed is updated. It's a good training tool. Amy Sheldon University of Minnesota On Friday, September 16, 2005, at 11:45 AM, Pam Norton wrote: > > Hi all, > Can anyone direct me to literature that discusses > laymen's or professionals' reactions to dialects other > than their own? I am doing background writing for my > doctoral thesis on speech/language therapists' > understanding of dialects and their reactions to > dialects other than their own while conducting > language assessments. It would be helpful to read the > literature on first impressions, what "other > dialectness" means to people, and how people judge > others according to whether they speak their own > dialect or not. I am a big fan of the documentary > American Tongues but I would like to read some > literature on the subject. Of course, if there's > anything about the impact of dialect on assessment > outcome, that would be icing on the cake. I'm happy > to compile any references and send them back to the > group. > > Thanks in advance, > > Pam Norton, > Doctoral Candidate > UC Berkeley/San Francisco State > Joint Doctoral Program in Special Education > From csg at u.washington.edu Fri Sep 16 17:42:47 2005 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Fri, 16 Sep 2005 10:42:47 -0700 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: One reference I have used is: Coplan, J. & Gleason, J. (1988). Unclear speech: recognition and significance of unintelligible speech in preschool children. Pediatrics, 82, 447-452. The authors state that intelligibility (to a stranger) is 50% at age 2 years, 75% at age 3:0 and 100% at age 4;0. I'm sure there is great variation across children and situations, but these numbers may be fairly good. Carol Stoel-Gammon ***************************************************************** Carol Stoel-Gammon, Ph.D. Professor, Department of Speech and Hearing Sciences University of Washington ***************************************************************** From: "Kim Ventimiglia" Date: Fri, 16 Sep 2005 11:01:26 -0400 To: info-childes at mail.talkbank.org Subject: in need of normative information re: intelligibility Dear colleagues, I am in need of normative information concerning the percentage of utterances that are intelligible in 2, 2.5, and 3 year-old typically-developing children. I have seen a citation for Gard, Gilman, and Gorman but do not have the year or any other publication information. does anyone have this information? Wth thanks, Kim M. DesBarres, MS, CCC-SLP Clinical Supervisor Donald R. Reed Speech & Hearing Center Phleps Memorial Hospital -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrichard at mtsu.edu Fri Sep 16 18:34:59 2005 From: mrichard at mtsu.edu (Melinda Richards) Date: Fri, 16 Sep 2005 13:34:59 -0500 Subject: dialect judgment and language development assessment Message-ID: I would refer you to the work of Valerie Fridland, of U New Mexico. She was working on a layman's perception study of Appalachian Dialect and attitudes a couple of years ago. Interestingly, she used synthesized speech as her stimulus. Best, Melinda L. Richards, PhD., CCC-SLP Assistant Professor, Communication Disorders Dept. of Speech & Theatre MTSU Box 43 Murfreesboro, TN 37132 office: 1.615.898.5425 fax: 1.615.898.5826 ----- Original Message ----- From: "Pam Norton" To: Sent: Friday, September 16, 2005 11:45 AM Subject: dialect judgment and language development assessment > > Hi all, > Can anyone direct me to literature that discusses > laymen's or professionals' reactions to dialects other > than their own? I am doing background writing for my > doctoral thesis on speech/language therapists' > understanding of dialects and their reactions to > dialects other than their own while conducting > language assessments. It would be helpful to read the > literature on first impressions, what "other > dialectness" means to people, and how people judge > others according to whether they speak their own > dialect or not. I am a big fan of the documentary > American Tongues but I would like to read some > literature on the subject. Of course, if there's > anything about the impact of dialect on assessment > outcome, that would be icing on the cake. I'm happy > to compile any references and send them back to the > group. > > Thanks in advance, > > Pam Norton, > Doctoral Candidate > UC Berkeley/San Francisco State > Joint Doctoral Program in Special Education > > > From cam47 at psu.edu Sat Sep 17 16:49:21 2005 From: cam47 at psu.edu (Carol Anne Miller) Date: Sat, 17 Sep 2005 12:49:21 -0400 Subject: Fwd: Re: dialect judgment and language development assessment Message-ID: Just an additional vote for "Do you speak American?" and a note that there is a website associated with the program that is chock-full of useful teaching materials. You can find it by going to http://www.pbs.org/ then clicking on "Programs A-Z". Carol Miller >Date: Fri, 16 Sep 2005 12:40:48 -0500 >Subject: Re: dialect judgment and language development assessment >Cc: info-childes at mail.talkbank.org >To: Pam Norton >From: Amy Sheldon > >Dennis Preson's work is what you want. >He describes folklinguistic assessments of dialects. >For example, he has studies of rather consistent lay responses to the >questions:"where is the most and least correct (or pleasant) English >spoken in the US?". > >In addition, I've found a better, more up-to-date video than American >Tongues. I am troubled with the perspective from which African-American >English is treated, in AT. Jim MacNeil has updated AT with a DVD (or VHS) >called "Do you speak American?". I've only seen parts of it -- it's 180 >min. long. There's a section with Preston doing mini-interviews to show >his work on dialect attitudes. Other linguists are featured too. >Visually, the DVD is beautiful. The underlying attitude of the producers >is better. And the scope of dialect variation featured and discussed is >updated. It's a good training tool. > >Amy Sheldon >University of Minnesota > >On Friday, September 16, 2005, at 11:45 AM, Pam Norton wrote: > >> >>Hi all, >> Can anyone direct me to literature that discusses >>laymen's or professionals' reactions to dialects other >>than their own? I am doing background writing for my >>doctoral thesis on speech/language therapists' >>understanding of dialects and their reactions to >>dialects other than their own while conducting >>language assessments. It would be helpful to read the >>literature on first impressions, what "other >>dialectness" means to people, and how people judge >>others according to whether they speak their own >>dialect or not. I am a big fan of the documentary >>American Tongues but I would like to read some >>literature on the subject. Of course, if there's >>anything about the impact of dialect on assessment >>outcome, that would be icing on the cake. I'm happy >>to compile any references and send them back to the >>group. >> >>Thanks in advance, >> >>Pam Norton, >>Doctoral Candidate >>UC Berkeley/San Francisco State >>Joint Doctoral Program in Special Education > > +++++++++++++++++++++++++++++++++ Carol A. Miller Assistant Professor of Communication Sciences and Disorders Penn State University Office: 115B Moore Building Phone: (814) 865-6213 Fax: (814) 863-3759 Email: cam47 at psu.edu +++++++++++++++++++++++++++++++++ From k.j.alcock at lancaster.ac.uk Mon Sep 19 10:00:30 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 19 Sep 2005 11:00:30 +0100 Subject: in need of normative information re: intelligibility Message-ID: You may find the Down Syndrome literature helpful here, although I don't have any specific references, intelligibility is a big issue in this area so one would hope some studies compare intelligibility to typically developing children. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Sep 19 19:58:11 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 19 Sep 2005 15:58:11 -0400 Subject: IASCL site Message-ID: Dear Info-CHILDES, The IASCL materials (TiLAR, members, conferences, etc.) are now located at their own web address which is iascl.talkbank.org. --Brian MacWhinney From gleason at bu.edu Mon Sep 19 21:24:08 2005 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 19 Sep 2005 17:24:08 -0400 Subject: IASCL site In-Reply-To: <7F881836-33A3-417F-A2EC-5F5D714320EF@mac.com> Message-ID: Brian, thanks once again (I know I am not alone in this) for keeping us all in the 21st century. And thanks to Joris Gillis for doing a great job as webmaster. Jean Brian MacWhinney wrote: > Dear Info-CHILDES, > > The IASCL materials (TiLAR, members, conferences, etc.) are now > located at their own web address which is iascl.talkbank.org. > > --Brian MacWhinney > From lise.menn at colorado.edu Tue Sep 20 01:01:40 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Mon, 19 Sep 2005 19:01:40 -0600 Subject: IASCL site In-Reply-To: <432F2C78.4030108@bu.edu> Message-ID: thanks, indeed! Lise On Sep 19, 2005, at 3:24 PM, Jean Berko Gleason wrote: > Brian, thanks once again (I know I am not alone in this) for > keeping us all in the 21st century. And thanks to Joris Gillis for > doing a great job as webmaster. > > Jean > > > > > Brian MacWhinney wrote: > > >> Dear Info-CHILDES, >> >> The IASCL materials (TiLAR, members, conferences, etc.) are >> now located at their own web address which is iascl.talkbank.org. >> >> --Brian MacWhinney >> > Lise Menn Office: 303-492-1609 Linguistics Dept. Fax: 303-413-0017 295 UCB Hellems 293 University of Colorado Boulder CO 80309-0295 Professor of Linguistics, University of Colorado, University of Hunan Secretary, AAAS Section Z [Linguistics] Office Hours Fall'05: Tues 2-3:30, Thurs 11-12 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 cbowen at ihug.com.au Tue Sep 20 05:21:38 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Tue, 20 Sep 2005 15:21:38 +1000 Subject: in need of normative information re: intelligibility In-Reply-To: Message-ID: Dear Kim, This is the reference: Gard, A., Gilman, L., & Gorman, J. (1993). Speech and Language Development Chart ? 2nd Edition, Austin, Tx: Pro-Ed. I use this: http://members.tripod.com/Caroline_Bowen/Table1.htm B.L., Lynch, J.I., and Fox, D.R. (1980). A Parent - Child Cleft Palate Curriculum: Developing Speech and Language. CC Publications, Oregon. From the Table on page 102 entitled How well words can be understood. Peter Flipsen Jr suggests (after Coplan & Gleason, 1998): Age in years divided by 4 = % understood by strangers. Thus: age 1 year = 1/4 or 25% age 2 years = 2/4 or 50% age 3 years = 3/4 or 75% age 4 years =4/4 or 100% Coplan, J, & Gleason, JR (1988). Unclear speech: recognition and significance of unintelligible speech in preschool children. PEDIATRICS, 82, 447-452. The Coplan & Gleason (1998) study, that Carol Stoel-Gammon suggested, is described here: http://health.groups.yahoo.com/group/phonologicaltherapy/message/2597 These may help: Schiavetti, N. (1992). Scaling procedures for the measurement of speech intelligibility. In Kent, R. D. (Ed.), Intelligibility in speech disorders.(pp. 11-34). Philadelphia, PA: John Benjamins. Here is some interesting work in Sheffield about intelligibility as a clinical outcome measure for children with speech difficulties. http://www.shef.ac.uk/hcs/staff/wells Ust a thought - I think we always need to ask "Intelligible to whom?" and look at single word and conversational speech intelligibility. Caroline Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Kim Ventimiglia Sent: Saturday, 17 September 2005 1:01 AM To: info-childes at mail.talkbank.org Subject: in need of normative information re: intelligibility Dear colleagues, I am in need of normative information concerning the percentage of utterances that are intelligible in 2, 2.5, and 3 year-old typically-developing children. I have seen a citation for Gard, Gilman, and Gorman but do not have the year or any other publication information. does anyone have this information? Wth thanks, Kim M. DesBarres, MS, CCC-SLP Clinical Supervisor Donald R. Reed Speech & Hearing Center Phleps Memorial Hospital From langconf at acs.bu.edu Tue Sep 20 21:21:31 2005 From: langconf at acs.bu.edu (BUCLD) Date: Tue, 20 Sep 2005 17:21:31 -0400 Subject: BUCLD 30 Pre-registration Message-ID: We are pleased to announce that pre-registration for BUCLD 30 is now available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/prereg.htm The 30th Annual Boston University Conference on Language Development will be held at Boston University, November 4-6, 2005. Our invited speakers are: Janet Werker, University of British Columbia "Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants" Keynote address, Friday, November 4 at 8:00 pm Harald Clahsen, University of Essex "Grammatical Processing in First and Second Language Learners" Plenary address, Saturday, November 5 at 5:45 pm Jeff Elman, University of California at San Diego LouAnn Gerken, University of Arizona Mark Johnson, Brown University "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" Lunchtime symposium, Saturday, November 5 at 12:00 pm The full conference schedule, with 87 papers and 40 posters, is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/schedule.htm Please note that beginning October 26, 2005 (two weeks before the conference), nationals from 27 countries will need a machine-readable passport to be eligible for a visa waiver for entry into the United States. More information is available on the US Department of State website at http://travel.state.gov/visa/temp/without/without_1990.html More information about BUCLD is available at our website: http://www.bu.edu/linguistics/APPLIED/BUCLD We look forward to seeing you at BUCLD 30. Sincerely, David Bamman, Tatiana Magnitskaia and Colleen Zaller BUCLD 30 Co-organizers From Ben.Ambridge at liverpool.ac.uk Wed Sep 21 11:26:18 2005 From: Ben.Ambridge at liverpool.ac.uk (Ben Ambridge) Date: Wed, 21 Sep 2005 12:26:18 +0100 Subject: Well-known cartoon characters for British 6-7 and 9-10 yr olds In-Reply-To: <1100361250.41962e225aad2@mymail.tcd.ie> Message-ID: Dear all, I'm currently designing some videos for experiments that we plan to run with children aged 6-7 and 9-10 (and adults). There are quite a lot of trials, so to keep the children interested I thought it would be a good idea to use puppets/action figures etc... of cartoon characters that the children know and like. Does anybody have any suggestions for characters that virtually all BRITISH kids of this age will know? A lot of American studies seem to use characters from Sesame Street, but do British children watch this? I thought of Bob the Builder (perhaps too young for the older kids) and The Simpsons (vice-versa). Does anybody have any ideas as to whether these will work, or any better suggestions? (It might be a good idea to email me directly rather than post to the list, as I'm not sure how many people will be interested in this!) Thanks! Ben Ben.Ambridge at Liverpool.ac.uk From mfriend at sunstroke.sdsu.edu Wed Sep 21 19:24:39 2005 From: mfriend at sunstroke.sdsu.edu (Margaret Friend) Date: Wed, 21 Sep 2005 12:24:39 -0700 Subject: position in Developmental Cognitive Neuroscience Message-ID: Dear Colleagues, The Department of Psychology at San Diego State University seeks candidates for a tenure-track position in Developmental Cognitive Neuroscience. Please see our advertisement below for details. Thanks, Margaret Friend The DEPARTMENT OF PSYCHOLOGY at SAN DIEGO STATE UNIVERSITY invites applications for six tenuretrack appointments to begin August, 2006. Two positions--INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY and CLINICAL PSYCHOLOGY--are open rank with preference at the senior level. Assistant Professor positions are available in CLINICAL PSYCHOLOGY, SOCIAL PSYCHOLOGY, BEHAVIORAL NEUROSCIENCE, and DEVELOPMENTAL COGNITIVE NEUROSCIENCE. The Psychology Department has a large and diverse population of undergraduate majors, an MA program, and an MS program in Applied Psychology with emphases in I-O and Program Evaluation. The Department has an APA-accredited doctoral program in Clinical Psychology offered jointly with the Department of Psychiatry, School of Medicine, University of California, San Diego. This scientist-practitioner program has a multidisciplinary faculty of more than 90 individuals drawn from the two institutions in three specialty areas: Experimental Psychopathology, Neuropsychology and Behavioral Medicine. Additional information about SDSU and the Psychology Department can be found at http://www.sdsu.edu/ and http://www.psychology.sdsu.edu/index.html. The responsibilities of each position will include graduate and undergraduate teaching as well as research supervision and mentoring. The university and the department seek a diverse faculty. Successful candidates will be committed to excellence in teaching and clearly demonstrate research productivity and the capacity to attract extramural support. Research that acknowledges and addresses multicultural perspectives is desirable. SDSU and the San Diego research community beyond our campus provide a very rich environment for interdisciplinary and collaborative work. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY: RANK OPEN, PREFERENCE FOR FULL PROFESSOR. Candidates must hold a PhD in I/O psychology or a related area. Area of research specialization is open. The successful candidate for this position will play a significant role in strengthening our program in I/O Psychology by contributing to the development of new programmatic initiatives, such as the potential development of a doctoral program in Applied I/O Psychology. Candidates should have clear potential or evidence of success in publishing scholarly work in respected academic journals, obtaining extramural funding, providing thesis supervision, providing outstanding instruction at the undergraduate and graduate levels, and contributing service to the department, university, and profession. For more information about the Applied Psychology program, please consult: http://www.psychology.sdsu.edu/ms.html. CLINICAL PSYCHOLOGY: ADVANCED ASSOCIATE OR FULL PROFESSOR. Candidates must hold a PhD from an APA-accredited program in clinical psychology and be licenseeligible in CA. We seek candidates with research and clinical expertise in the area of Experimental Psychopathology (adult or child). Competitive candidates will have an active research program and a history of extramural support. The successful candidate will be committed to excellence in teaching in advanced doctoral level seminars, research supervision and mentoring, clinical supervision, and masters or undergraduate courses. The successful candidate will take a leadership role in the Experimental Psychopathology track; however, cross-disciplinary research that integrates interests in Behavioral Medicine or Neuropsychology is also of interest. For more information about the SDSU/UCSD Joint Doctoral Program, please consult: http://www.psychology.sdsu.edu/doctoral/. CLINICAL PSYCHOLOGY: ASSISTANT PROFESSOR. Candidates must hold a PhD with a focus in clinical psychology and be licenseeligible in CA. A doctorate from an APAaccredited program is desirable. We seek candidates with research and clinical expertise in the area of Experimental Psychopathology (adult or child). Competitive candidates will have an active research program and have current funding or demonstrate strong potential for attracting extramural support. Teaching responsibilities will include seminars and research/clinical supervision at the doctoral level, as well as masters and undergraduate courses. The successful candidate will have a primary affiliation with the Experimental Psychopathology track of the doctoral program in Clinical Psychology offered jointly with UCSD as described above; however, a cross-disciplinary research program that integrates interests in Behavioral Medicine or Neuropsychology is also of interest. SOCIAL PSYCHOLOGY: ASSISTANT PROFESSOR: Candidates must hold a PhD in social psychology. Instructional responsibilities include general and special-topic courses in social psychology at the undergraduate and graduate levels and core courses in our newly developing social psychology masters program. Candidates should demonstrate excellence of research in a relevant area of social psychology such as small group dynamics, interpersonal relations, person/situation interactions, social cognition, or social influence. Candidates with a strong potential for obtaining extramural support for their research are especially encouraged to apply. BEHAVIORAL NEUROSCIENCE: ASSISTANT PROFESSOR: Candidates must hold a PhD with a focus in behavioral neuroscience or biological psychology. Teaching responsibilities will include both undergraduate and graduate courses in the biological principles of behavior. Candidates must demonstrate strong potential for obtaining extramural support and for maintaining an active research program with a focus on brain behavior relationships. Candidates whose research involves the use of animal models to study the neural bases of behavior, neuronal plasticity, learning and memory, or the biological basis of substance abuse or psychopathology are especially encouraged to apply. DEVELOPMENTAL COGNITIVE NEUROSCIENCE: ASSISTANT PROFESSOR. Candidates must hold a PhD in a domain of Psychology which reflects expertise in Developmental Psychology and Cognitive Neuroscience. We seek an individual who investigates developmental issues within a Cognitive Neuroscience framework. Such an individual might study the neural underpinnings of language acquisition, the development of cognitive processes (e.g., attention, memory, and higher cognitive/executive function) or social/emotional development. We especially encourage applications from candidates with experience in brain imaging, electrophysiology, and other cognitive neuroscience techniques for in vivo brain assessment. Teaching responsibilities will include undergraduate breadth courses in Developmental Psychology and an occasional senior/graduate level course in a specific area of Developmental Cognitive Neuroscience. Candidates should demonstrate strong potential for obtaining extramural funding and maintaining an active research program with a developmental focus on brain/behavior relationships. ALL POSITIONS: Applicants should send a letter of application, a statement of teaching and research interests, evidence of teaching excellence (including student evaluations, if available), curriculum vitae, reprints or preprints, and three letters of recommendation to: Chair of the appropriate Search Committee, Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego CA 921824611. Review of applications will begin on October 15, 2005 and will continue until the positions are filled. Salaries will be competitive and commensurate with qualifications and experience. SDSU is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability or veteran status, including veterans of the Vietnam era. Margaret Friend, Ph.D. Child Language and Emotion Lab Department of Psychology and SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 6363 Alvarado Court, Ste.103 San Diego, CA 92120 619-594-0273 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rbarriga at colmex.mx Wed Sep 21 19:41:34 2005 From: rbarriga at colmex.mx (Rebeca Barriga Villanueva) Date: Wed, 21 Sep 2005 14:41:34 -0500 Subject: IASCL site Message-ID: Dear Brian: Congratulations for the site! I can imagine how hard you have worked for it and it is pleaseant to see come true. Rebeca Barriga Villanueva El Colegio de M?xico -----Mensaje original----- De: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]En nombre de Brian MacWhinney Enviado el: Lunes, 19 de Septiembre de 2005 02:58 p.m. Para: info-childes at mail.talkbank.org Asunto: IASCL site Dear Info-CHILDES, The IASCL materials (TiLAR, members, conferences, etc.) are now located at their own web address which is iascl.talkbank.org. --Brian MacWhinney From k.j.alcock at lancaster.ac.uk Thu Sep 22 10:48:29 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 22 Sep 2005 11:48:29 +0100 Subject: Research assistant position at Lancaster Message-ID: We are seeking a research assistant to work on an Nuffield Foundation funded project into the development of oral motor skills and their relationship to language, in typically developing and language delayed groups. The study involves recruitment and testing of children 1 to 8 years, including a group of children with Down Syndrome and a group with Specific Language Impairment, to be recruited through local schools and services, and family support groups. The major part of the project will involve developing a test of oral motor skill for children in this age group, based on existing tests, but children will also be assessed on standardised measures of cognitive and language skill. The post will also involve liaising with parents, schools, and support groups, coding and analysing data. Applicants should have a good first degree in psychology or a related discipline such as speech and language therapy, and an interest in language development and disorders. Experience with young children and/or individuals with developmental disorders is also important, and research experience in the field of language or motor development would be an advantage. The post is funded on the RA1B scale pro rata, and will be a 0.4 post for a period of one year. The closing date is the 14th October. Further informal enquiries can be made to Katie Alcock, who can be contacted on k.j.alcock at lancaster.ac.uk or 01524 593833. For application details and further particulars see http://www.lancs.ac.uk/users/personnel/jobs/ or apply to Personnel Services, quoting reference A552 on 01524 846549 (answerphone). Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From elvisginger at netscape.net Thu Sep 22 13:46:38 2005 From: elvisginger at netscape.net (elvisginger at netscape.net) Date: Thu, 22 Sep 2005 09:46:38 -0400 Subject: CUNY Conference - Call for Papers Message-ID: ON-LINE METHODS IN CHILDREN'S LANGUAGE PROCESSING March 21-22, 2006 CUNY Graduate Center; 365 Fifth Avenue; New York, NY A substantial body of work examines on-line language processing in adults, yet very little is known about how children coordinate linguistic and non-linguistic information to arrive at sentence meaning. Understanding how children process language, in real time, is necessary for building comprehensive theories about language acquisition. This workshop is the first scientific gathering specifically dedicated to a new field of research that explores such issues, experimental developmental psycholinguistics. This workshop provides a forum in which scholars from different areas of expertise (psycholinguistics, language acquisition, and cognitive neuroscience), particularly those interested in applying on-line methods to study children?s language processing, will discuss how current and developing empirical approaches can inform about language processing mechanisms in children. The workshop focuses on on-line methods to investigate children?s language processing mechanisms, including (a) behavioral methods (reaction-time tasks) such as monitoring, probe/prime latencies, and self-paced reading, (b) free-viewing eye-tracking, (c) electrophysiological measures such as brain event-related potentials (ERPs), and (d) functional neuroimaging. A separate panel of the workshop will be dedicated to each of the four methods, introduced by an invited talk and followed by four other talks chosen from submitted abstracts. This workshop is funded by the National Science Foundation. INVITED SPEAKERS Susan Bookheimer (UCLA): Functional neuroimaging Helen Cairns (CUNY): On-line methods in children?s language processing: Looking into the future Harald Clahsen (University of Essex): Behavioral methods Angela Friederici (Max Planck Institute for Human Cognitive and Brain Sciences): Electrophysiological methods John Trueswell (University of Pennsylvania): Free-viewing eye-tracking CALL FOR SUBMISSIONS We are soliciting abstracts for paper or poster presentations, on new and original research in experimental developmental psycholinguistics using on-line methods to study child language processing. Topics from any aspect of child language processing are welcome, ranging from the development and operation of mechanisms for sound perception and production to the development and operation of mechanisms for higher-level discourse processing. Abstracts from junior scholars are especially encouraged. Abstracts should not exceed 450 words. Submissions are restricted to 1 individual and 1 joint abstract per author. A system for electronic abstract submission is currently under construction, but will be made available from this page. Deadline for abstract submissions: December 15, 2005 Notification of acceptance: February 1, 2006 Travel grants will be awarded to graduate student presenters. Invited papers and a selection of the submitted papers from the workshop will be published in a volume tentatively titled On-Line Methods in Child Language Processing. FOR MORE INFORMATION, PLEASE EMAIL: childlang at gmail.com Workshop organizers: Irina A. Sekerina, College of Staten Island and Graduate Center, CUNY Eva M. Fern?ndez, Queens College and Graduate Center, CUNY http://qcpages.qc.cuny.edu/~efernand/childlang/ __________________________________________________________________ Switch to Netscape Internet Service. As low as $9.95 a month -- Sign up today at http://isp.netscape.com/register Netscape. Just the Net You Need. New! Netscape Toolbar for Internet Explorer Search from anywhere on the Web and block those annoying pop-ups. Download now at http://channels.netscape.com/ns/search/install.jsp From k.j.alcock at lancaster.ac.uk Thu Sep 22 15:56:22 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 22 Sep 2005 16:56:22 +0100 Subject: Research assistant position at Lancaster Message-ID: (I tried to send this message earlier, but it was bounced back - apologies if you get it twice, although I haven't received a copy from info-childes at all) We are seeking a research assistant to work on an Nuffield Foundation funded project into the development of oral motor skills and their relationship to language, in typically developing and language delayed groups. The study involves recruitment and testing of children 1 to 8 years, including a group of children with Down Syndrome and a group with Specific Language Impairment, to be recruited through local schools and services, and family support groups. The major part of the project will involve developing a test of oral motor skill for children in this age group, based on existing tests, but children will also be assessed on standardised measures of cognitive and language skill. The post will also involve liaising with parents, schools, and support groups, coding and analysing data. Applicants should have a good first degree in psychology or a related discipline such as speech and language therapy, and an interest in language development and disorders. Experience with young children and/or individuals with developmental disorders is also important, and research experience in the field of language or motor development would be an advantage. The post is funded on the RA1B scale pro rata, and will be a 0.4 post for a period of one year. The closing date is the 14th October. Further informal enquiries can be made to Katie Alcock, who can be contacted on k.j.alcock at lancaster.ac.uk or 01524 593833. For application details and further particulars see http://www.lancs.ac.uk/users/personnel/jobs/ or apply to Personnel Services, quoting reference A552 on 01524 846549 (answerphone). Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From macw at mac.com Sat Sep 24 03:35:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 23 Sep 2005 23:35:35 -0400 Subject: improved Italian MOR Message-ID: Dear Info-CHILDES, Anna Gudmundson of the University of Stockholm has contributed a much improved version of MOR for Italian which she has used to tag her corpus of learners of Italian with a total of 3684 utterances. In addition, she created an ital.db POST database for automatic disambiguation which seems to work quite efficiently. Anna added some additional grammatical features, created additional a-rules and c-rules and expanded the overall coverage of the lexicon. This is a really nice contribution to the CHILDES system that now forms a really solid basis for further work on the learning of Italian. Many thanks to Anna for this great contribution which can now be downloaded from the server. --Brian MacWhinney From macw at mac.com Sun Sep 25 00:21:02 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 24 Sep 2005 20:21:02 -0400 Subject: improved Italian MOR Message-ID: Dear Info-CHILDES, Anna Gudmundson of the University of Stockholm has contributed a much improved version of MOR for Italian which she has used to tag her corpus of learners of Italian with a total of 3684 utterances. In addition, she created an ital.db POST database for automatic disambiguation which seems to work quite efficiently. Anna added some additional grammatical features, created additional a- rules and c-rules and expanded the overall coverage of the lexicon. This version now forms a solid basis for further work on the learning of Italian. Many thanks to Anna for this great contribution which can now be downloaded from the server. --Brian MacWhinney From m.deuchar at bangor.ac.uk Sun Sep 25 23:05:27 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Mon, 26 Sep 2005 00:05:27 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until September 26 2005. Mi wna i ffordd tan 26 Medi 2005. Margaret Deuchar. From enfatica at tin.it Mon Sep 26 13:09:52 2005 From: enfatica at tin.it (anna) Date: Mon, 26 Sep 2005 15:09:52 +0200 Subject: about CA mode Message-ID: Dear Info-CHILDES, I have been working with CLAN for two years in CHAT without problems, but now that I need to use CA mode, I just cannot find how to do. The problem is that I am sure that CA mode was available on the previous version of CLAN I downloaded last year on my old pc (with Windows 98), but I cannot find it on my new version, where there are only Coder, CHAT and sonic mode. What can I do? Is there something wrong I did? Thank you in advance for your help Annamaria Cacchione -------------- next part -------------- An HTML attachment was scrubbed... URL: From waterdrop3663 at 163.com Mon Sep 26 14:49:09 2005 From: waterdrop3663 at 163.com (=?gb2312?B?wO7B1Q==?=) Date: Mon, 26 Sep 2005 22:49:09 +0800 Subject: ask for information about second langauge learning effect:) Message-ID: Hello, colleagues. I am quite interested in second langauge teaching and learning in kindergarden, especially the effect in the later phrase---the learning in primary schools. I think such kind of comparative researches may provide us a broader view about this problem. Would there be someone who knows any materials about this?(English as the second langauge is the best) Thanks a lot:) Jenny Shanghai China -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberta at UDel.Edu Mon Sep 26 14:58:03 2005 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Mon, 26 Sep 2005 10:58:03 -0400 Subject: Fwd: Great Job Opportunity!! Message-ID: Please reply to Nancy Jordan at the email Njordan at udel.edu. > Subject: Great Job Opportunity!! > > We have an opening for Project Coordinator on our Children's Math > Project, funded by NICHD (see our website below). ? The position > involves scheduling children for testing in schools, working with > school personnel, data management, and manuscript preparation.? We are > interested in a full-time person (post doc or a strong pre doc) but > also are willing to consider flexible part-time arrangements or > graduate assistants.?? This is a great opportunity to work with a > highly productive research team.?? Please contact me immediately if > you are interested or know of people who would be interested.? Thanks! > -- > Nancy C. Jordan > Professor > School of Education > 211C Willard Hall > University of Delaware > Newark, DE 19716 > Phone:? 302.831.4651? ?Fax:? 302.831.6702 > http://www.udel.edu/educ/cmp2 (Children's Math Project) > ? > ? > _____________________________________________________ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2096 bytes Desc: not available URL: From macw at mac.com Mon Sep 26 19:41:36 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 26 Sep 2005 15:41:36 -0400 Subject: CA Mode Message-ID: Dear Annamaria, We have integrated CA conventions now directly into CHAT and CLAN. Just go to the web at http://talkbank.org/ca and you will see the information regarding the details. If you want good alignment of CA overlap markers, you will need to use the FixedSysExcelsior font and the INDENT program. If you find problems with any of this, please tell me and we will help you or perhaps fix anything that doesn't work right. I have been using the new CA codes and methods quite a lot and they seem quite solid. However, I am nothing close to a CA purist and I don't mind seeing asterisks at the beginnings of lines and such. If that stuff bothers you, you can get rid of it using the CHAT2CA program. --Brian MacWhinney > On Sep 26, 2005, at 9:09 AM, anna wrote: > Dear Info-CHILDES, > I have been working with CLAN for two years in CHAT without > problems, but now that I need to use CA mode, I just cannot find > how to do. The problem is that I am sure that CA mode was available > on the previous version of CLAN I downloaded last year on my old pc > (with Windows 98), but I cannot find it on my new version, where > there are only Coder, CHAT and sonic mode. > What can I do? Is there something wrong I did? > Thank you in advance for your help > Annamaria Cacchione > -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Tue Sep 27 13:41:56 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 27 Sep 2005 09:41:56 -0400 Subject: Georgia State University - Tenure-track position in Developmental Psychology Message-ID: Dear Colleagues: The Department of Psychology at Georgia State University seeks candidates for a tenure-track position in Developmental Psychology. Please see our advertisement below for details. Thanks, MaryAnn Romski Devepmental and Methodological Psychologist THE DEPARTMENT OF PSYCHOLOGY AT GEORGIA STATE UNIVERSITY ANNOUNCES TWO ANTICIPATED TENURE TRACK FACULTY POSITIONS BEGINNING 2006: We are seeking broadly trained candidates who can establish nationally competitive research programs and who have a strong interest in and can contribute effectively to graduate and undergraduate education, as well as to university and national service. Georgia State University is a Doctoral/Research Extensive University with a diverse student body located in downtown Atlanta. The Department of Psychology currently supports Ph.D. level graduate programs in Clinical Psychology (APA-accredited), Community Psychology, Developmental Psychology, Neuropsychology and Behavioral Neuroscience, and Social/Cognitive Psychology (www.gsu.edu/psychology). The Department includes 39 full-time faculty, 120 doctoral students, and over 1,000 undergraduate majors. The Department also plays a significant role in several multidisciplinary research Centers including the Language Research Center, the Center for Research in Atypical Development and Learning, and the NSF-funded Center for Behavioral Neuroscience. PSYCHOLOGIST with expertise in quantitative methodology and urban health issues (Assistant or Associate Professor): We are seeking applicants with interests in quantitative methods in psychology who can contribute to the University's interdisciplinary focus on urban health. The University recently has committed substantial funds to its Partnership for Urban Research (urbanhealth.gsu.edu), an interdisciplinary collaboration to increase research on urban health in four areas: injury and violence, substance abuse and mental health, HIV/AIDS and infectious disease, and chronic disease and aging. We are interested in candidates whose program of research contributes both methodologically and substantively to one or more of these areas, who would be able to teach psychological statistics and/or methods courses at the undergraduate and graduate level, and who would join one of the department's five program areas. We are committed to adding to the diversity of the University's faculty and are particularly interested in scholars who seek to understand health within diverse populations. Applicants must hold a Ph.D. in psychology or an associated field. Appointment is anticipated for Fall 2006. DEVELOPMENTAL PSYCHOLOGIST (Assistant Professor): We are seeking a broadly trained developmental psychologist whose program of research concerns the influence of contextual factors on developmental trajectories during infancy and early childhood, and who would be able to teach a range of developmental psychology courses at the graduate and undergraduate level. The psychology department plays a significant role in several interdisciplinary University centers and initiatives and we are looking for a colleague who can contribute to one or more of these themes. We are committed to adding to the diversity of the University's faculty and are particularly interested in scholars who seek to understand development within diverse populations. Applicants must hold a Ph.D. in psychology or an associated field. Appointment is anticipated for Fall 2006. Applicants should send a letter of application that indicates the position of interest and that (1) describes their program of research/scholarship, (2) discusses their philosophy of teaching, and (3) outlines their professional accomplishments and future goals. Applicants also should send a curriculum vitae and selected publications and arrange for three letters of recommendation to be sent to Chair, Psychology Search Committee, Department of Psychology, P.O. Box 5010, Atlanta, GA 30302-5010. Review of applications will begin September 1, 2005. However, applications will be accepted until the position is filled. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. MaryAnn Romski, Ph.D. Associate Dean for Social & Behavioral Sciences College of Arts & Sciences Professor of Communication Driector, Center for Research on Atypical Development and Learning (CRADL Georgia State University P.O. Box 4038 Atlanta, GA 30302-4038 Dean's Office Phone 404-651-2294 Dean's Office Fax 404-651-1542 Office: 741 General Classroom Building Comm Office Phone: 404-651-3469 Comm Office FAX: 404-651-3473 Comm Office: 942A One Park Place South Email: mromski at gsu.edu From pwong at northwestern.edu Tue Sep 27 20:51:37 2005 From: pwong at northwestern.edu (Patrick Wong) Date: Tue, 27 Sep 2005 15:51:37 -0500 Subject: Child Language Position at Northwestern Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From leher at bu.edu Wed Sep 28 21:05:35 2005 From: leher at bu.edu (Leher Singh) Date: Wed, 28 Sep 2005 17:05:35 -0400 Subject: Dept. Chair, Speech, Language & Hearing Sciences at Boston University Message-ID: The Department of Speech, Language and Hearing Sciences at Boston University Sargent College of Health and Rehabilitation Sciences invites applications and nominations for the position of Department Chairman. The position is available to individuals at a faculty rank of Associate or Full Professor. Qualifications include an earned doctorate with a specialty in one of the communication sciences or disorders areas and experience in teaching, research and academic administration. Clinical certification is preferred but not required. Priority will be given to candidates with a strong research background and a successful record of obtaining external support for research and/or training activities. The Department of Speech, Language and Hearing Sciences is housed at Boston University Sargent College of Health and Rehabilitation Sciences on the Charles River campus and conducts undergraduate, masters and doctoral programs. The College consists of five nationally ranked graduate programs in health and rehabilitation sciences and is among the national leaders in funded research. There is an on-site speech pathology and audiology clinic and affiliated clinics at the Boston University Medical Campus. In addition, the Boston community includes many highly regarded medical and educational institutions and offers many possibilities for collaborative and interdisciplinary activities. Additional information is available at the website for Boston University Sargent College at www.bu.edu/sargent/. Applications should include a letter of interest explaining the applicant's background and qualifications, curriculum vitae, and three current letters of recommendation. Applications may be held in confidence at the applicant's request until/unless an invitation for an interview is extended. Review of applications will begin January 1, 2006, and will continue until the position is filled. Please send materials to: Gerald Kidd, Jr., Ph.D. (gkidd at bu.edu) Search Committee Chair Department of Speech, Language and Hearing Sciences, Boston University 635 Commonwealth Avenue Boston, Massachusetts 02215 Boston University is an equal opportunity employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sc.purdy at auckland.ac.nz Thu Sep 29 11:29:57 2005 From: sc.purdy at auckland.ac.nz (Suzanne Purdy) Date: Thu, 29 Sep 2005 23:29:57 +1200 Subject: Child language position at Univ of Auckland, New Zealand Message-ID: Dear Colleagues We are advertising a 3-day per week lectureship (assistant professorship) [see website listed below for details]. Although this is a part time position, it is very probable that the successful appointee would gain additional employment as there is currently a shortage of speech and language therapists in New Zealand. We are seeking applications from speech pathologists with a PhD and clinical experience in the area of child language. Kind regards Suzanne Purdy Reference Number: A538-05E http://www.vacancies.auckland.ac.nz/positiondetail.asp?P=3479 ....................... Suzanne C Purdy, PhD Associate Professor Head, Discipline of Speech Science Department of Psychology Tamaki Campus (Rm 731.305) 200 Morrin Road, Glen Innes The University of Auckland Private Bag 92019 Auckland NEW ZEALAND Phone +64 9 373 7599 ext.82073 Mobile 021 524 933 (International +64 21 524 933) Fax +64 9 373 7043 or 373 7001 Email sc.purdy at auckland.ac.nz Website http://www.psych.auckland.ac.nz/Psych/slt/SLT.htm From lo35 at cornell.edu Thu Sep 29 15:52:59 2005 From: lo35 at cornell.edu (Luca Onnis) Date: Thu, 29 Sep 2005 11:52:59 -0400 Subject: Q: phonetic transcriptions of personal nouns -- database? Message-ID: Hallo, I am trying to get a phonetic transcription of personal nouns, especially in English (e.g. Sarah, Mike, etc.). This is because I and some colleagues obtained a phonetic transcription of the Childes corpora, but I am missing all those nice names. Is there an available database with personal nouns and their transcription? I will post a list of replies to this list. please cc: to lo35 at cornell.edu Grazie, Luca Onnis ------------------------------------------------------------------------ ---------------- Luca Onnis, PhD Cornell University Cognitive Neuroscience Lab Dpt. Psychology Ithaca, NY 14853 Office: 245 Uris Hall Phone: +1 607 255 0879 Fax: +1 607 255 8433 http://cnl.psych.cornell.edu/people/luca.html ------------------------------------------------------------------------ ------------- . From macw at mac.com Thu Sep 29 17:01:57 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 29 Sep 2005 13:01:57 -0400 Subject: Q: phonetic transcriptions of personal nouns -- database? In-Reply-To: <95f8e30890731d14751a5ea56af10069@cornell.edu> Message-ID: Dear Luca, I'm not sure I can help you with the personal names, but maybe it would be useful for me and others to learn a bit also about how this phonetic transcription was composed. Did the creators take the current CHILDES corpora and then just run them through the MAKEMOD program using CMULEX (available on the server). Or did they do something different. If they did additional work and/or cleaned up missing pieces of CMULEX and its output, then it would be good to make their results available more widely. Many thanks. --Brian MacWhinney On Sep 29, 2005, at 11:52 AM, Luca Onnis wrote: > Hallo, > I am trying to get a phonetic transcription of personal nouns, > especially in English (e.g. Sarah, Mike, etc.). This is because I > and some colleagues obtained a phonetic transcription of the > Childes corpora, but I am missing all those nice names. Is there an > available database with personal nouns and their transcription? > I will post a list of replies to this list. > > please cc: to lo35 at cornell.edu > > Grazie, > > Luca Onnis > > ---------------------------------------------------------------------- > ------------------ > Luca Onnis, PhD > Cornell University > Cognitive Neuroscience Lab > Dpt. Psychology > Ithaca, NY 14853 > Office: 245 Uris Hall > Phone: +1 607 255 0879 > Fax: +1 607 255 8433 > http://cnl.psych.cornell.edu/people/luca.html > ---------------------------------------------------------------------- > --------------- > . > > > From ks7t at andrew.cmu.edu Thu Sep 29 18:17:01 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 29 Sep 2005 14:17:01 -0400 Subject: MIT Tenure Track Appointment Message-ID: >MIT's Department of Brain and Cognitive Sciences anticipates making >a tenure track appointment at the Assistant Professor level in >cognitive science or cognitive neuroscience. Applicants should be >conducting research with humans in the areas of perception, learning, >memory, attention, motor control, language, knowledge representation, >reasoning, decision-making, social cognition, development, or >computational modeling of cognition. It is important for >applicants to identify the area or areas for which they are >applying. Please enclose a CV, a statement of research, a statement of >research interests, and representative reprints. >Please arrange to have three letters of recommendation sent to the >search committee. Review of applications will begin Oct. 15, 2005, and >continue until the position is filled. Send applications to: Cognitive >Search Committee, E25-406, MIT, Cambridge, MA 02139. Information about the >department can be found at http://web.mit.edu/bcs/. Qualified women and >minority candidates are especially encouraged to apply. MIT is an >Affirmative Action/Equal Opportunity employer. > >Science: (print and online) >Nature: (print and online) >Black Issues: >AAR (an affirmative action site) >APA Monitor: (print and online) >APS Observer: (print and online) >sfn.org: (print and online) >SACNAS: (print and online) > >Society for Neuroscience > >Cognitive Neuroscience Society > >Organization for Human Brain Mapping > >http://www.sacnas.org > >http://www.ismrm.org/jobs > >For mathematical modeling: >http://aris.ss.uci.edu/smp/mpsych.html > >For cognitive development: >http://www.cogdevsoc.org/listserv.html > >For cognitive psychology: >http://www.psychonomic.org/annc.htm > >For brain and cognitive sciences in general: >http://cognet.mit.edu/jobs/ > http://www.apa.org/monitor/ -- ******************* Kelley Donovan http://web.mit.edu/kdonovan/www/ From janicej at yorku.ca Fri Sep 30 17:25:00 2005 From: janicej at yorku.ca (Janice Johnson) Date: Fri, 30 Sep 2005 13:25:00 -0400 Subject: Position in Developmental Psychology at York University, Toronto Message-ID: Dear Colleagues: The Department of Psychology at York University has a tenure-track position in Developmental and Cognitive Processes. Please see the advertisement below for details. Regards, Janice Johnson Department of Psychology, Faculty of Arts, York University invites applications for a tenure-track appointment at the Assistant Professor level in Developmental and Cognitive Processes. Research areas of particular interest are developmental neuropsychology, life-span cognition, and cognition (including social cognition) in the school years. However, outstanding applicants from any area of cognitive development will be considered. Candidates will be expected to teach graduate and undergraduate courses and to maintain an active research program. A PhD in Psychology is required. York University offers a world-class modern, interdisciplinary academic experience in Toronto, Canada's most multicultural city. York is at the centre of innovation, with a thriving community of almost 60,000 faculty, staff and students who challenge the ordinary and deliver the unexpected. The Psychology Department at York University is one of the largest in North America. The position, to commence July 1, 2006, is subject to budgetary approval. York University is an Affirmative Action Employer. The Affirmative Action Program can be found on York's website at http://www.yorku.ca/acadjobs/index.htm , or a copy can be obtained by calling the affirmative action office at 416-736-5713. All qualified candidates are encouraged to apply; however, Canadian citizens and Permanent Residents will be given priority. Applicants should submit a curriculum vitae, a statement of research and teaching interests, and relevant reprints, and arrange to have three letters of reference sent to Professor David Reid, Chair, Department of Psychology, Faculty of Arts, 296 BSB, York University, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3; phone: (416) 736 5116, fax (416) 736 5814. Deadline: December 1, 2005. -- Janice M. Johnson Associate Professor Department of Psychology York University 4700 Keele Street Toronto, Ontario, Canada M3J 1P3 Office: (416) 736-2100 ext. 66214 FAX: (416) 736-5814 E-mail: janicej at yorku.ca -- Janice M. Johnson Associate Professor Department of Psychology York University 4700 Keele Street Toronto, Ontario, Canada M3J 1P3 Office: (416) 736-2100 ext. 66214 FAX: (416) 736-5814 E-mail: janicej at yorku.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Fri Sep 30 19:00:04 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 30 Sep 2005 12:00:04 -0700 Subject: Position Available Applied Linguistics (Lang Pedagogy), Portland State University In-Reply-To: <433D74EC.8010405@yorku.ca> Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with primary specializations in language pedagogy and language assessment, and secondary specializations in research design, second language acquisition, and/or culture learning. Other desirable interests include curriculum design, critical applied linguistics, and computer assisted language learning. Responsibilities include teaching two courses per term (three terms per year), supervision of thesis research, both quantitative and qualitative, and graduate and undergraduate advising. An active research agenda, establishing and sustaining funded research activities, and ESL/EFL teaching experience are important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2006. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 1, 2005. The position will be open until finalists are identified. Candidates should have a Ph.D. or equivalent in hand by August 1, 2006. Supporting materials, such as teaching evaluations, lesson plans, and a philosophy of teaching statement will be requested. Anticipated starting date: September 16, 2006. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is associated with a laboratory school for ESL adult education. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 24,000 students enrolled in programs from the undergraduate to the doctoral level. Websites: www.ling.pdx.edu (Department of Applied Linguistics) www.labschool.pdx.edu (National Labsite for Adult ESOL) Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. ************************************************************************** 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 deak at cogsci.ucsd.edu Fri Sep 30 21:08:05 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Fri, 30 Sep 2005 14:08:05 -0700 Subject: Lab Manager and Postdoc positions: infancy project, UCSD Message-ID: Apologies if you receive this more than once... We are looking for a Senior Research Associate (i.e., lab manager w/ an MA or BA in psych, cog sci, or related disciplines) and a postdoctoral researcher for the MESA project (Modeling the Emergence of Shared Attention) at UCSD. We are starting a longitudinal study of infants to explore relations among early perceptual and learning capacities, caregiver behaviors, and emerging social skills, using experimental and observational methods. Details of the positions are below. Please bring these to the attention of current or past students. Direct questions to me. Thanks very much! ------------------------------------------- STAFF RESEARCH ASSOCIATE I (75% Career) ? COGNITIVE SCIENCE,?UNIVERSITY OF CALIFORNIA, SAN DIEGO Hiring Salary Range: $15.05-$16.39/hour Apply Here This position is union represented by RX-Research. For information go to http://blink.ucsd.edu/go/cbu DESCRIPTION: Provide assistance to PIs in developmental psychology study. Assist in experimental and observational studies of infant cognition and infant-parent interaction. Oversee laboratory testing and home observations. Interact with parents and infants, and with local day care personnel and UCSD staff. Facilitate administration of research related testing. Oversee data coding and assist in training student research personnel. This requires excellent skills in observing details of infant behavior, and analytic problem solving. Organize data and maintain database. Assist in preparing and revising materials, including internal documentation, participant database, and website materials. QUALIFICATIONS: * Experience working with infants & theoretical knowledge of human development and cognitive science. * Background in administering cognitive development tests. * Demonstrated ability to work independently and efficiently, and use good judgment in making decisions. * Ability to learn to use digital video software and hardware. Ability to learn new software quickly; programming ability a plus. * Proficiency with computer operating systems and software including email, word processing, databases, & data analysis. * Ability to establish and maintain physical and electronic filing systems. * Occasional weekends or evenings (1-2 hrs) work required. Must have own reliable transportation. EEO/AAE --------------------------------------------------------- Postdoctoral Position Department of Cognitive Science, University of California, San Diego The MESA Project (Modeling the Emergence of Shared Attention) at UCSD is seeking a Postdoctoral researcher (24 to 36 month position) for a longitudinal study of infant social development. The study will follow infants from 3 to 12 months of age, assessing learning and perceptual processing and social skills, and observing infant-caregiver interactions. Data will be used in state-of-the-art computer simulations (see http://csclab.ucsd.edu/). The position is contingent upon final funding approval. Salary and benefits are competitive. All applications received by October 1, 2005 will be reviewed. The position will remain open until filled. Starting date is negotiable but preferably January 2006. DUTIES The postdoctoral scholar will help run the study by overseeing data collection and data analysis, assist in project management, and collaborate in publications and presentations. QUALIFICATIONS We are looking for a promising scientist with the drive to make intellectual and practical contributions to an interdisciplinary project. Candidates should have a doctorate in psychology, child psychology, neuroscience, or allied discipline. Strong methodological and statistical training is a requirement, as is experience in experimental studies of infant cognition/perception. Experience with longitudinal or observational methods, computer modeling or programming, and databases is desirable. Good organizational and management skills, and effective written and oral communication, are essential. TRAINING Postdocs may participate in the Postdoctoral program in the Center for Human Development (http://www.chd.ucsd.edu/postdoc.htm) and events in the Cognitive Science department and many affiliated UCSD centers including the Center for Research in Language, Institute for Neural Computation, Kavli Institute for Brain and Mind, Psychology Department, Salk Institute, etc. (see http://www.cogsci.ucsd.edu/index.php?cat=research&page=labs). FOR MORE INFORMATION MESA Project: http://mesa.ucsd.edu Center for Human Development http://www.chd.ucsd.edu/ Cognitive Development Lab: http://cogsci.ucsd.edu/~deak/cdlab/ Cognitive Science Department: http://www.cogsci.ucsd.edu/ TO APPLY / CONTACT Applicants should submit a statement of research interests and goals, CV, graduate transcripts, representative publications, and three letters of recommendation to: Dr. Gedeon O. D?ak Department of Cognitive Science University of California, San Diego 9500 Gilman Dr. La Jolla, CA 92093-0515 USA E-mail: deak at cogsci.ucsd.edu Phone: (858) 822-3352 Fax: (858) 534-1128 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 7572 bytes Desc: not available URL: From 20Romano at cua.edu Fri Sep 30 21:14:25 2005 From: 20Romano at cua.edu (Jennifer Romano) Date: Fri, 30 Sep 2005 17:14:25 -0400 Subject: aging list serv Message-ID: I find this list-serv very useful in so many ways, but my primary area is cognitive aging. Does anyone know of a list-serv similar to this one that focuses more on aging/cognitive intervention/neuropsychology? Thanks in advance, Jennifer ____________________________ Jennifer C. Romano, M.A. Cognitive Aging Lab 100 O'Boyle Hall The Catholic University of America Washington, DC 20064 202-319-5748 20Romano at cua.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From pwong at northwestern.edu Tue Sep 27 18:58:35 2005 From: pwong at northwestern.edu (Patrick Wong) Date: Tue, 27 Sep 2005 13:58:35 -0500 Subject: Child Language Position at Northwestern Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: