From leuckefeld at dji.de Fri Apr 7 12:01:21 2006 From: leuckefeld at dji.de (Kerstin Leuckefeld) Date: Fri, 7 Apr 2006 14:01:21 +0200 Subject: dialect in language education Message-ID: Dear Info-Childes, I have a question concerning the role of dialect in language education, especially with respect to children who acquire e.g. German as a second language in kindergarten. In many German regions dialects are frequently spoken, for instance in Swabia or Bavaria. For a child this may mean that he will first be confronted with the dialect, and later in school with the standard language. My question is if kindergarten teachers should try to speak as "standard" as possible, or if they should be encouraged to speak dialect, even with children learning German as second language. Does anyone know of relevant literature that discusses this topic? Or any other helpful hints? I would be very grateful for any suggestions. Kerstin Leuckefeld -- ______________________________________ Kerstin Leuckefeld Deutsches Jugendinstitut e.V. (http://www.dji.de) Abt. Kinder u. Kinderbetreuung Nockherstr. 2, 81541 München Tel.: 089/62306-406; Fax: 089/62306-407 ______________________________________ From tasharsl at tcd.ie Sun Apr 9 12:40:17 2006 From: tasharsl at tcd.ie (Laurie Tasharski) Date: Sun, 9 Apr 2006 13:40:17 +0100 Subject: Responses to CHILDES inquiry on belonging and acculturation Message-ID: Many thanks to those who responded to the request for information about native speaking children’s identification of dialect, accent, and slang as a factor in group belonging and acculturation. In my study, many (8 out of 11) native English speaking transitors spoke of emotional reactions to colloquial English spoken in Ireland and some (3 out of 11) adopted or ‘put on’ accents, presumably to increase social affiliation (reasoning and level of denial varied). The area of accents and dialects as a part of social identity is well researched. Peter Trudgill’s _Social Differentiation of English in Norwich_ (Cambridge U Press 1974) is a much cited study. Tajfel also tied language to ethnic identity and self-image. Not surprisingly, there are many studies from the UK of accents and/or dialects and correlations to prestige, conformity, stereotypes and social group membership. Gumpez, as noted by one respondent, also explored this area. Theorists in Intercultural Communication and Culture Shock also mention this phenomenon in transitors, although the tendency for such dissonance to be ephemeral may explain the lack of dedicated studies. The CHILES responses I received are as follows: 1. _Three is a Crowd?_ by Madalena Cruz-Ferreira , particularly chapters 9 and 11. (Book URL with ToC at http://www.multilingual-matters.com/multi/display.asp?isb=1853598380 ) The kind of difficulties that Laurie mentions were also part of my children's switches between their cultures. They reported spontaneously on them, and they were taunted by peers in their two countries for several years because of lack of proficiency in current slang and 'cool' ways of expressing themselves in their languages, Portuguese and Swedish.. 2. It may not be a direct hit, but certain "definitions, terminology, theories or similar findings" can be found in my article "Dialect acquisition" in Language 68 (1992), where I tracked six Canadian kids whose families had moved to southeast England. It is probably heavier on linguistics and lighter on attitudes and feelings than your correspondent might want, but it should be relevant. That article gives a lot of credit to Peter's (Trudgill) book Dialects in Contact (Blackwell 1986) which covers many casesand talks about them discursively. : from: Jack Chambers [mailto:jack.chambers at utoronto.ca 3. sociolinguists and anthropologists have worked on this -- not necessary with children, however. Have a look at work by John Gumperz to start with. From: Ruth Berman 4. this is with an older child and she's not English L1, but I wanted to make sure you had read Charlotte Hoffman's Lost in Translation. This is an account of a very aware and articulate teenager's transition between cultures. Thanks and regards, Laurie Tasharski From j.t.lloyd at newman.ac.uk Mon Apr 10 11:33:44 2006 From: j.t.lloyd at newman.ac.uk (Julian Lloyd) Date: Mon, 10 Apr 2006 12:33:44 +0100 Subject: overregularization errors in children with autism Message-ID: Dear Info-Childes, I have a question concerning the grammaticality of the utterances of children with autism. Does anybody know of any literature that has focused upon overregularization errors, such as "goed", "eated", etc. I'd be very grateful for any suggestions. Julian Lloyd Dr Julian Lloyd, B.A., PGC (TLHE), Ph.D. Senior Lecturer in Psychology Newman College of Higher Education Bartley Green Birmingham B32 3NT Tel 0121 476 1181 Email j.t.lloyd at newman.ac.uk Website: http://www.newman.ac.uk/ From gina.conti-ramsden at manchester.ac.uk Tue Apr 11 14:40:31 2006 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-Ramsden) Date: Tue, 11 Apr 2006 15:40:31 +0100 Subject: Lecturer/Senior Lecturer position at Manchester Message-ID: An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Tue Apr 11 18:51:56 2006 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Tue, 11 Apr 2006 14:51:56 -0400 Subject: 100 utterances Message-ID: Is there a "standard" reference for the "norm" that 100 utterances is an adequate minimum number for a language sample and/or for a phonology sample? Thanks. Shelley Velleman From chammelrath at wanadoo.fr Tue Apr 11 22:08:56 2006 From: chammelrath at wanadoo.fr (claudine) Date: Wed, 12 Apr 2006 00:08:56 +0200 Subject: commands Message-ID: Is it possible to have all the lignes %pho and¨%err of all data by one commands ? is it possible to have all 0pro:subj or 0v ? whats the syntax commands Thanks Claudine Hammelrath -------------- next part -------------- An HTML attachment was scrubbed... URL: From bartsch at zas.gwz-berlin.de Thu Apr 13 10:20:10 2006 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Thu, 13 Apr 2006 10:20:10 GMT Subject: Call for Papers Lexical Acquisition GCLA Message-ID: Call for Papers Lexical Bootstrapping in Child Language Acquisition and Child Conceptual Development Theme session To be held at the Second International Conference of the German Cognitive Linguistics Association, Munich, 5-7 October 2006 Apart from some few exceptions (Brown 1958, Nelson 1973), the research on child lexical development did not receive much attention from students of child language in the 1960s and 1970s. In opposition to some statements found in the more recent literature (Rothweiler & Meibauer 1999), this fact is not really surprising when one considers the very influential role then played by formal linguistics with its primacy of syntactic structures and the view of lexicon and semantics as something rather epiphenomenal. From the 1980s on, this state of affairs has changed dramatically. For one thing, over the last 25 years or so, there has been more and more interest in topics related to child lexical acquisition. Over these several years, the research has issued many relevant theoretical insights resp. assumptions, and methodologies about lexical development, such as the view of individual differences in early vocabulary composition in terms of a continuum between referential and expressive style (Nelson 1973) and the holophrastic nature of early words (Nelson 1985), the differentiation between expressive and receptive vocabulary, as well as the use of correlational methods (Bates et al. 1988), or the role of domain-general cognitive skills of categorisation and theory of mind (Tomasello 2003), amongst several others. Secondly and most importantly, this body of research (much of which has been done within functionalist-cognitivist frameworks) seems to allow for the formulation of general assumptions concerning child language development in general, as well as the interplay between language and conceptual development. Thus, especially studies focussing on within- and cross-domain developmental correlations seem to provide evidence for a Lexical Bootstrapping (Dale et al. 2000, Dionne et al. 2003), i.e., the assumption that early lexical development, as mapping of words to referents or their conceptualisations, and even to whole propositions, is not only prior to, but also pre-requisite for the emergence of morpho-syntactic constructions (which, incidentally, are not fundamentally different from words, in that they are equally form-meaning pairs). The notion of lexical bootstrapping presupposes an early stage in lexical development characterized by the learning of archilexemes, a term originally proposed by Zemb (1978), as grammarless lexemes composed of form and concept only, here understood as the means by which the child begins to cognize and categorize the world. Such assumption on the fundamental role of early lexical acquisition for later language development as a whole challenges the view about the primacy of syntax over lexicon and semantics that has been postulated in these 50 years of formal linguistics. For our special paper session, we would like to invite researchers interested in an exploratory discussion about lexical bootstrapping in child language and conceptual development, and willing to present their own studies as contributions to this discussion. Empirical, methodological and theoretical contributions dealing with aspects of word learning in the one-word phase (and perhaps also before) that might predict diverse aspects of later language and conceptual development of typically developing and impaired children may focus on one or more of the following questions and topics (evidently, other suggestions are equally welcome): - How can measures of, and assumptions on, early lexical development (vocabulary size, vocabulary composition, vocabulary growth rate, vocabulary style, vocabulary spurt, critical mass, others?) be correlated to measures of later grammatical emergence and development (emergence and proportion of multi-word utterances, Mean Length of Utterance, development of inflectional paradigms and use of function words, realisation of argument constructions, others?) How reliable are such correlations? - How can the study of early lexical development shed light on the issue of individual variance and developmental language disorders? Can aspects of early word learning (expressive vs. referential style, dissimilar timing of vocabulary development, peculiarities in vocabulary composition, peculiarities in the conceptual mapping, others?) provide criteria for a differentiation between mere individual variance and developmental disorder, as well as for a differentiation between transient and persistent disorders? Can such aspects be used in the context of early diagnosis of such disorders? - Which cognitive processes underlie word learning as both word-to-concept mapping and categorization task? Are there constraints and principles at play? What is the nature of such constraints—are they domain(=language) specific or domain general? How are they related to later language and conceptual development? - Does a notion of lexical bootstrapping in language acquisition preclude other bootstrapping mechanisms in the stages before the emergence of grammar, such as prosodic, semantic, syntactic bootstrapping, or can interplay amongst these types of bootstrapping mechanisms be assumed? - Related to the last question, how does the child construct her mental lexicon? How is it structured—is this structure modular or network-like or anything else? Which processes of reorganisation are at work along development? - Can early words (at least partially) be seen as holophrases in that they (at least partially) refer to whole propositions? Which developmental change(s) takes place in the transition from holophrastic one-word utterances to multi-word utterances? - Which evidences can be drawn from studies of word learning in children with cognitive developmental disorders (Down Syndrome, Williams Syndrome, others?), as well as in blind and deaf children? - Which insights can be drawn from research based on (i) corpora analyses; (ii) computer learning simulations; (iii) neural activation in experimental situations, such as categorisation tasks; (iv) lexical/conceptual processing in adults with and without language disorders (e.g. aphasia)? - Which similarities, differences or peculiarities can be observed when comparing mono- and multilingual word learning, as well as comparing monolingual and cross-linguistic studies? Depending on the number of contributions, the special session will take place at one or two days of the conference. The theme session will be framed by a paper introducing the topic of lexical bootstrapping in child language and conceptual development and, again depending on the number of contributions, one or two discussion rounds. Please send only detailed abstracts (2 pages), in which you make clear how your study is related to the topic of lexical bootstrapping in child language and conceptual development. The deadline for abstract submission is 15 May 2006. Participants will be notified of the acceptance of their papers by 1 July 2006. Participants should send us an updated abstract of their papers by 21 September 2006. Please send your abstracts exclusively as email attachments (doc- or rtf-files) to: Susanna Bartsch Dagmar Bittner bartsch at zas.gwz-berlin.de dabitt at zas.gwz-berlin.de The conference languages are German and English. The organizers are investigating the possibility of, after review, publishing the presented papers in a compilation on lexical bootstrapping in child language and conceptual development. References Bates, E., Bretherton, I., & Snyder, L. 1988. From First Words to Grammar. Cambridge: Cambridge Univ. Press. Brown, R. 1958. Words and things. Glencoe, IL: Free Press. Dale, P. S., Dionne, G., Eley, T. C., & Plomin, R. 2000. Lexical and grammatical development: A behavioural genetic perspective. Journal of Child Language, 27/3, 619-642. Dionne, G., Dale, P. S., Boivin, M., & Plomin R. 2003. Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394-412. Hoey, M. 2005. Lexical Priming: A New Theory of Words and Language. London & New York: Routledge. Marchman, V. A. & Bates, E. 1994. Continuity in lexical and morphological development: A test of the critical mass. Journal of Child Language, 21/2, 339-366. Nelson, K. (1973). Structure and strategy in learning to talk. Chicago: Univ. Press. Nelson, K. (1985). Making sense: The acquisition of shared meaning. Developmental psychology series. Orlando: Academic Press. Pinker, S. 1984. Language Learnability and Language Development. Cambridge, Mass.: Harvard Univ. Press. Rothweiler, M. & Meibauer, J. (eds.) (1999). Das Lexikon im Sprcherwerb: Ein Überblick. In: Meibauer, J., & Rothweiler, M. (Eds.). (1999). Das Lexikon im Spracherwerb. UTB für Wissenschaft;Mittlere Reihe, 2039. Tübingen: Francke. Rescorla, L., Mirak, J., & Singh, L. (2000). Vocabulary growth in late talkers: Lexical development from 2;0 to 3;0. Journal of Child Language, 27, 293-311. Zemb, J. M. 1978. Vergleichende Grammatik Französisch Deutsch: Comparaison de deux systèmes. Mannheim et al.: Bibliographisches Institut. Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge Mass.: Harvard Univ. Press. From kmandriacchi at facstaff.wisc.edu Thu Apr 13 18:49:04 2006 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Thu, 13 Apr 2006 13:49:04 -0500 Subject: Symposium on Research in Child Language Disorders Message-ID: The 27th annual Symposium on Research in Child Language Disorders is being held in Madison, Wisconsin June 1-3, 2006. SRCLD offers an “early bird” discounted registration rate to those who register prior to May 1, 2006. To register for SRCLD online go to www.srcld.org and click “registration” and “online registration”, or download the paper registration form and follow the mailing instructions. We hope to see you in June! Karen Andriacchi SRCLD Conference Coordinator University of Wisconsin-Madison Goodnight Hall 1975 Willow Drive Madison, WI 53706 phone: 608.262.6488 fax: 608.262.6466 From macw at cmu.edu Thu Apr 13 20:34:42 2006 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 13 Apr 2006 16:34:42 -0400 Subject: CMU Symposium on Embodiment Message-ID: "Embodiment, Ego-Space, and Action" The 34th Annual Carnegie Symposium on Cognition will be held June 2-4, 2006, at Carnegie Mellon University in Pittsburgh. As conference organizers, we invite you to attend and also ask that you disseminate this announcement to your colleagues. Further details are available from our website: Please note that funding is available for junior scientists' travel and lodging expenses associated with attending the symposium. Interested applicants should send a brief statement of interest, a curriculum vitae, and one letter of recommendation by April 21, 2006 to Genevieve Placone . We would appreciate it if you could distribute this information to any interested individuals. Thank you for your help in publicizing the symposium. Sincerely, Roberta Klatzky Marlene Behrmann Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 14 19:19:34 2006 From: lsc at th.com.br (Leonor Scliar-Cabral) Date: Fri, 14 Apr 2006 16:19:34 -0300 Subject: phonological working memory Message-ID: Dear Colleagues, Could you please help me with references on the subject phonological working memory? Thank you, Leonor Scliar-Cabral From deak at cogsci.ucsd.edu Fri Apr 14 21:55:46 2006 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Fri, 14 Apr 2006 14:55:46 -0700 Subject: Postdoctoral Position (Infant Studies): Cognitive Science UC-San Diego Message-ID: Postdoctoral Opportunity 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 (2-3 year term) for a longitudinal study of infant cognitive and social development. We are following infants from 3 to 12 months, assessing learning and perceptual skills and developing social behaviors related to attention-sharing. This involves controlled laboratory tests as well as quasi-naturalistic observations of infant-caregiver interactions. Data are used in innovative computer and robotic simulations (see http://csclab.ucsd.edu/). Salary and benefits are competitive. All applications received by June 1, 2006, will be reviewed fully, but the position will remain open until filled. Starting date is negotiable. QUALIFICATIONS We are looking for a promising scholar who will make intellectual contributions to an interdisciplinary project. Candidates should have strong methodological and statistical training and a doctorate in psychology, child psychology, neuroscience, or allied discipline. Experience in experimental or ethnographic studies of human infants is required. 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 can affiliate with the Postdoctoral program in the Center for Human Development (http://www.chd.ucsd.edu/postdoc.htm) and the Cognitive Science department, as well as UCSD centers including the Center for Research in Language, Institute for Neural Computation, Kavli Institute for Brain and Mind, Salk Institute, etc. (for specific URLs see http://www.cogsci.ucsd.edu/index.php?cat=research&page=labs). FOR MORE INFORMATION MESA Project: http://mesa.ucsd.edu Cognitive Development Lab: http://cogsci.ucsd.edu/~deak/cdlab/ Cognitive Science Department: http://www.cogsci.ucsd.edu/ TO APPLY OR FOR MORE INFORMATION Applicants should submit a statement of research interests and goals, CV, graduate transcripts, representative publications, and three letters of reference 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: 4216 bytes Desc: not available URL: From ann.dowker at psy.ox.ac.uk Sat Apr 15 10:21:14 2006 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 15 Apr 2006 11:21:14 +0100 Subject: phonological working memory In-Reply-To: <010a01c65ff8$5d618c80$01fea8c0@micro> Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From m.deuchar at bangor.ac.uk Sun Apr 16 22:02:08 2006 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 16 Apr 2006 23:02:08 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until April 24 2006. Mi wna i ffordd tan 24 Ebrill 2006. Margaret Deuchar. From macw at cmu.edu Mon Apr 17 01:23:17 2006 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 16 Apr 2006 21:23:17 -0400 Subject: postings to info-chibolts Message-ID: Dear Info-CHILDES, In order to avoid clogging up info-childes mail with technical stuff, I will be posting some messages instead to info-chibolts. These messages are about the updating of the English MOR grammar, the POST database, and the %mor line in the English CHILDES files. I will also explain the new system for online error coding and some progress in adapting CHAT and CHILDES for CA transcription. If any of these topics interest you, please subscribe to info- chibolts at mail.talkbank.org. After that, I will be posting some messages there too about video compression. So, if you are interested in such stuff, please read that bboard. Also, if you are interested in information about the progress of the Phon program and the expansion of the phonological database, please make sure you subscribe to phon at mail.talkbank.org. Subscription requests can be sent to mary at cmu.edu. Thanks, Brian MacWhinney, CMU From langconf at bu.edu Tue Apr 18 14:17:37 2006 From: langconf at bu.edu (BUCLD) Date: Tue, 18 Apr 2006 10:17:37 -0400 Subject: BUCLD 31: Call for Papers - Deadline May 15 Message-ID: CALL FOR PAPERS THE 31st ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 3-5, 2006 Keynote Speakers: Roberta Golinkoff, University of Delaware Kathy Hirsh-Pasek, Temple University "Breaking the Language Barrier: The View from the Radical Middle" Plenary Speaker: Jurgen M. Meisel, University of Hamburg & University of Calgary "Multiple First Language Acquisition: A Case for Autonomous Syntactic Development in the Simultaneous Acquisition of More Than One Language" Lunch Symposium: "Future Directions in Search of Genes that Influence Language: Phenotypes, Molecules, Brains, and Growth" Mabel Rice, University of Kansas Helen Tager-Flusberg, Boston University Simon Fisher, University of Oxford Discussant: Gary Marcus, New York University All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered. All submissions must be received by 8:00 PM EST, May 15, 2006. For further information regarding the conference, please visit the BUCLD website: http://www.bu.edu/linguistics/APPLIED/BUCLD/ BUCLD is partially funded by grants from the National Science Foundation (BCS- 0130353) and the National Institutes for Health (R13 HD042130). Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu From karen.pollock at ualberta.ca Wed Apr 19 07:59:13 2006 From: karen.pollock at ualberta.ca (Pollock, Karen) Date: Wed, 19 Apr 2006 01:59:13 -0600 Subject: 2006 Child Phonology Conference - Preregistration Deadline May 1 - REMINDER Message-ID: The pre-registration deadline for the 2006 International Child Phonology Conference is May 1. Registration information is provided on the conference website (http://www.rehabmed.ualberta.ca/spa/phonology/2006 Child Phonology Conference.htm ) and also copied below for your convenience. Also note that the deadline for booking guest rooms at the Lister Conference Centre is May 15 (details below and on website). The conference program has also been added to the website. Hope to see many of you in Edmonton! Karen Pollock REGISTRATION FEES: Pre-registration (regular) - by May 1, 2006 $40 Cdn (or $35 US) Pre-registration (student) - by May 1, 2006 $25 Cdn (or $22 US) After May 1, 2006, or onsite registration (all) $50 Cdn (or $45 US) Note: Thanks to generous support from the Faculty of Rehabilitation Medicine at the University of Alberta, conference registration fees are minimal. Fees include refreshments provided at an evening reception on June 16 and during breaks on both meeting days. HOW TO REGISTER: Please send a check or money order (in Canadian or US funds), payable to the University of Alberta. (Sorry, we are not able to accept credit card payments) Include the following information with your registration: Name Affiliation Street Address City Province/State Country Postal/Zip Code Telephone Fax Email Send to: 2006 Child Phonology Conference Department of Speech Pathology and Audiology 2-70 Corbett Hall University of Alberta Edmonton, AB T6G 2G4 Canada Note: Please allow 7-10 days for mail from the U.S. to reach Canada. If you prefer, you may fax your registration information to (780) 492-9333 or send an email to karen.pollock at ualberta.ca and send the check in the mail. ACCOMMODATIONS: A block of rooms has been reserved for June 15-18 at the Lister Conference Centre on the University of Alberta campus, the same building where the conference is being held. Hotel-style queen or double rooms are $85 CDN per night. This rate includes overnight parking and continental breakfast. For more budget-conscious attendees, dormitory-style rooms are also available for $35-45 CDN per night. You must call and make your own reservations before May 15. To make reservations, call 1-780-492-6057 or send an email to guest.services at ualberta.ca . Reservations must be guaranteed with a credit card (VISA or MasterCard only - they do not accept American Express). Be sure to indicate that you are attending the Child Phonology Conference. If you prefer to stay at another location, see the list of other nearby accommodations on the conference website. GROUND TRANSPORTATION: Transportation to and from the Edmonton International Airport is offered by Sky Shuttle - $15 CDN one way, or $25 CDN for an open-ended return. Although not a regularly scheduled stop, the Sky Shuttle will drop off at the Lister Conference Centre on request. When returning to the airport, the Sky Shuttle will also pick up at the Lister Centre on a pre-arranged basis with at least one-hour advance notice. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jdevil at smith.edu Wed Apr 19 19:00:43 2006 From: jdevil at smith.edu (jdevilli) Date: Wed, 19 Apr 2006 15:00:43 -0400 Subject: Job ad Message-ID: Please post the following ad of interest to students of CHILDES members? Jill de Villiers Smith College Department of Psychology Research Assistant Jill and Peter de Villiers of Smith College seek a Research Assistant for a commitment of two years on an NIH-funded project conducting a longitudinal study of language acquisition, executive functions, and theory of mind development in preschool children in poverty. The position start date is July 1, 2006. Candidates must have a minimum of a Bachelor’s degree in Psychology or related fields (Linguistics, Communication Disorders, Early Childhood Education) with coursework and research experience in child development. This position will have primary responsibilities for conducting studies of young children’s language and cognitive development and managing large data sets on parents’, teachers’, and preschool children’s language and theory of mind reasoning. Video transcription and coding, child testing, and computer database manipulation skills will be needed. Undergraduate student supervision and lab organization skills also required. Preference will be given to candidates with knowledge of African American English or Spanish, needed for transcription and analysis of the language of the adult and child subjects. For more information email Jill de Villiers (jdevil at smith.edu) or Peter de Villiers (pdevilli at smith.edu). Preference will be given to applications received by April 30, 2006. Forward a letter of application, resume and the names and contact information of two references to:  Kathy Richardson, Smith College, Clark Science Center, Box 2160, 115 Burton Hall, Northampton, MA  01063. Smith College is an equal opportunity employer encouraging excellence through diversity.  -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1951 bytes Desc: not available URL: From dsiegel at ucsc.edu Wed Apr 19 23:01:00 2006 From: dsiegel at ucsc.edu (Deborah Siegel) Date: Wed, 19 Apr 2006 16:01:00 -0700 Subject: "They" as singular pronoun Message-ID: Childes community. Is there research that has looked at when children begin to understand the use of "they" as a singular gender-neutral pronoun? For example: "Someone walked into a store and they bought a newspaper." Any information would be greatly appreciated. Thanks Debbie Siegel Deborah Siegel Department of Psychology University of California at Santa Cruz Santa Cruz, CA 95064 From thoramas at tv.is Mon Apr 24 11:11:23 2006 From: thoramas at tv.is (=?iso-8859-1?B?3vNyYSBN4XNk83R0aXI=?=) Date: Mon, 24 Apr 2006 11:11:23 -0000 Subject: problems with SIL fonts Message-ID: Hello I use IPA SIL fonts for phonetic transcriptions regularly and have not encountered any problems until now. I just bought a new laptop and downloaded the fonts successfully. But as soon as I turn off the laptop, the fonts disappear from the MS Word symbols. I contacted sil.org and was advised to save Doulos SIL on my desktop and then drag the font (TrueType icon) into C:\Windows\Fonts (and restarted the laptop). I did but still it didn’t work. Could anyone please tell me what the problem is? Thank you, Thora Masdottir PhD student -------------- next part -------------- An HTML attachment was scrubbed... URL: From pli at richmond.edu Mon Apr 24 22:49:46 2006 From: pli at richmond.edu (Ping Li) Date: Mon, 24 Apr 2006 18:49:46 -0400 Subject: book info Message-ID: Dear Colleagues, I just saw an email sent to Brian MacWhinney by a Cambridge editor, which I thought I should let you know: according to Giulia Portuese-Williams (gpwilliams at cambridge.org), readers of this list can receive a 20% discount on the following book that was recent published: Li, P., Tan, L., Bates, E., & Tzeng, O. (2006). Handbook of East Asian Psycholinguistics (Vol. 1: Chinese). Cambridge University Press. (see http://www.richmond.edu/~pli/handbook.html for details) I don't know exactly how the discount works, but if you encounter problems, please check with the Cambridge liaison. Your comments on the handbook, however, would be most welcome. Best wishes, Ping Li ------------------------------------------------------------------------ --- Ping Li, Ph.D. Professor of Psychology and Cognitive Science Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ------------------------------------------------------------------------ ---- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1296 bytes Desc: not available URL: From j.t.lloyd at newman.ac.uk Tue Apr 25 09:27:32 2006 From: j.t.lloyd at newman.ac.uk (Julian Lloyd) Date: Tue, 25 Apr 2006 10:27:32 +0100 Subject: Responses to CHILDES inquiry about overregularization errors in children with autism Message-ID: Many thanks for the many helpful responses I resceived to my request about overregularization errors in children with autism. Here is a summary of the responses I received. Helen Tager-Flusberg commented that she didn't look at overregularization errors directly in her longitudinal studies of 6 children with autism (data available via CHILDES), but has recently published relevant data using elicitation tasks with older children: Roberts, J., Rice, M.L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25, 429-448. (Thanks also to Jenny Roberts for providing a reference to this paper). Kate Loveland (thanks to John N. Bohannon III for providing the contact) made the following comment: "I'm actually not an expert on grammar in children with autism, although just from observation I would think it quite likely that many, though not all of them, do pass through the over-regularization errors on their way to more developed grammar. However, I will refer you to my colleague Helen Tager-Flusberg who specializes in language development in children with autism". Inge-Marie Eigsti (thanks to Letty Naigles for providing the contact) has relevant data in press: Eigsti, IM, Bennetto, L, Dadlani, MB. (In press). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders. A pdf version is available from her website: http://eigsti.psy.uconn.edu/ She summarised the relevant results as follows: "As you'll see, the manuscript discusses a variety of indices of language development, including errors, although the entire focus is not on errors; however, you'll find a table that presents the sum total of overregularization errors in each of 3 groups, including ASD. If I recall correctly, error rates are extremely low in each sample, less than 4 or 5 per group". Hilke Elsen provided the following reference: Elsen, H. (1998). The acquisition of past participles: One or two mechanisms. In: Fabri, R., Ortmann, A., Parodi, T. Models of Inflection. Tuebingen: Niemeyer. 134-151. Mariana Sigstad provided the following account of the role of overregularization in the grammatical development of children with autism, based on her experiences as a mother of child with an autistic spectrum disorder, and working with children with autism. She suggests that children with autism learn by association. They require feedback about correct usage to learn to avoid making overregularization errors. For example, if a child says "Paul eated all the porridge", and you continue the conversation without making a correction, the child will take that sentence as valid. Furthermore, children with autism can find it difficult to identify errors in sentences and pictures, which is one of the reasons they don't enjoy a joke. So they have to learn to find what is not correct in an overregularization. Charlotte Koster & Evelien Krikhaar summarised their related work on overregularization in children at risk for dyslexia as follows: "Here in the Netherlands, we have been following the linguistic development of roughly 150 children at familial risk for dyslexia and 100 typically developing children. Their parents fill in the CDI and the KINT (designed by us, for older children) every 6 months, starting at 17 months. Just thought you would like to know that the at-risk children show fewer overregularizations in past participles (35m) and past tense (41m), accompanied by fewer correct forms. We will be presenting a paper on this topic at CLS-Newcastle this summer". Michael Ullman made reference to the following chapter in press: Walenski, M., Tager-Flusberg, H., & Ullman, M. (in press). "Chapter 10: Language in Autism". In S. O. Moldin & J. L. R. Rubenstein (eds), Understanding Autism: From Basic Neuroscience to Treatment. CRC Press. Due Spring 2006. Once again, thanks for the helpful comments. Best wishes Julian Dr Julian Lloyd, B.A., PGC (TLHE), Ph.D. Senior Lecturer in Psychology Newman College of Higher Education Bartley Green Birmingham B32 3NT Tel 0121 476 1181 Email j.t.lloyd at newman.ac.uk Website: http://www.newman.ac.uk/ From M.Pettinato at city.ac.uk Fri Apr 28 09:49:47 2006 From: M.Pettinato at city.ac.uk (Pettinato, Michele) Date: Fri, 28 Apr 2006 10:49:47 +0100 Subject: Making New Connections 2 - conference call Message-ID: Could you circulate the following call to interested parties? Thank you for your assistance. On the 10th Anniversary of the first Making New Connections conference we would like to invite you to Making New Connections 2. This exciting conference will highlight new developments and common themes in working with children and adults who have language disabilities. The main topics will be: Evidence Based Practice, Language Processing, Psychosocial Issues and Language and Cognition. There will also be a poster session. Speakers will include: Nicola Botting, Sally Byng, Shula Chiat, Gina Conti-Ramsden, Madeline Cruice, Julie Dockrell, Barbara Dodd, Julie Hickin, Katerina Hilari, Victoria Joffe, James Law, Jane Marshall, Penny Roy, Sir Michael Rutter, Maggie Snowling and Rosemary Varley. Dates: Reception: Wednesday 13th September 2006 Conference: Thursday 14th September - Friday 15th September 2006 Venue: Oliver Thompson Lecture Theatre, City University, London Cost: £250 (£230 if registered before the end of May 2006) £150 Day rate. (Student Rate: Full Conference: £150, Day Rate: £100) Register on line at: http://www.city.ac.uk/ems/MNC/registration Closing date for registration: 31st July 2006 For further information log on to: http://www.city.ac.uk/makingnewconnections or contact Jonathon Rhodes on J.Rhodes at city.ac.uk or 020 7040 8034 For those wishing to submit a poster see on-line submission details on: http://www.city.ac.uk/makingnewconnections A0 Poster presentations are invited within the following topics: Evidence Based Practice Language and Cognition Language Processing The psycho-social impact of language disability Therapy Service Delivery Time will be set aside in the programme for viewing posters and they will be discussed by invited speakers in a follow up platform session. Prize for the best poster Michèle Pettinato on behalf of Dr Victoria Joffe ----------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Programme Director, PGDip/MSc Speech and Language Therapy and MSc in Joint Professional Practice Senior Lecturer in Developmental Speech and Language Disability Department of Language and Communication Science City University Northampton Square London EC1V OHB Tel: 02070404629 Fax: 02070408577 www.city.ac.uk/lcs -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Fri Apr 28 17:43:33 2006 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 28 Apr 2006 13:43:33 -0400 Subject: Research Assistant position available now! Message-ID: Bring to the attention of your graduating seniors! RESEARCH ASSISTANT POSITION Boston University School of Medicine Laboratory of Developmental Cognitive Neuroscience Cognitive Neuroscience of Autism and Williams Syndrome STARTING SPRING/SUMMER 2006 Full-time Research Assistant position available on NIH-funded research programs investigating the neurocognitive bases of autism and Williams syndrome. We seek a highly motivated, technically oriented person willing to make a two year commitment to the position. Job requirements include: background in Psychology or related field with Bachelors degree; research experience, strong technical, programming and computer skills, good organizational and interpersonal skills. We are especially interested in applicants who have experience using eye-tracking technology, psychophysiological methods or other related technical methodologies in cognitive/neuroscience research studies. Competitive applicants will have coursework and/or interest in cognitive science, neuroscience, developmental and/or clinical research. Responsibilities include development and programming of experimental studies; overseeing data collection and analysis of eye-tracking and psychophysiological data; experimental testing of children and adults; behavioral, clinical and experimental data management; coding and analyzing data; maintaining electronic and paper files; diagnostic, standardized IQ/language testing and preparation of testing reports. We are seeking a mature, responsible, and highly motivated individual with a strong interest in neurodevelopmental disorders, and/or social perception/cognition who would enjoy the experience of being involved in a large and active research lab (see our website: http://www.bu.edu/autism). The position requires a two-year commitment and provides excellent preparation for students who are interested in pursuing doctoral studies in cognitive, clinical or developmental psychology or a related field. For more information, please send a cover letter, resume, and names of 3 references to: Robert M. Joseph, PhD or Daniela Plesa Skewer, PhD Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street L-814 Boston, MA 02118-2526 email: rmjoseph at bu.edu; dplesas at bu.edu ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From leuckefeld at dji.de Fri Apr 7 12:01:21 2006 From: leuckefeld at dji.de (Kerstin Leuckefeld) Date: Fri, 7 Apr 2006 14:01:21 +0200 Subject: dialect in language education Message-ID: Dear Info-Childes, I have a question concerning the role of dialect in language education, especially with respect to children who acquire e.g. German as a second language in kindergarten. In many German regions dialects are frequently spoken, for instance in Swabia or Bavaria. For a child this may mean that he will first be confronted with the dialect, and later in school with the standard language. My question is if kindergarten teachers should try to speak as "standard" as possible, or if they should be encouraged to speak dialect, even with children learning German as second language. Does anyone know of relevant literature that discusses this topic? Or any other helpful hints? I would be very grateful for any suggestions. Kerstin Leuckefeld -- ______________________________________ Kerstin Leuckefeld Deutsches Jugendinstitut e.V. (http://www.dji.de) Abt. Kinder u. Kinderbetreuung Nockherstr. 2, 81541 M?nchen Tel.: 089/62306-406; Fax: 089/62306-407 ______________________________________ From tasharsl at tcd.ie Sun Apr 9 12:40:17 2006 From: tasharsl at tcd.ie (Laurie Tasharski) Date: Sun, 9 Apr 2006 13:40:17 +0100 Subject: Responses to CHILDES inquiry on belonging and acculturation Message-ID: Many thanks to those who responded to the request for information about native speaking children?s identification of dialect, accent, and slang as a factor in group belonging and acculturation. In my study, many (8 out of 11) native English speaking transitors spoke of emotional reactions to colloquial English spoken in Ireland and some (3 out of 11) adopted or ?put on? accents, presumably to increase social affiliation (reasoning and level of denial varied). The area of accents and dialects as a part of social identity is well researched. Peter Trudgill?s _Social Differentiation of English in Norwich_ (Cambridge U Press 1974) is a much cited study. Tajfel also tied language to ethnic identity and self-image. Not surprisingly, there are many studies from the UK of accents and/or dialects and correlations to prestige, conformity, stereotypes and social group membership. Gumpez, as noted by one respondent, also explored this area. Theorists in Intercultural Communication and Culture Shock also mention this phenomenon in transitors, although the tendency for such dissonance to be ephemeral may explain the lack of dedicated studies. The CHILES responses I received are as follows: 1. _Three is a Crowd?_ by Madalena Cruz-Ferreira , particularly chapters 9 and 11. (Book URL with ToC at http://www.multilingual-matters.com/multi/display.asp?isb=1853598380 ) The kind of difficulties that Laurie mentions were also part of my children's switches between their cultures. They reported spontaneously on them, and they were taunted by peers in their two countries for several years because of lack of proficiency in current slang and 'cool' ways of expressing themselves in their languages, Portuguese and Swedish.. 2. It may not be a direct hit, but certain "definitions, terminology, theories or similar findings" can be found in my article "Dialect acquisition" in Language 68 (1992), where I tracked six Canadian kids whose families had moved to southeast England. It is probably heavier on linguistics and lighter on attitudes and feelings than your correspondent might want, but it should be relevant. That article gives a lot of credit to Peter's (Trudgill) book Dialects in Contact (Blackwell 1986) which covers many casesand talks about them discursively. : from: Jack Chambers [mailto:jack.chambers at utoronto.ca 3. sociolinguists and anthropologists have worked on this -- not necessary with children, however. Have a look at work by John Gumperz to start with. From: Ruth Berman 4. this is with an older child and she's not English L1, but I wanted to make sure you had read Charlotte Hoffman's Lost in Translation. This is an account of a very aware and articulate teenager's transition between cultures. Thanks and regards, Laurie Tasharski From j.t.lloyd at newman.ac.uk Mon Apr 10 11:33:44 2006 From: j.t.lloyd at newman.ac.uk (Julian Lloyd) Date: Mon, 10 Apr 2006 12:33:44 +0100 Subject: overregularization errors in children with autism Message-ID: Dear Info-Childes, I have a question concerning the grammaticality of the utterances of children with autism. Does anybody know of any literature that has focused upon overregularization errors, such as "goed", "eated", etc. I'd be very grateful for any suggestions. Julian Lloyd Dr Julian Lloyd, B.A., PGC (TLHE), Ph.D. Senior Lecturer in Psychology Newman College of Higher Education Bartley Green Birmingham B32 3NT Tel 0121 476 1181 Email j.t.lloyd at newman.ac.uk Website: http://www.newman.ac.uk/ From gina.conti-ramsden at manchester.ac.uk Tue Apr 11 14:40:31 2006 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-Ramsden) Date: Tue, 11 Apr 2006 15:40:31 +0100 Subject: Lecturer/Senior Lecturer position at Manchester Message-ID: An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Tue Apr 11 18:51:56 2006 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Tue, 11 Apr 2006 14:51:56 -0400 Subject: 100 utterances Message-ID: Is there a "standard" reference for the "norm" that 100 utterances is an adequate minimum number for a language sample and/or for a phonology sample? Thanks. Shelley Velleman From chammelrath at wanadoo.fr Tue Apr 11 22:08:56 2006 From: chammelrath at wanadoo.fr (claudine) Date: Wed, 12 Apr 2006 00:08:56 +0200 Subject: commands Message-ID: Is it possible to have all the lignes %pho and?%err of all data by one commands ? is it possible to have all 0pro:subj or 0v ? whats the syntax commands Thanks Claudine Hammelrath -------------- next part -------------- An HTML attachment was scrubbed... URL: From bartsch at zas.gwz-berlin.de Thu Apr 13 10:20:10 2006 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Thu, 13 Apr 2006 10:20:10 GMT Subject: Call for Papers Lexical Acquisition GCLA Message-ID: Call for Papers Lexical Bootstrapping in Child Language Acquisition and Child Conceptual Development Theme session To be held at the Second International Conference of the German Cognitive Linguistics Association, Munich, 5-7 October 2006 Apart from some few exceptions (Brown 1958, Nelson 1973), the research on child lexical development did not receive much attention from students of child language in the 1960s and 1970s. In opposition to some statements found in the more recent literature (Rothweiler & Meibauer 1999), this fact is not really surprising when one considers the very influential role then played by formal linguistics with its primacy of syntactic structures and the view of lexicon and semantics as something rather epiphenomenal. From the 1980s on, this state of affairs has changed dramatically. For one thing, over the last 25 years or so, there has been more and more interest in topics related to child lexical acquisition. Over these several years, the research has issued many relevant theoretical insights resp. assumptions, and methodologies about lexical development, such as the view of individual differences in early vocabulary composition in terms of a continuum between referential and expressive style (Nelson 1973) and the holophrastic nature of early words (Nelson 1985), the differentiation between expressive and receptive vocabulary, as well as the use of correlational methods (Bates et al. 1988), or the role of domain-general cognitive skills of categorisation and theory of mind (Tomasello 2003), amongst several others. Secondly and most importantly, this body of research (much of which has been done within functionalist-cognitivist frameworks) seems to allow for the formulation of general assumptions concerning child language development in general, as well as the interplay between language and conceptual development. Thus, especially studies focussing on within- and cross-domain developmental correlations seem to provide evidence for a Lexical Bootstrapping (Dale et al. 2000, Dionne et al. 2003), i.e., the assumption that early lexical development, as mapping of words to referents or their conceptualisations, and even to whole propositions, is not only prior to, but also pre-requisite for the emergence of morpho-syntactic constructions (which, incidentally, are not fundamentally different from words, in that they are equally form-meaning pairs). The notion of lexical bootstrapping presupposes an early stage in lexical development characterized by the learning of archilexemes, a term originally proposed by Zemb (1978), as grammarless lexemes composed of form and concept only, here understood as the means by which the child begins to cognize and categorize the world. Such assumption on the fundamental role of early lexical acquisition for later language development as a whole challenges the view about the primacy of syntax over lexicon and semantics that has been postulated in these 50 years of formal linguistics. For our special paper session, we would like to invite researchers interested in an exploratory discussion about lexical bootstrapping in child language and conceptual development, and willing to present their own studies as contributions to this discussion. Empirical, methodological and theoretical contributions dealing with aspects of word learning in the one-word phase (and perhaps also before) that might predict diverse aspects of later language and conceptual development of typically developing and impaired children may focus on one or more of the following questions and topics (evidently, other suggestions are equally welcome): - How can measures of, and assumptions on, early lexical development (vocabulary size, vocabulary composition, vocabulary growth rate, vocabulary style, vocabulary spurt, critical mass, others?) be correlated to measures of later grammatical emergence and development (emergence and proportion of multi-word utterances, Mean Length of Utterance, development of inflectional paradigms and use of function words, realisation of argument constructions, others?) How reliable are such correlations? - How can the study of early lexical development shed light on the issue of individual variance and developmental language disorders? Can aspects of early word learning (expressive vs. referential style, dissimilar timing of vocabulary development, peculiarities in vocabulary composition, peculiarities in the conceptual mapping, others?) provide criteria for a differentiation between mere individual variance and developmental disorder, as well as for a differentiation between transient and persistent disorders? Can such aspects be used in the context of early diagnosis of such disorders? - Which cognitive processes underlie word learning as both word-to-concept mapping and categorization task? Are there constraints and principles at play? What is the nature of such constraints?are they domain(=language) specific or domain general? How are they related to later language and conceptual development? - Does a notion of lexical bootstrapping in language acquisition preclude other bootstrapping mechanisms in the stages before the emergence of grammar, such as prosodic, semantic, syntactic bootstrapping, or can interplay amongst these types of bootstrapping mechanisms be assumed? - Related to the last question, how does the child construct her mental lexicon? How is it structured?is this structure modular or network-like or anything else? Which processes of reorganisation are at work along development? - Can early words (at least partially) be seen as holophrases in that they (at least partially) refer to whole propositions? Which developmental change(s) takes place in the transition from holophrastic one-word utterances to multi-word utterances? - Which evidences can be drawn from studies of word learning in children with cognitive developmental disorders (Down Syndrome, Williams Syndrome, others?), as well as in blind and deaf children? - Which insights can be drawn from research based on (i) corpora analyses; (ii) computer learning simulations; (iii) neural activation in experimental situations, such as categorisation tasks; (iv) lexical/conceptual processing in adults with and without language disorders (e.g. aphasia)? - Which similarities, differences or peculiarities can be observed when comparing mono- and multilingual word learning, as well as comparing monolingual and cross-linguistic studies? Depending on the number of contributions, the special session will take place at one or two days of the conference. The theme session will be framed by a paper introducing the topic of lexical bootstrapping in child language and conceptual development and, again depending on the number of contributions, one or two discussion rounds. Please send only detailed abstracts (2 pages), in which you make clear how your study is related to the topic of lexical bootstrapping in child language and conceptual development. The deadline for abstract submission is 15 May 2006. Participants will be notified of the acceptance of their papers by 1 July 2006. Participants should send us an updated abstract of their papers by 21 September 2006. Please send your abstracts exclusively as email attachments (doc- or rtf-files) to: Susanna Bartsch Dagmar Bittner bartsch at zas.gwz-berlin.de dabitt at zas.gwz-berlin.de The conference languages are German and English. The organizers are investigating the possibility of, after review, publishing the presented papers in a compilation on lexical bootstrapping in child language and conceptual development. References Bates, E., Bretherton, I., & Snyder, L. 1988. From First Words to Grammar. Cambridge: Cambridge Univ. Press. Brown, R. 1958. Words and things. Glencoe, IL: Free Press. Dale, P. S., Dionne, G., Eley, T. C., & Plomin, R. 2000. Lexical and grammatical development: A behavioural genetic perspective. Journal of Child Language, 27/3, 619-642. Dionne, G., Dale, P. S., Boivin, M., & Plomin R. 2003. Genetic evidence for bidirectional effects of early lexical and grammatical development. Child Development, 74, 394-412. Hoey, M. 2005. Lexical Priming: A New Theory of Words and Language. London & New York: Routledge. Marchman, V. A. & Bates, E. 1994. Continuity in lexical and morphological development: A test of the critical mass. Journal of Child Language, 21/2, 339-366. Nelson, K. (1973). Structure and strategy in learning to talk. Chicago: Univ. Press. Nelson, K. (1985). Making sense: The acquisition of shared meaning. Developmental psychology series. Orlando: Academic Press. Pinker, S. 1984. Language Learnability and Language Development. Cambridge, Mass.: Harvard Univ. Press. Rothweiler, M. & Meibauer, J. (eds.) (1999). Das Lexikon im Sprcherwerb: Ein ?berblick. In: Meibauer, J., & Rothweiler, M. (Eds.). (1999). Das Lexikon im Spracherwerb. UTB f?r Wissenschaft;Mittlere Reihe, 2039. T?bingen: Francke. Rescorla, L., Mirak, J., & Singh, L. (2000). Vocabulary growth in late talkers: Lexical development from 2;0 to 3;0. Journal of Child Language, 27, 293-311. Zemb, J. M. 1978. Vergleichende Grammatik Franz?sisch Deutsch: Comparaison de deux syst?mes. Mannheim et al.: Bibliographisches Institut. Tomasello, M. (2003). Constructing a language: a usage-based theory of language acquisition. Cambridge Mass.: Harvard Univ. Press. From kmandriacchi at facstaff.wisc.edu Thu Apr 13 18:49:04 2006 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Thu, 13 Apr 2006 13:49:04 -0500 Subject: Symposium on Research in Child Language Disorders Message-ID: The 27th annual Symposium on Research in Child Language Disorders is being held in Madison, Wisconsin June 1-3, 2006. SRCLD offers an ?early bird? discounted registration rate to those who register prior to May 1, 2006. To register for SRCLD online go to www.srcld.org and click ?registration? and ?online registration?, or download the paper registration form and follow the mailing instructions. We hope to see you in June! Karen Andriacchi SRCLD Conference Coordinator University of Wisconsin-Madison Goodnight Hall 1975 Willow Drive Madison, WI 53706 phone: 608.262.6488 fax: 608.262.6466 From macw at cmu.edu Thu Apr 13 20:34:42 2006 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 13 Apr 2006 16:34:42 -0400 Subject: CMU Symposium on Embodiment Message-ID: "Embodiment, Ego-Space, and Action" The 34th Annual Carnegie Symposium on Cognition will be held June 2-4, 2006, at Carnegie Mellon University in Pittsburgh. As conference organizers, we invite you to attend and also ask that you disseminate this announcement to your colleagues. Further details are available from our website: Please note that funding is available for junior scientists' travel and lodging expenses associated with attending the symposium. Interested applicants should send a brief statement of interest, a curriculum vitae, and one letter of recommendation by April 21, 2006 to Genevieve Placone . We would appreciate it if you could distribute this information to any interested individuals. Thank you for your help in publicizing the symposium. Sincerely, Roberta Klatzky Marlene Behrmann Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 14 19:19:34 2006 From: lsc at th.com.br (Leonor Scliar-Cabral) Date: Fri, 14 Apr 2006 16:19:34 -0300 Subject: phonological working memory Message-ID: Dear Colleagues, Could you please help me with references on the subject phonological working memory? Thank you, Leonor Scliar-Cabral From deak at cogsci.ucsd.edu Fri Apr 14 21:55:46 2006 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Fri, 14 Apr 2006 14:55:46 -0700 Subject: Postdoctoral Position (Infant Studies): Cognitive Science UC-San Diego Message-ID: Postdoctoral Opportunity 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 (2-3 year term) for a longitudinal study of infant cognitive and social development. We are following infants from 3 to 12 months, assessing learning and perceptual skills and developing social behaviors related to attention-sharing. This involves controlled laboratory tests as well as quasi-naturalistic observations of infant-caregiver interactions. Data are used in innovative computer and robotic simulations (see http://csclab.ucsd.edu/). Salary and benefits are competitive. All applications received by June 1, 2006, will be reviewed fully, but the position will remain open until filled. Starting date is negotiable. QUALIFICATIONS We are looking for a promising scholar who will make intellectual contributions to an interdisciplinary project. Candidates should have strong methodological and statistical training and a doctorate in psychology, child psychology, neuroscience, or allied discipline. Experience in experimental or ethnographic studies of human infants is required. 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 can affiliate with the Postdoctoral program in the Center for Human Development (http://www.chd.ucsd.edu/postdoc.htm) and the Cognitive Science department, as well as UCSD centers including the Center for Research in Language, Institute for Neural Computation, Kavli Institute for Brain and Mind, Salk Institute, etc. (for specific URLs see http://www.cogsci.ucsd.edu/index.php?cat=research&page=labs). FOR MORE INFORMATION MESA Project: http://mesa.ucsd.edu Cognitive Development Lab: http://cogsci.ucsd.edu/~deak/cdlab/ Cognitive Science Department: http://www.cogsci.ucsd.edu/ TO APPLY OR FOR MORE INFORMATION Applicants should submit a statement of research interests and goals, CV, graduate transcripts, representative publications, and three letters of reference 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: 4216 bytes Desc: not available URL: From ann.dowker at psy.ox.ac.uk Sat Apr 15 10:21:14 2006 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 15 Apr 2006 11:21:14 +0100 Subject: phonological working memory In-Reply-To: <010a01c65ff8$5d618c80$01fea8c0@micro> Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From m.deuchar at bangor.ac.uk Sun Apr 16 22:02:08 2006 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 16 Apr 2006 23:02:08 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until April 24 2006. Mi wna i ffordd tan 24 Ebrill 2006. Margaret Deuchar. From macw at cmu.edu Mon Apr 17 01:23:17 2006 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 16 Apr 2006 21:23:17 -0400 Subject: postings to info-chibolts Message-ID: Dear Info-CHILDES, In order to avoid clogging up info-childes mail with technical stuff, I will be posting some messages instead to info-chibolts. These messages are about the updating of the English MOR grammar, the POST database, and the %mor line in the English CHILDES files. I will also explain the new system for online error coding and some progress in adapting CHAT and CHILDES for CA transcription. If any of these topics interest you, please subscribe to info- chibolts at mail.talkbank.org. After that, I will be posting some messages there too about video compression. So, if you are interested in such stuff, please read that bboard. Also, if you are interested in information about the progress of the Phon program and the expansion of the phonological database, please make sure you subscribe to phon at mail.talkbank.org. Subscription requests can be sent to mary at cmu.edu. Thanks, Brian MacWhinney, CMU From langconf at bu.edu Tue Apr 18 14:17:37 2006 From: langconf at bu.edu (BUCLD) Date: Tue, 18 Apr 2006 10:17:37 -0400 Subject: BUCLD 31: Call for Papers - Deadline May 15 Message-ID: CALL FOR PAPERS THE 31st ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 3-5, 2006 Keynote Speakers: Roberta Golinkoff, University of Delaware Kathy Hirsh-Pasek, Temple University "Breaking the Language Barrier: The View from the Radical Middle" Plenary Speaker: Jurgen M. Meisel, University of Hamburg & University of Calgary "Multiple First Language Acquisition: A Case for Autonomous Syntactic Development in the Simultaneous Acquisition of More Than One Language" Lunch Symposium: "Future Directions in Search of Genes that Influence Language: Phenotypes, Molecules, Brains, and Growth" Mabel Rice, University of Kansas Helen Tager-Flusberg, Boston University Simon Fisher, University of Oxford Discussant: Gary Marcus, New York University All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered. All submissions must be received by 8:00 PM EST, May 15, 2006. For further information regarding the conference, please visit the BUCLD website: http://www.bu.edu/linguistics/APPLIED/BUCLD/ BUCLD is partially funded by grants from the National Science Foundation (BCS- 0130353) and the National Institutes for Health (R13 HD042130). Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu From karen.pollock at ualberta.ca Wed Apr 19 07:59:13 2006 From: karen.pollock at ualberta.ca (Pollock, Karen) Date: Wed, 19 Apr 2006 01:59:13 -0600 Subject: 2006 Child Phonology Conference - Preregistration Deadline May 1 - REMINDER Message-ID: The pre-registration deadline for the 2006 International Child Phonology Conference is May 1. Registration information is provided on the conference website (http://www.rehabmed.ualberta.ca/spa/phonology/2006 Child Phonology Conference.htm ) and also copied below for your convenience. Also note that the deadline for booking guest rooms at the Lister Conference Centre is May 15 (details below and on website). The conference program has also been added to the website. Hope to see many of you in Edmonton! Karen Pollock REGISTRATION FEES: Pre-registration (regular) - by May 1, 2006 $40 Cdn (or $35 US) Pre-registration (student) - by May 1, 2006 $25 Cdn (or $22 US) After May 1, 2006, or onsite registration (all) $50 Cdn (or $45 US) Note: Thanks to generous support from the Faculty of Rehabilitation Medicine at the University of Alberta, conference registration fees are minimal. Fees include refreshments provided at an evening reception on June 16 and during breaks on both meeting days. HOW TO REGISTER: Please send a check or money order (in Canadian or US funds), payable to the University of Alberta. (Sorry, we are not able to accept credit card payments) Include the following information with your registration: Name Affiliation Street Address City Province/State Country Postal/Zip Code Telephone Fax Email Send to: 2006 Child Phonology Conference Department of Speech Pathology and Audiology 2-70 Corbett Hall University of Alberta Edmonton, AB T6G 2G4 Canada Note: Please allow 7-10 days for mail from the U.S. to reach Canada. If you prefer, you may fax your registration information to (780) 492-9333 or send an email to karen.pollock at ualberta.ca and send the check in the mail. ACCOMMODATIONS: A block of rooms has been reserved for June 15-18 at the Lister Conference Centre on the University of Alberta campus, the same building where the conference is being held. Hotel-style queen or double rooms are $85 CDN per night. This rate includes overnight parking and continental breakfast. For more budget-conscious attendees, dormitory-style rooms are also available for $35-45 CDN per night. You must call and make your own reservations before May 15. To make reservations, call 1-780-492-6057 or send an email to guest.services at ualberta.ca . Reservations must be guaranteed with a credit card (VISA or MasterCard only - they do not accept American Express). Be sure to indicate that you are attending the Child Phonology Conference. If you prefer to stay at another location, see the list of other nearby accommodations on the conference website. GROUND TRANSPORTATION: Transportation to and from the Edmonton International Airport is offered by Sky Shuttle - $15 CDN one way, or $25 CDN for an open-ended return. Although not a regularly scheduled stop, the Sky Shuttle will drop off at the Lister Conference Centre on request. When returning to the airport, the Sky Shuttle will also pick up at the Lister Centre on a pre-arranged basis with at least one-hour advance notice. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jdevil at smith.edu Wed Apr 19 19:00:43 2006 From: jdevil at smith.edu (jdevilli) Date: Wed, 19 Apr 2006 15:00:43 -0400 Subject: Job ad Message-ID: Please post the following ad of interest to students of CHILDES members? Jill de Villiers Smith College Department of Psychology Research Assistant Jill and Peter de Villiers of Smith College seek a Research Assistant for a commitment of two years on an NIH-funded project conducting a longitudinal study of language acquisition, executive functions, and theory of mind development in preschool children in poverty. The position start date is July 1, 2006. Candidates must have a minimum of a Bachelor?s degree in Psychology or related fields (Linguistics, Communication Disorders, Early Childhood Education) with coursework and research experience in child development. This position will have primary responsibilities for conducting studies of young children?s language and cognitive development and managing large data sets on parents?, teachers?, and preschool children?s language and theory of mind reasoning. Video transcription and coding, child testing, and computer database manipulation skills will be needed. Undergraduate student supervision and lab organization skills also required. Preference will be given to candidates with knowledge of African American English or Spanish, needed for transcription and analysis of the language of the adult and child subjects. For more information email Jill de Villiers (jdevil at smith.edu) or Peter de Villiers (pdevilli at smith.edu). Preference will be given to applications received by April 30, 2006. Forward a letter of application, resume and the names and contact information of two references to:? Kathy Richardson, Smith College, Clark Science Center, Box?2160, 115 Burton Hall, Northampton, MA? 01063. Smith College is an equal opportunity employer encouraging excellence through diversity.? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1951 bytes Desc: not available URL: From dsiegel at ucsc.edu Wed Apr 19 23:01:00 2006 From: dsiegel at ucsc.edu (Deborah Siegel) Date: Wed, 19 Apr 2006 16:01:00 -0700 Subject: "They" as singular pronoun Message-ID: Childes community. Is there research that has looked at when children begin to understand the use of "they" as a singular gender-neutral pronoun? For example: "Someone walked into a store and they bought a newspaper." Any information would be greatly appreciated. Thanks Debbie Siegel Deborah Siegel Department of Psychology University of California at Santa Cruz Santa Cruz, CA 95064 From thoramas at tv.is Mon Apr 24 11:11:23 2006 From: thoramas at tv.is (=?iso-8859-1?B?3vNyYSBN4XNk83R0aXI=?=) Date: Mon, 24 Apr 2006 11:11:23 -0000 Subject: problems with SIL fonts Message-ID: Hello I use IPA SIL fonts for phonetic transcriptions regularly and have not encountered any problems until now. I just bought a new laptop and downloaded the fonts successfully. But as soon as I turn off the laptop, the fonts disappear from the MS Word symbols. I contacted sil.org and was advised to save Doulos SIL on my desktop and then drag the font (TrueType icon) into C:\Windows\Fonts (and restarted the laptop). I did but still it didn?t work. Could anyone please tell me what the problem is? Thank you, Thora Masdottir PhD student -------------- next part -------------- An HTML attachment was scrubbed... URL: From pli at richmond.edu Mon Apr 24 22:49:46 2006 From: pli at richmond.edu (Ping Li) Date: Mon, 24 Apr 2006 18:49:46 -0400 Subject: book info Message-ID: Dear Colleagues, I just saw an email sent to Brian MacWhinney by a Cambridge editor, which I thought I should let you know: according to Giulia Portuese-Williams (gpwilliams at cambridge.org), readers of this list can receive a 20% discount on the following book that was recent published: Li, P., Tan, L., Bates, E., & Tzeng, O. (2006). Handbook of East Asian Psycholinguistics (Vol. 1: Chinese). Cambridge University Press. (see http://www.richmond.edu/~pli/handbook.html for details) I don't know exactly how the discount works, but if you encounter problems, please check with the Cambridge liaison. Your comments on the handbook, however, would be most welcome. Best wishes, Ping Li ------------------------------------------------------------------------ --- Ping Li, Ph.D. Professor of Psychology and Cognitive Science Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ------------------------------------------------------------------------ ---- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1296 bytes Desc: not available URL: From j.t.lloyd at newman.ac.uk Tue Apr 25 09:27:32 2006 From: j.t.lloyd at newman.ac.uk (Julian Lloyd) Date: Tue, 25 Apr 2006 10:27:32 +0100 Subject: Responses to CHILDES inquiry about overregularization errors in children with autism Message-ID: Many thanks for the many helpful responses I resceived to my request about overregularization errors in children with autism. Here is a summary of the responses I received. Helen Tager-Flusberg commented that she didn't look at overregularization errors directly in her longitudinal studies of 6 children with autism (data available via CHILDES), but has recently published relevant data using elicitation tasks with older children: Roberts, J., Rice, M.L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25, 429-448. (Thanks also to Jenny Roberts for providing a reference to this paper). Kate Loveland (thanks to John N. Bohannon III for providing the contact) made the following comment: "I'm actually not an expert on grammar in children with autism, although just from observation I would think it quite likely that many, though not all of them, do pass through the over-regularization errors on their way to more developed grammar. However, I will refer you to my colleague Helen Tager-Flusberg who specializes in language development in children with autism". Inge-Marie Eigsti (thanks to Letty Naigles for providing the contact) has relevant data in press: Eigsti, IM, Bennetto, L, Dadlani, MB. (In press). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders. A pdf version is available from her website: http://eigsti.psy.uconn.edu/ She summarised the relevant results as follows: "As you'll see, the manuscript discusses a variety of indices of language development, including errors, although the entire focus is not on errors; however, you'll find a table that presents the sum total of overregularization errors in each of 3 groups, including ASD. If I recall correctly, error rates are extremely low in each sample, less than 4 or 5 per group". Hilke Elsen provided the following reference: Elsen, H. (1998). The acquisition of past participles: One or two mechanisms. In: Fabri, R., Ortmann, A., Parodi, T. Models of Inflection. Tuebingen: Niemeyer. 134-151. Mariana Sigstad provided the following account of the role of overregularization in the grammatical development of children with autism, based on her experiences as a mother of child with an autistic spectrum disorder, and working with children with autism. She suggests that children with autism learn by association. They require feedback about correct usage to learn to avoid making overregularization errors. For example, if a child says "Paul eated all the porridge", and you continue the conversation without making a correction, the child will take that sentence as valid. Furthermore, children with autism can find it difficult to identify errors in sentences and pictures, which is one of the reasons they don't enjoy a joke. So they have to learn to find what is not correct in an overregularization. Charlotte Koster & Evelien Krikhaar summarised their related work on overregularization in children at risk for dyslexia as follows: "Here in the Netherlands, we have been following the linguistic development of roughly 150 children at familial risk for dyslexia and 100 typically developing children. Their parents fill in the CDI and the KINT (designed by us, for older children) every 6 months, starting at 17 months. Just thought you would like to know that the at-risk children show fewer overregularizations in past participles (35m) and past tense (41m), accompanied by fewer correct forms. We will be presenting a paper on this topic at CLS-Newcastle this summer". Michael Ullman made reference to the following chapter in press: Walenski, M., Tager-Flusberg, H., & Ullman, M. (in press). "Chapter 10: Language in Autism". In S. O. Moldin & J. L. R. Rubenstein (eds), Understanding Autism: From Basic Neuroscience to Treatment. CRC Press. Due Spring 2006. Once again, thanks for the helpful comments. Best wishes Julian Dr Julian Lloyd, B.A., PGC (TLHE), Ph.D. Senior Lecturer in Psychology Newman College of Higher Education Bartley Green Birmingham B32 3NT Tel 0121 476 1181 Email j.t.lloyd at newman.ac.uk Website: http://www.newman.ac.uk/ From M.Pettinato at city.ac.uk Fri Apr 28 09:49:47 2006 From: M.Pettinato at city.ac.uk (Pettinato, Michele) Date: Fri, 28 Apr 2006 10:49:47 +0100 Subject: Making New Connections 2 - conference call Message-ID: Could you circulate the following call to interested parties? Thank you for your assistance. On the 10th Anniversary of the first Making New Connections conference we would like to invite you to Making New Connections 2. This exciting conference will highlight new developments and common themes in working with children and adults who have language disabilities. The main topics will be: Evidence Based Practice, Language Processing, Psychosocial Issues and Language and Cognition. There will also be a poster session. Speakers will include: Nicola Botting, Sally Byng, Shula Chiat, Gina Conti-Ramsden, Madeline Cruice, Julie Dockrell, Barbara Dodd, Julie Hickin, Katerina Hilari, Victoria Joffe, James Law, Jane Marshall, Penny Roy, Sir Michael Rutter, Maggie Snowling and Rosemary Varley. Dates: Reception: Wednesday 13th September 2006 Conference: Thursday 14th September - Friday 15th September 2006 Venue: Oliver Thompson Lecture Theatre, City University, London Cost: ?250 (?230 if registered before the end of May 2006) ?150 Day rate. (Student Rate: Full Conference: ?150, Day Rate: ?100) Register on line at: http://www.city.ac.uk/ems/MNC/registration Closing date for registration: 31st July 2006 For further information log on to: http://www.city.ac.uk/makingnewconnections or contact Jonathon Rhodes on J.Rhodes at city.ac.uk or 020 7040 8034 For those wishing to submit a poster see on-line submission details on: http://www.city.ac.uk/makingnewconnections A0 Poster presentations are invited within the following topics: Evidence Based Practice Language and Cognition Language Processing The psycho-social impact of language disability Therapy Service Delivery Time will be set aside in the programme for viewing posters and they will be discussed by invited speakers in a follow up platform session. Prize for the best poster Mich?le Pettinato on behalf of Dr Victoria Joffe ----------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Programme Director, PGDip/MSc Speech and Language Therapy and MSc in Joint Professional Practice Senior Lecturer in Developmental Speech and Language Disability Department of Language and Communication Science City University Northampton Square London EC1V OHB Tel: 02070404629 Fax: 02070408577 www.city.ac.uk/lcs -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Fri Apr 28 17:43:33 2006 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 28 Apr 2006 13:43:33 -0400 Subject: Research Assistant position available now! Message-ID: Bring to the attention of your graduating seniors! RESEARCH ASSISTANT POSITION Boston University School of Medicine Laboratory of Developmental Cognitive Neuroscience Cognitive Neuroscience of Autism and Williams Syndrome STARTING SPRING/SUMMER 2006 Full-time Research Assistant position available on NIH-funded research programs investigating the neurocognitive bases of autism and Williams syndrome. We seek a highly motivated, technically oriented person willing to make a two year commitment to the position. Job requirements include: background in Psychology or related field with Bachelors degree; research experience, strong technical, programming and computer skills, good organizational and interpersonal skills. We are especially interested in applicants who have experience using eye-tracking technology, psychophysiological methods or other related technical methodologies in cognitive/neuroscience research studies. Competitive applicants will have coursework and/or interest in cognitive science, neuroscience, developmental and/or clinical research. Responsibilities include development and programming of experimental studies; overseeing data collection and analysis of eye-tracking and psychophysiological data; experimental testing of children and adults; behavioral, clinical and experimental data management; coding and analyzing data; maintaining electronic and paper files; diagnostic, standardized IQ/language testing and preparation of testing reports. We are seeking a mature, responsible, and highly motivated individual with a strong interest in neurodevelopmental disorders, and/or social perception/cognition who would enjoy the experience of being involved in a large and active research lab (see our website: http://www.bu.edu/autism). The position requires a two-year commitment and provides excellent preparation for students who are interested in pursuing doctoral studies in cognitive, clinical or developmental psychology or a related field. For more information, please send a cover letter, resume, and names of 3 references to: Robert M. Joseph, PhD or Daniela Plesa Skewer, PhD Department of Anatomy & Neurobiology Boston University School of Medicine 715 Albany Street L-814 Boston, MA 02118-2526 email: rmjoseph at bu.edu; dplesas at bu.edu ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: