From Chris.Letts at newcastle.ac.uk  Thu Nov  2 12:38:44 2006
From: Chris.Letts at newcastle.ac.uk (Chris Letts)
Date: Thu, 2 Nov 2006 12:38:44 -0000
Subject: Update on R9 digital recorder
Message-ID: <THU.2.NOV.2006.123844.0000.CHRIS.LETTS@NEWCASTLE.AC.UK>

I previously reported that we were pleased with the performance of the
EDIROL R9 digital recorder, but had some misgivings about its
construction.

Regrettably these have proven to be well founded - we have been using 2
of these machines for about 3 months now, and both have suffered damage
even through relatively light use and careful handling - it looks like
they are just too flimsy for anything but very controlled use.

Chris Letts,
Technical Site Manager,
KGVI Building,
School of Education, Communication & Language Sciences


From yrose at mun.ca  Thu Nov  2 23:12:12 2006
From: yrose at mun.ca (Yvan Rose)
Date: Thu, 2 Nov 2006 19:42:12 -0330
Subject: Update on R9 digital recorder
In-Reply-To: <37E80E80B681A24B8F768D607373CA800329C9AE@largo.campus.ncl.ac.uk>
Message-ID: <THU.2.NOV.2006.194212.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,

I fully agree with Chris's conclusion about the EDIROL R9.

Looking for alternatives, I found that the M-Audio MicroTrack 24/96  
offers similar features at a similar price, but in what seems to be a  
much sturdier construction. I have not fully tested it yet but based  
on preliminary trials, the device seems promising.

Yvan Rose
Department of Linguistics
Memorial University of Newfoundland


On 2-Nov-06, at 9:08 AM, Chris Letts wrote:

> I previously reported that we were pleased with the performance of the
> EDIROL R9 digital recorder, but had some misgivings about its
> construction.
>
> Regrettably these have proven to be well founded - we have been  
> using 2
> of these machines for about 3 months now, and both have suffered  
> damage
> even through relatively light use and careful handling - it looks like
> they are just too flimsy for anything but very controlled use.
>
> Chris Letts,
> Technical Site Manager,
> KGVI Building,
> School of Education, Communication & Language Sciences
>
>


From jhs at mail.usyd.edu.au  Fri Nov  3 02:46:40 2006
From: jhs at mail.usyd.edu.au (Jane Simpson)
Date: Fri, 3 Nov 2006 13:46:40 +1100
Subject: Edirol R-09 WAV/MP3 Recorder (fwd)
Message-ID: <FRI.3.NOV.2006.134640.1100.JHS@MAIL.USYD.EDU.AU>

Update from Resource network in linguistic diversity list
---------- Forwarded message ----------
Date: Thu, 02 Nov 2006 20:08:07 -0600
From: Bartlomiej Plichta <plichtab at msu.edu>
To: Jane Simpson <jhs at mail.usyd.edu.au>
Cc: Resource-Network-Linguistic-Diversity at unimelb.edu.au
Subject: Re: Edirol R-09 WAV/MP3 Recorder

Hello all,

I would just want to say that having tested most CF audio recorders,
there really is no match for the Tascam HD-P2, if one wants an
all-in-one, inexpensive, portable recorder.

The step up is the line-up offered by Sound Devices. Then, Nagra, if
money is no object. Also, look out for the new Sonosax recorder due out
soon.

Everything else, including Marantz, M-Audio, Edirol, simply does not
qualify as high-precision, reliable instruments that are necessary for
linguistic analysis.

Let's not forget about the importance of picking the right microphone
and using the right recording technique.


Bartek Plichta


From t.marinis at reading.ac.uk  Fri Nov  3 14:56:06 2006
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Fri, 3 Nov 2006 14:56:06 +0000
Subject: Child Language Seminar 2007: call for papers
Message-ID: <FRI.3.NOV.2006.145606.0000.T.MARINIS@READING.AC.UK>

Child Language Seminar
18-20 July 2007
University of Reading, England

Call for Papers – 30th Child Language Seminar

We are pleased to announce that in 2007 the Child 
Language Seminar will take place from 18-20 July 
2007 at the University of Reading. It will be 
hosted by the School of Psychology & Clinical 
Language Sciences and is being organised by Theo 
Marinis & Vesna Stojanovik (Department of 
Clinical Language Sciences), Carmel Houston-Price 
& Graham Schafer (Department of Psychology), and 
Brian Richards (Institute of Education).

This year’s keynote speakers are:

Anne Baker & Jan de Jong
Department of Language and Literature
Universiteit van Amsterdam

Dorothy Bishop
Department of Experimental Psychology
University of Oxford

Philip Dale
Department of Speech & Hearing Sciences
The University of New Mexico, Albuquerque

Catherine Snow
Harvard Graduate School of Education
Harvard University

The CLS is an interdisciplinary conference 
attracting a diverse audience of among others 
psychologists, linguists and speech and language 
therapists, and provides a forum for research on 
first and second language acquisition in 
typically and atypically developing children. It 
was first held in 1977, so in 2007 it will be the 30th Anniversary of the CLS.

The University of Reading is one of the top 20 
most research-intensive universities in the UK, 
and has a long tradition of research in language 
development. The School of Psychology & Clinical 
Language Science was established in 2005 when the 
Clinical Linguistics section moved to the School 
of Psychology. The School is set on one of the 
most beautiful campuses in the UK, with 320 acres 
of landscaped grounds surrounded by green open spaces, lakes and wildlife.

Reading is the county town of the Royal County of 
Berkshire and is located in the heart of the 
beautiful Thames Valley some 50 kilometres west 
of London. The city is easily accessible by air 
(30 minutes to Heathrow airport via frequent bus 
service to Reading station, and 75 minutes to 
Gatwick airport through a direct rail connection) 
and by rail (25 minutes from London Paddington). 
The M4 motorway provides ready access to London, 
Wales and the South West and there is an express 
coach service to London which also stops outside 
the main gate of the University.

Proposals are invited for papers and posters on 
any topic related to child language development and disorders.

Submission deadline is 1 March 2007

More information about the conference may be found at:

http://www.reading.ac.uk/cls/cls2007.html

Details for submission of abstracts may be found at:

<http://www.reading.ac.uk/cls/abstract.html>http://www.reading.ac.uk/cls/abstract.html


v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^
Dr Theodoros Marinis
School of Psychology and Clinical Language Sciences
University of Reading
Reading RG6 6AL, UK
Tel. +44-118-378 7465
Fax +44-118-378 4693
http://www.rdg.ac.uk/cls/marinis.html
v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^
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From hiromori at dc4.so-net.ne.jp  Mon Nov  6 05:07:11 2006
From: hiromori at dc4.so-net.ne.jp (Hirohide Mori)
Date: Mon, 6 Nov 2006 14:07:11 +0900
Subject: JSLS2007 Call For Papers - Deadline January 27
Message-ID: <MON.6.NOV.2006.140711.0900.HIROMORI@DC4.SONET.NE.JP>

**** First Call for Papers: JSLS2007*****

The Japanese Society for Language Sciences (JSLS) invites proposals for our
Ninth Annual International Conference, JSLS 2007. JSLS2007 will be held at
Miyagi Gakuin Women's University in Sendai, Japan. We welcome three types of
proposals: (1) symposium (themed panel), (2) paper (oral presentation), and
(3) poster. Our plenary speakers will be Andrea Moro (University
"Vita-salute" San Raffaele) and Yasuhiro Ichida (National Rehabilitation
Center for Persons with Disabilities).

JSLS2007 Conference Committee Chairpersons
Noriaki Yusa (Miyagi Gakuin Women's University) 
Hirohide Mori (Nihon University)

------------------------------------------------------------------------
Conference Dates: 
July 7 (Saturday) - 8 (Sunday), 2007

Location: 
Miyagi Gakuin Women's University (Sendai, Japan)

Submission Deadline: 
All submissions should be e-mailed by January 26 (Friday), 2007, Japan
Standard Time.

Submission guidelines are available on the JSLS website at:
http://jchat.cyber.sccs.chukyo-u.ac.jp/JSLS/index.html

All questions regarding the JSLS 2007 conference should be addressed to:
Kei Nakamura (kei at aya.yale.edu), JSLS 2007 Conference Coordinator 


From bartsch at zas.gwz-berlin.de  Mon Nov  6 14:46:56 2006
From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de)
Date: Mon, 6 Nov 2006 14:46:56 GMT
Subject: CfP - The Lexical Bases of Grammar: Issues on the Lexis-Grammar
 Interface
Message-ID: <MON.6.NOV.2006.144656.GMT.>

Dear all, 

I am pleased to invite you to submit an abstract for the session 

THE LEXICAL BASES OF GRAMMAR: ISSUES ON THE LEXIS-GRAMMAR INTERFACE 

planned for the 

2nd International Conference of the
Association Française de Linguistique Cognitive
Lille, May 10th-12th, 2007 


Note that deadline for **abstract sumission** is December 5th, 2006. 

Please notify me about your **intention to submit an abstract** by November 
20th, 2006. 

For more details, see please the invitation and Call for Papers below. 

Best regards,
Susanna 

 

Paper Session 

THE LEXICAL BASES OF GRAMMAR: ISSUES ON THE LEXIS-GRAMMAR INTERFACE 

Organisator:
Susanna Bartsch
Centre for General Linguistics, Typology, and Universals Research
Berlin
bartsch at zas.gwz-berlin.de 

planned for the 

2nd International Conference of the
Association Française de Linguistique Cognitive (AFLiCo)
University of Lille 3, Lille, France
10-12 May 2007 

 

RECENT BACKGROUND AND INVITATION 

At the the 2nd International Conference of the German Cognitive Linguistics 
Association, Munich, October 5th-7th, 2006, the theme session "Lexical 
Bootstrapping in Child Language Acquisition and Child Conceptual 
Development" took place as one of the first events dedicated to the 
discussion on the central role of lexis for the whole of language 
development. It is planned to continue this discussion in an edited paper 
collection (Bartsch & Bittner, in prep.) to appear in the Cognitive 
Linguistics Research series. 

After the success of the Lexical Bootstrapping session, I would like now to 
invite scholars interested in an enlarged discussion on the lexical bases of 
grammar from the perspectives of language development, evolution, diachrony, 
synchrony, as well as human and machine processing. 

For this discussion, a proposal for a special session to be held at the 2nd 
International Conference of the Association Française de Linguistique 
Cognitive (AFLiCo), Lille, May 10th-12th, 2007, is currently under review. 

 

THEORETICAL BACKGROUND AND DESCRIPTION 

Linguistic research has been for several decades determined by generative 
axioms about modularity of cognition and of linguistic domains, autonomy and 
primacy of syntax over lexis and the rather epiphenomenal nature of lexis 
and semantics. 

However, over the last 2-3 decades, empirical research (especially the one 
done within functionalist-cognitivist frameworks) has provided mounting 
evidence for the notion that language cannot be properly studied from a 
‘syntactocentric’ perspective (to use a term coined by Jackendoff 1997), 
i.e., without considering the interplay between linguistic domains, the 
interplay between lexical semantics and grammar, and the central role lexis 
plays therein. 

For instance, from the developmental perspective, the empirical work of 
Elizabeth Bates and associates has been crucial for the view on the 
“emergence of grammar from the lexicon” (Bates & Goodman 1999; also see 
Bates, Bretherton, & Snyder 1987; and, as examples for more recent studies 
inspired by Bates’ work, Kauschke 2000; and Bassano, Laaha, Maillochon, & 
Dressler 2004). This is also the idea underlying the Lexical Bootstrapping 
Hypothesis (LBH), i.e., the hypothesis 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, as well as, in later developmental 
stages, for the enhancement of other linguistic abilities (Bartsch 2006, 
Bartsch in prep.). 

But LBH can be situated within a language-general lexicalist hypothesis in 
that it attributes a fundamental role to lexis over grammar (strong 
version), resp. a continuity or complex interplay of lexis and grammar (weak 
version), not only in language development, but also in evolution, 
diachrony, synchrony, as well as human and machine processing. The 
lexicalist hypothesis is in line with an increasing corpus of empirical 
findings, theoretical proposals and methodological approaches from the last 
decades, such as the following: 

a) Developmental Perspective:
 - lexical bootstrapping (grammar from lexis) (see studies mentioned above);
 - syntactic bootstrapping (lexis from grammar) (Landau & Gleitman 1985; Lee 
& Naigles 2005). 

b) Diachronic Perspective:
 - lexico-semantic evolution shapes and determines grammaticalisation 
processes (Lemmens 1999; Bybee 2005);
 - grammaticalisation (grammar from lexis) and lexicalisation (lexis from 
grammar) as complementary bidirectional processes (Brinton & Traugott 2005). 

c) Synchronic Perspective:
 - lexico-semantic structures constrain constructional possibilities (Lemmens 
1998);
 - merely methodological/terminological, but by no means ontological, 
differentiation between lexis and grammar (Köller 2004);
 - grammar as an outcome of lexical structure in language use (Hoey 2005);
 - grammatical investigation by means of the “method of lexical exceptions” 
(Beedham’s 2005). 

d) Human Language Processing:
 - interplay of “lexical and structural effects” in infant speech perception 
(Höhle, Schmitz, Santelmann, & Weissenborn, 2006 to appear);
 - “lexical and referential influences” in sentence processing by humans 
(Kidd & Bavin 2005). 

e) Computer Modelling:
 - grammar as an outcome of lexical structure in connectionist modelling of 
language development (Howell & Becker under review);
 - “coevolution of lexicon and syntax” in connectionist modelling of language 
evolution (phylogeny) (Gong & Wang 2005). 

These and other studies have repeatedly confirmed Jackendoff’s view of 
“syntactocentrism” as a “scientific mistake” (Jackendoff 2003: 654), as 
“just an assumption that itself was partly a product of historical accident” 
(Jackendoff 1997: 19), even though Jackendoff’s motivations and goals are 
somewhat different from the ones to be pursued in this theme session. 

This special session is intended as a forum for discussion on the general 
lexicalist theory of language in its strong and weak versions, from the 
perspectives just mentioned. 

The individual contributions should focus on the following general questions 
(for instance, as discussed in the studies mentioned above): 

1) How, concerning which aspects, and to which extent are grammatical 
categories and structures shaped and determined by lexico-semantic 
categories and structures (lexicalist view)? 

2) How, concerning which aspects, and to which extent are lexico-semantic 
categories and structures shaped and determined by grammatical categories 
and structures (‘syntactocentric’ view)? 

3) Are the lexicalist and the ‘syntactocentric’ view compatible with each 
other? And if so, how, concerning which aspects, and to which extent? 

The session is intended to have at least one contribution focussing on 
aspects of one of these areas:
 - child language development
 - language change
 - language evolution
 - synchrony
 - human language processing
 - machine language processing. 

Papers combining one of these areas with computer modelling or 
neurolinguistic investigations, as well as offering a survey on the research 
relevant for their respective areas are especially encouraged. The papers 
might focus on the researcher’s original empirical research, on theoretical 
synthesising reflexions reviewing a corpus of empirical research, as well as 
on methodologies. 

The papers will be 20 minutes for presentation plus 10 minutes for 
discussion. In addition, one slot (30 minutes) at the end of the session 
will be reserved to a general discussion. 

 

GUIDELINES FOR ABSTRACT SUBMISSION 

Please send your abstracts according to the following specifications:
 - detailed abstracts (about 1000 words) plus complete list of references 
and, where it applies, tables, diagrams, and the like;
 - including your name, affiliation, and e-mail address;
 - indicating the equipment needed (lap-top, digital projector, over-head 
projector, other)
 - paper size: A4
 - font: Times New Roman 12 pt
 - all margins: 3 cm
 - space between lines: simple space
 - space between paragraphs: 6 pt
 - in English or French
 - as doc or rtf file
 - as e-mail attachment only
 - to my e-mail adress: bartsch at zas.gwz-berlin.de 

 

IMPORTANT DATES
 - deadline for abstract submission: December 5th, 2006
 - acceptance notification: December 20th, 2006
 - deadline for sending ppt presentations in advance: May 7th, 2007
 - registration & welcome reception: May 9th, 2007, from 17h00
 - conference: May 10th-12th, 2007 

 

PUBLICATION 

I intend to check the possibility of publishing an edited collection with 
the presented papers. 

 

REFERENCES 

Bartsch, S. (2006). Introducing and situating the lexical bootstrapping 
hypothesis (LBH) in theories of language and language development. Paper 
presented at 2nd International Conference of the German Cognitive 
Linguistics Association (GCLA), Munich, October 5-7, 2006. 

Bartsch, S. (in prep.). Introducing and situating the lexical bootstrapping 
hypothesis (LBH) in theories of language and language development. 
Introductory chapter for Bartsch & Bittner (ed.) (in prep.). 

Bartsch, S. & Bittner, D. (eds.) (in prep.). Lexical Bootstrapping in Child 
Language Development. Cognitive Linguistics Research series. Mouton de 
Gruyter. 

Bassano, D., Laaha, S., Maillochon, I., & Dressler, W. U. (2004). Early 
acquisition of verb grammar and lexical development: Evidence from 
periphrastic constructions in French and Austrian German. First Language, 
24(1), pp. 33–70. 

Bates, E., Bretherton, I., & Snyder, L. (1988). From First Words to Grammar: 
Individual Differences and Dissociable Mechanisms. Cambridge: Cambridge 
Univ. Press. 

Bates, E., & Goodman, J. C. (1999). On the emergence of grammar from the 
lexicon. In B. MacWhinney (Ed.), The Emergence of Language (pp. 29–79). 
Mahwah, NJ: Erlbaum. 

Beedham, C. (2005). Language and meaning: The structural creation of 
reality. Studies in functional and structural linguistics, 55. Amsterdam: 
Benjamins. 

Brinton, L. J., & Traugott, E. Closs. (2005). Lexicalization and language 
change. Cambridge UK; New York: Cambridge University Press. 

Bybee, J. L. (2005). Implications of grammaticalization for a theory of 
language. Paper presented at the 10th International Congress of the 
International Association for the Study of Child Language (IASCL), Berlin, 
July 25-29, 2005. 

Gong, T. & Wang, W. S.-Y. (2005). Computational modelling on language 
emergence: A coevolution model of lexicon, syntax and social structure. 
Language and Linguistics, 6(1), pp. 1-42. 

Höhle, B., Schmitz, M., Santelmann, L. M., & Weissenborn, J. (2006, to 
appear). The recognition of discontinuous verbal dependencies by German 
19-month-olds: Evidence for lexical and structural influences on children's 
early processing capacities. Language and Language Development. 

Hoey, M. (2005). Lexical Priming: A New Theory of Words and Language. 
London: Routledge. 

Howell, S. R., & Becker, S. (under review). Grammar from the lexicon: 
Evidence from neural network simulations of language acquisition. Language 
and Speech. 

Jackendoff, R. (1997). The architecture of the language faculty. MIT Press. 

Jackendoff, R. (2003).Précis of Foundations of language: Brain, meaning, 
grammar, evolution. Behavioral and Brain Sciences, 26, 651-707. 

Kauschke, Christina (2000): Der Erwerb des frühkindlichen Lexikons. Eine 
empirische Studie zur Entwicklung des Wortschatzes im Deutschen. Tübingen: 
Narr. 

Kidd, E. & Bavin, E. (2005). Lexical and referential influences on on-line 
sentence processing: A comparison of school-agend and adults. IASCL 
Conferene, Berlin, July 2005. 

Köller, W. (2004). Perspektivität und Sprache: Zur Struktur von 
Objektivierungsformen in Bildern, im Denken und in der Sprache. Berlin; New 
York: Walter de Gruyter. 

Landau, B., & Gleitman, L. R. (1985). Language and experience. Cambridge, 
MA: Harvard University Press. 

Lee, J. N. & Naigles, L. R. (2005). The input to verb learning in Mandarin 
Chinese: A role for syntactic bootstrapping. Developmental Psychology, 
41(3), pp. 529-540. 

Lemmens, M. (1998)  Lexical Perspectives on Transitivity and Ergativity. 
Causative Constructions in English. [Current Issues in Linguistic Theory 
166] Amsterdam & Philadelphia: John Benjamins, . 

Lemmens, M. (1999). Diachronic perspectives on lexical and constructional 
interdependency in English, 6th ICLC, Stockholm, Sweden. 

************************************************************************** 

Susanna Bartsch
https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/
Zentrum für allgemeine Sprachwissenschaft, Typologie und 
Universalienforschung (ZaS)
Centre for General Linguistics, Typology, and Universals Research
Jägerstr. 10-11
10117 Berlin
Germany
Tel. +49 (0)30 20192562


From yrose at mun.ca  Mon Nov  6 22:13:41 2006
From: yrose at mun.ca (Yvan Rose)
Date: Mon, 6 Nov 2006 18:43:41 -0330
Subject: Perception on complex onsets
Message-ID: <MON.6.NOV.2006.184341.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,
We are currently looking at data that suggest an asymmetry between  
the behaviours of /kl/ and /gl/ clusters in a young French-learning  
child. The asymmetry goes as follows:

/kl/ -> [k]/[kl]
/gl/ -> [l]

These data are difficult to explain from a representational  
perspectives (the clusters should share similar prosodic  
representations) and cannot be explained through a statistical  
account. We are now entertaining the possibility that perceptual  
factors may play a role.

If you could suggest references about the perception of such  
clusters, or of velars and liquids in general, we would most  
appreciate it. We will of course collate the results and report them  
back to the list for your interest.

Thank you very much in advance,
Yvan Rose (& Christophe dos Santos)


From alleng at msu.edu  Mon Nov  6 22:33:37 2006
From: alleng at msu.edu (George Allen)
Date: Mon, 6 Nov 2006 17:33:37 -0500
Subject: Perception on complex onsets
In-Reply-To: <9C1E6F1A-D052-45C7-B29D-C7E9938D9325@mun.ca>
Message-ID: <MON.6.NOV.2006.173337.0500.ALLENG@MSU.EDU>

Dear Yvan,

Might it have something to do with the problem I identified in my earlier paper?

How the young French child avoids the pre-voicing problem for
word-initial voiced stops. J Child Lang. 1985 Feb;12(1):37-46.

George Allen

-- 
George Allen, PhD, Professor
Michigan State University, East Lansing, MI 48824
Email: alleng at msu.edu; Voice: 517.353.5976; Fax: 517.353.9553


On 11/6/06, Yvan Rose <yrose at mun.ca> wrote:
> Dear Info-CHILDES members,
> We are currently looking at data that suggest an asymmetry between
> the behaviours of /kl/ and /gl/ clusters in a young French-learning
> child. The asymmetry goes as follows:
>
> /kl/ -> [k]/[kl]
> /gl/ -> [l]
>
> These data are difficult to explain from a representational
> perspectives (the clusters should share similar prosodic
> representations) and cannot be explained through a statistical
> account. We are now entertaining the possibility that perceptual
> factors may play a role.
>
> If you could suggest references about the perception of such
> clusters, or of velars and liquids in general, we would most
> appreciate it. We will of course collate the results and report them
> back to the list for your interest.
>
> Thank you very much in advance,
> Yvan Rose (& Christophe dos Santos)
>
>


From cam47 at psu.edu  Mon Nov  6 22:37:27 2006
From: cam47 at psu.edu (CAROL A MILLER)
Date: Mon, 6 Nov 2006 17:37:27 -0500
Subject: No subject
Message-ID: <MON.6.NOV.2006.173727.0500.CAM47@PSU.EDU>

I am out of town and may not have an opportunity to read or 
respond to electronic mail until Tuesday Nov. 7.

Thanks for your patience, I'll reply as soon as I can.

Carol  


From mfleck at cs.uiuc.edu  Tue Nov  7 16:34:45 2006
From: mfleck at cs.uiuc.edu (Margaret Fleck)
Date: Tue, 7 Nov 2006 10:34:45 -0600
Subject: recording
In-Reply-To: <Pine.GSO.4.58.0611031345340.2338@extro.ucc.usyd.edu.au>
Message-ID: <TUE.7.NOV.2006.103445.0600.MFLECK@CS.UIUC.EDU>

BTW:   there are now some lightweight ear-mounted mics on the market,
i.e. like the ones for cell phones, but with a normal jack.  For adults,
I've been told they are unobtrusive to the user and avoid issues of
noise from clothing, breathing, etc.   Obviously not suitable for
little children, but might work for some larger ones.   I'm not
sure.   But I thought I'd pass it on.

Margaret


From stemberg at interchange.ubc.ca  Wed Nov  8 01:49:48 2006
From: stemberg at interchange.ubc.ca (Joe Stemberger)
Date: Tue, 7 Nov 2006 17:49:48 -0800
Subject: Perception on complex onsets
In-Reply-To: <9C1E6F1A-D052-45C7-B29D-C7E9938D9325@mun.ca>
Message-ID: <TUE.7.NOV.2006.174948.0800.STEMBERG@INTERCHANGE.UBC.CA>

Hi, Yvan.

I presented a paper on cluster perception in adult English about 20 
years ago, but it has never been written up and published (the first 
author went off into industry and took the poster materials with him, 
so...):

Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition of 
consonant clusters". Paper presented at the meeting of the Acoustical 
Society of America, Miami, November.

We had all possible English onsets followed by the vowel /a/ with no 
coda:  /ba, bla, bra, pa, .../
People were free to wrote down exactly what consonants they heard (if any).
We looked at the speech in quiet (as recorded, with stimuli normalized 
for loudness), and with signal-to-noise ratios of +10dB, +5dB, and 0dB.

I went back and looked at the results with your /gl/ question in mind.

There basically is no effect of place or voicing in stops in quiet, 
+10dB, or +5dB --- except for a lot of error on /bla/ (perceived as /la/ 
or less commonly /wa/). No special error rates on velars.

At 0dB, though, the error rates shot way up for all clusters starting 
with /g/ (/gla, gra, gwa/), and for /dwa/; errors in which subjects 
reported just the second consonant accounted for about 25% of trials.
Similar errors for /kla, kra, kwa/ occurred at about 5% of trials.
(And /twa/ was perceived as /wa/ 12% of the time.)
And rates of similar errors on /bra/ and /dra/ were also at 5% (though 
/bla/ also had 15% of trials perceived as /wa/).

So there wasn't anything to pull out /gl/ as special, but a general 
problem with /g/, plus a few other difficult clusters.

Of course, the phonetics of English /kl/ and /gl/ is different from in 
French, so I'm not sure how well this generalizes.


On the non-perceptual side:
Voicing is phonetically hardest to produce in velars, and it's common 
for English-learning children to have [k] but not [g].
Even if this child has [g] for singleton onsets, perhaps the reduction 
of this cluster to [l] might be a reflection of the difficulty of [g]?


---Joe Stemberger
Linguistics
UBC



Yvan Rose pravi:
> Dear Info-CHILDES members,
> We are currently looking at data that suggest an asymmetry between the 
> behaviours of /kl/ and /gl/ clusters in a young French-learning child. 
> The asymmetry goes as follows:
> 
> /kl/ -> [k]/[kl]
> /gl/ -> [l]
> 
> These data are difficult to explain from a representational perspectives 
> (the clusters should share similar prosodic representations) and cannot 
> be explained through a statistical account. We are now entertaining the 
> possibility that perceptual factors may play a role.
> 
> If you could suggest references about the perception of such clusters, 
> or of velars and liquids in general, we would most appreciate it. We 
> will of course collate the results and report them back to the list for 
> your interest.
> 
> Thank you very much in advance,
> Yvan Rose (& Christophe dos Santos)
> 
> 


From yrose at mun.ca  Thu Nov  9 09:07:06 2006
From: yrose at mun.ca (Yvan Rose)
Date: Thu, 9 Nov 2006 05:37:06 -0330
Subject: Perception of complex onsets - Summary
In-Reply-To: <455137BC.7050801@interchange.ubc.ca>
Message-ID: <THU.9.NOV.2006.053706.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,

Thank you very much to everyone listed below for their useful input.  
Here is a brief summary of the suggestions received.

--The asymmetry between target gl and kl clusters is attested in  
children learning languages other than French such as Dutch and English.

--g is typologically more marked than other (voiced and voiceless)  
stop consonants.

--g is articulatorily more difficult to produce than k.

--The phonetics of French may make the perception of gl clusters  
particularly challenging because of the prevoicing of the voiced  
velar and its release into l (which is a 'clear' l).

--The pattern may be related to some particular OCP(voicing) or other  
sequence constraint.

--The pattern may be similar to the asymmetry between final nt and nd  
clusters, which has already been related to perceptual factors.

References suggested:
--Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
--Jongstra, Wenckje. PhD Thesis, UToronto
--Braine (1974) - Language
--Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  
of consonant clusters". Paper presented at the meeting of the  
Acoustical Society of America, Miami, November.
--Gamkrelidze (1975, Lingua)
--Maddieson (1984) Patterns of Sounds

Contributors:
--George Allen
--Barbara Bernhardt
--David Ingram
--Ron Smyth
--Joe Stemberger
--Marilyn Vihman

Best regards,
Yvan (& Christophe)


From msninio at pluto.mscc.huji.ac.il  Thu Nov  9 18:31:12 2006
From: msninio at pluto.mscc.huji.ac.il (Anat Ninio)
Date: Thu, 9 Nov 2006 20:31:12 +0200
Subject: NEW BOOK
Message-ID: <THU.9.NOV.2006.203112.0200.MSNINIO@PLUTO.MSCC.HUJI.AC.IL>

Dear Friends and Colleagues,

I'm very happy to be able to announce the publication of my new book by 
Oxford University Press.  It is entitled "Language and the Learning 
Curve - A new theory of syntactic development" and a description of it 
can be found on the publisher's on-line catalogue at 
http://www.oup.com/uk/catalogue/?ci=9780199299812

I hope you'll like it!

Anat Ninio


From macw at cmu.edu  Thu Nov  9 22:20:53 2006
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 9 Nov 2006 17:20:53 -0500
Subject: new corpus from Manchester
Message-ID: <THU.9.NOV.2006.172053.0500.MACW@CMU.EDU>

Dear Info-CHILDES,
     I am happy to announce the addition to CHILDES of a new corpus
from adolescents with Specific Language Impairment (SLI) from Gina
Conti-Ramsden and Ludovica Serratrice at Manchester.  The study
includes 19 adolescents aged 13-15 and 99 normal controls.  The
participants were involved in both a narrative (frog story) and a
spontaneous conversation.  The new corpus is called Conti4, since it
is the fourth corpus contributed by Gina Conti-Ramsden and her co-
workers!

--Brian MacWhinney


From marta.casla at uam.es  Fri Nov 10 10:32:41 2006
From: marta.casla at uam.es (Marta Casla)
Date: Fri, 10 Nov 2006 11:32:41 +0100
Subject: Call for Papers: Linguistic Ethnography Seminar:
Message-ID: <FRI.10.NOV.2006.113241.0100.MARTA.CASLA@UAM.ES>

Dear Everyone, below you have the call for a seminar we are organizing next 
spring (sorry for cross-posting). Please share the information with 
colleagues and do not hesitate to contact me if you have any questions.

Thanks
David Poveda
--------------------------------

Linguistic Ethnography Seminar

Theme: "Linguistic ethnographies of children and youth"
Date: 14 April 2007
Location: Universidad Autónoma de Madrid, Madrid (Spain)

  The aim of the seminar is to present and discuss work focusing on any 
empirical, theoretical or methodological issue arising when conducting 
linguistic ethnographic research with children and youth as the main 
participants. We welcome proposals that deal with any of the above issues 
in a variety of social, institutional and cultural contexts. A theme that 
we hope to explore during the seminar are the possible relationships 
between linguistic ethnography focused on children and youth and other 
disciplines working with similar interests such as developmental 
psychology, education or child studies.

If you would like to present a paper at the seminar please send an e-mail 
message to David Poveda (see below for full contact details) with an 
abstract of about 300 words with a title and full contact details before 
January 8th 2007. A full program will be circulated about February 15th 
2007 with information regarding registration, venue and other practical 
matters of interest for those who wish to attend the seminar. For any 
questions do not hesitate to contact any of the organizers.

David Poveda (david.poveda at uam.es)
Marta Casla (marta.casla at uam.es)
Ana María Relaño-Pastor (may.relano at uam.es)

David Poveda
Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
Universidad Autónoma de Madrid
Campus de Cantoblanco
28049 Madrid
España

correo-e: david.poveda at uam.es
tlf: (34) 91-497-3250
http://www.uam.es/david.poveda

Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano
Working Papers on Culture, Education and Human Development
<http://www.uam.es/ptcedh>http://www.uam.es/ptcedh


From kmandriacchi at facstaff.wisc.edu  Fri Nov 10 16:27:40 2006
From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI)
Date: Fri, 10 Nov 2006 10:27:40 -0600
Subject: Bilingual (S/E) SALT
Message-ID: <FRI.10.NOV.2006.102740.0600.KMANDRIACCHI@FACSTAFF.WISC.EDU>

New!  Only $79.  Bilingual (S/E) SALT has just been added to the SALT family.  Collect short samples from bilingual (Spanish/English) children retelling the story “Frog, Where Are You?” (Mayer, 1980).  Compare these samples with age or grade-matched peers retelling the same story.  The TX ELL database, used for this comparison, contains Spanish and English samples from 798 typical, bilingual children in grades K-3, ages 5;5 – 9;10.  Bilingual (S/E) SALT includes the SALT software for entering and analyzing samples, an instruction manual, and a copy of the frog book used for elicitation. 

Bilingual (S/E) SALT will be unveiled at the ASHA convention in Miami Beach.  Come to ASHA Session 0589 on Saturday from 8:00–9:00 for a discussion of assessing language production of bilingual children and a demonstration of this new tool.  Stop by the SALT booth #438 in the exhibit hall or call the Language Analysis Lab at 1-888-440-7258 for more information. 

Language Analysis Lab, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705 
Phone: 1-888-440-SALT (7258) or 608-263-6791, Fax: 608-263-7710 
Email: salt at LanguageAnalysisLab.com, Web: www.LanguageAnalysisLab.com 
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From roberta at UDel.Edu  Sat Nov 11 17:13:32 2006
From: roberta at UDel.Edu (Roberta Golinkoff)
Date: Sat, 11 Nov 2006 12:13:32 -0500
Subject: NEW LAB COORDINATOR JOB!
Message-ID: <SAT.11.NOV.2006.121332.0500.ROBERTA@UDEL.EDU>

Dear Friends,

The grant gods have smiled upon me and I am looking for a bright, 
eager, talented, organized, well-spoken individual to serve as my 
laboratory coordinator starting this February and for the next two or 
three years.  I would like to conduct interviews in December.  A new 
college graduate looking for additional research experience before 
going on to graduate school would be perfect.  My laboratory 
coordinators have gone on to graduate school at wonderful places.

The focus of my lab is how children learn language.  We bring in 
parents and children anywhere between the ages of 4 months and 5 years 
and sometimes test adults too.  Since we have many projects going on at 
the same time, I need someone who can function at a high level with 
many balls in the air.

Responsibilities include: data collection and analysis, study design, 
supervising research assistants, and interacting with participants and 
their parents.,  The job offers full benefits and a wonderful working 
environment since I treat my laboratory coordinators more as colleagues 
than employees.  If you are interested or know someone who is, please 
contact me at Roberta at udel.edu. Thanks!


Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Please check out our doctoral program at
	http://www.udel.edu/educ/graduate/
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From Merete.Anderssen at hum.uit.no  Sun Nov 12 12:37:14 2006
From: Merete.Anderssen at hum.uit.no (Merete Anderssen)
Date: Sun, 12 Nov 2006 13:37:14 +0100
Subject: EXTENDED DEADLINE/Acquisition workshop at GLOW XXX
Message-ID: <SUN.12.NOV.2006.133714.0100.MERETE.ANDERSSEN@HUM.UIT.NO>

Acquisition Workshop at GLOW XXX: Optionality in the Input
April 11, 2007
CASTL, University of Tromsø, Norway

EXTENDED DEADLINE: DECEMBER 1
See the call for papers at http://www.hum.uit.no/glow/


Optionality in the Input:
Children's Acquisition of Variable Word Order

Language internal optionality in word order has represented and continues to represent a challenge for generative linguistic theory.  In recent years, however, it has become increasingly clear that there is very little true optionality; rather, instances of apparent  language internal word order variation have been found to be governed by interpretive nuances, often related to areas such as information structure. For example, in a language such as Norwegian there are two object positions in relation to verb particles. While pronominal objects in verb particle constructions must occur to the left of the particle, DP objects may occur to the left or the right. However, there is a clear preference for definites to appear on the left of the particle, while indefinites are more likely to be found on the right.

While optionality represents a challenge for the description and analysis of adult language, it appears to be a defining characteristic of child language. For example, child languages typically exhibit a great deal of optionality as far as the inclusion of various elements is concerned. Well studied examples of this are Optional Infinitives and Null Subjects in the acquisition of Non-Null-Subject languages. Thus, optionality has received a great deal of attention in language acquisition studies. However, relatively little has been done to study how children deal with optionality in the input. The GLOW workshop on language acquisition invites abstracts that address this topic. This includes questions such as: How do children deal with word order variability in the input? Do they exhibit any preferences in such cases and what kinds of considerations influence their choices? To what extent are children sensitive to the small nuances that appear to govern adult grammars in cases of word order optionality? What, if anything, can language acquisition reveal about cases in which this kind of variation is permitted in the adult language?


From v.stojanovik at reading.ac.uk  Mon Nov 13 12:11:19 2006
From: v.stojanovik at reading.ac.uk (Vesna Stojanovik)
Date: Mon, 13 Nov 2006 12:11:19 -0000
Subject: Speech Prosody in Atypical Populations: Second Call
Message-ID: <MON.13.NOV.2006.121119.0000.V.STOJANOVIK@READING.AC.UK>

Apologies for cross-postings.

===================================

SPEECH PROSODY IN ATYPICAL POPULATIONS - SECOND CALL FOR PAPERS

Monday 2nd April 2007, University of Reading

www.rdg.ac.uk/epu/cls_event.htm

Abstracts are invited from those working on speech prosody in atypical
populations for this one day event, organised by Dr Jane Setter and Dr
Vesna Stojanovik, Department of Clinical Language Sciences, School of
Psychology and Clinical Language Sciences. Papers reporting on therapy or
management of prosodic disorders as well as empirical papers reporting on
speech prosody in atypical populations are welcome.

The aim of the workshop is to bring together Clinical Linguists and
Phoneticians and Speech and Language Therapists in order to highlight the
issues in researching and remediating prosodic disorders, and discuss the
latest findings, in this often neglected area of research and clinical
concern.

KEYNOTE SPEAKER: Dr Sue Peppé, Queen Margaret University College, Edinburgh.


REGISTRATION

Early bird registration by 5 Feb 2007: General £30, Student £15

Late registration by 5 Mar 2007: General £40, Student £25

More details and a registration form can be found on the website:
www.rdg.ac.uk/epu/cls_event.htm


SUBMISSION OF ABSTRACTS

Abstracts are invited for 15 minute oral papers, 30 minute workshops, or
poster presentations. Abstracts of no longer than 250 words should be
submitted as electronic MSWord document attachments (i.e. NOT in the body
of the message) to us at the following email address:

cls.events at reading.ac.uk

You can also contact us at that address if you have any queries. If your
document contains any phonetic symbols, please use the font Lucida Sans
Unicode. Please indicate whether you are offering a 15 minute oral paper,
30 minute workshop or poster presentation at the beginning of your
abstract.

The deadline for submission of abstracts is Sunday 31st December 2006. We
aim to let you know by 19th January 2007 whether your submission has been
accepted.


From annette.fox at ivx.de  Mon Nov 13 09:04:49 2006
From: annette.fox at ivx.de (Annette Fox)
Date: Mon, 13 Nov 2006 10:04:49 +0100
Subject: Perception of complex onsets - Summary
Message-ID: <MON.13.NOV.2006.100449.0100.ANNETTE.FOX@IVX.DE>

In the acquisition of German we find no difference between /gl/ and /kl/ 
concerning the time onset of correct production.
Fox & Dodd (1999) Die phonologische Entwicklung im Deutschen. 
Sprach-Stimme-Gehör,(23), 183-191
Fox & Schäfer (in preparation) Further data on the phonological development 
in German-speaking children.

Annette Fox

----------------------------------------------------------------------------------------
Annette V. Fox PhD
Professor of Logopedics (Child Language)

Department of Health, Section Speech Therapy
University of Apllied Sciences Europa Fachhochschule Fresenius
Limburger Str.2
65510 Idstein
Germany

Tel: +49 - 6126 - 9352- 814
Fax: +49 - 6126 - 9352- 821
Mail to: fox at fh-fresenius.de
www.fh-fresenius.de
----- Original Message ----- 
From: "Yvan Rose" <yrose at mun.ca>
To: <info-childes at mail.talkbank.org>
Cc: "Santos Christophe" <Christophe.Dos-Santos at univ-lyon2.fr>
Sent: Thursday, November 09, 2006 10:07 AM
Subject: Perception of complex onsets - Summary


> Dear Info-CHILDES members,
>
> Thank you very much to everyone listed below for their useful input.  Here 
> is a brief summary of the suggestions received.
>
> --The asymmetry between target gl and kl clusters is attested in  children 
> learning languages other than French such as Dutch and English.
>
> --g is typologically more marked than other (voiced and voiceless)  stop 
> consonants.
>
> --g is articulatorily more difficult to produce than k.
>
> --The phonetics of French may make the perception of gl clusters 
> particularly challenging because of the prevoicing of the voiced  velar 
> and its release into l (which is a 'clear' l).
>
> --The pattern may be related to some particular OCP(voicing) or other 
> sequence constraint.
>
> --The pattern may be similar to the asymmetry between final nt and nd 
> clusters, which has already been related to perceptual factors.
>
> References suggested:
> --Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
> --Jongstra, Wenckje. PhD Thesis, UToronto
> --Braine (1974) - Language
> --Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  of 
> consonant clusters". Paper presented at the meeting of the  Acoustical 
> Society of America, Miami, November.
> --Gamkrelidze (1975, Lingua)
> --Maddieson (1984) Patterns of Sounds
>
> Contributors:
> --George Allen
> --Barbara Bernhardt
> --David Ingram
> --Ron Smyth
> --Joe Stemberger
> --Marilyn Vihman
>
> Best regards,
> Yvan (& Christophe)
>
> 


From aananda at stanford.edu  Mon Nov 13 18:34:08 2006
From: aananda at stanford.edu (Bruno Estigarribia)
Date: Mon, 13 Nov 2006 10:34:08 -0800
Subject: Perception of complex onsets - Summary
In-Reply-To: <003d01c70728$119bfbf0$fe79a8c0@ANNY>
Message-ID: <MON.13.NOV.2006.103408.0800.>

My understanding of Dutch and German phonetics is rudimentary but 
couldn't this be related to the fact that Dutch and French have 
prevoicing in those onsets and German does not? The observation would 
then support the fact cited in the summary that "The phonetics of French 
may make the perception of gl clusters particularly challenging because 
of the prevoicing of the voiced  velar and its release into l (which is 
a 'clear' l)."

Would this leave English asymmetries unexplained?

Bruno Estigarribia
Ph.D. candidate
Stanford Linguistics
> In the acquisition of German we find no difference between /gl/ and 
> /kl/ concerning the time onset of correct production.
> Fox & Dodd (1999) Die phonologische Entwicklung im Deutschen. 
> Sprach-Stimme-Gehör,(23), 183-191
> Fox & Schäfer (in preparation) Further data on the phonological 
> development in German-speaking children.
>
> Annette Fox
>
> ---------------------------------------------------------------------------------------- 
>
> A
>> Dear Info-CHILDES members,
>>
>> Thank you very much to everyone listed below for their useful input.  
>> Here is a brief summary of the suggestions received.
>>
>> --The asymmetry between target gl and kl clusters is attested in  
>> children learning languages other than French such as Dutch and English.
>>
>> --g is typologically more marked than other (voiced and voiceless)  
>> stop consonants.
>>
>> --g is articulatorily more difficult to produce than k.
>>
>> --The phonetics of French may make the perception of gl clusters 
>> particularly challenging because of the prevoicing of the voiced  
>> velar and its release into l (which is a 'clear' l).
>>
>> --The pattern may be related to some particular OCP(voicing) or other 
>> sequence constraint.
>>
>> --The pattern may be similar to the asymmetry between final nt and nd 
>> clusters, which has already been related to perceptual factors.
>>
>> References suggested:
>> --Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
>> --Jongstra, Wenckje. PhD Thesis, UToronto
>> --Braine (1974) - Language
>> --Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  
>> of consonant clusters". Paper presented at the meeting of the  
>> Acoustical Society of America, Miami, November.
>> --Gamkrelidze (1975, Lingua)
>> --Maddieson (1984) Patterns of Sounds
>>
>> Contributors:
>> --George Allen
>> --Barbara Bernhardt
>> --David Ingram
>> --Ron Smyth
>> --Joe Stemberger
>> --Marilyn Vihman
>>
>> Best regards,
>> Yvan (& Christophe)
>>
>>
>
>


From h.vanderlely at ucl.ac.uk  Thu Nov 16 14:36:39 2006
From: h.vanderlely at ucl.ac.uk (Heather van der Lely)
Date: Thu, 16 Nov 2006 14:36:39 +0000
Subject: Paris workshop: Call for papers
Message-ID: <THU.16.NOV.2006.143639.0000.H.VANDERLELY@UCL.AC.UK>

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From debbie.gilkey at pstnet.com  Thu Nov 16 18:33:16 2006
From: debbie.gilkey at pstnet.com (Debbie Gilkey)
Date: Thu, 16 Nov 2006 13:33:16 -0500
Subject: Job Opportunity at PST
Message-ID: <THU.16.NOV.2006.133316.0500.DEBBIE.GILKEY@PSTNET.COM>

Dear Forum Members,

 

PST is looking for a motivated individual to add to our tech support and
research development teams. The primary position is full time with
benefits at our Pittsburgh, PA office. For more information about
applying for the position, please browse to
http://www.pstnet.com/info/jobs.htm or send email to jobs at pstnet.com.

 

Debbie Gilkey 
Human Resources Administrator
~~~~~~~~~~~~~~~~ 
Psychology Software Tools, Inc. 
2050 Ardmore Boulevard 
Suite 200 
Pittsburgh, PA 15221-4610 
USA 
~~~~~~~~~~~~~~~~~~ 
Visit our Web Site for the latest information: 
<http://www.pstnet.com/ <BLOCKED::http://www.pstnet.com/> > 
E-Mail: info at pstnet.com 
Voice: (412) 271-5040 x223
Fax: (412) 271-7077 
~~~~~~~~~~~~~~~~~~ 

 

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From crosswhi at rice.edu  Fri Nov 17 23:59:59 2006
From: crosswhi at rice.edu (Katherine Crosswhite)
Date: Fri, 17 Nov 2006 17:59:59 -0600
Subject: Rice University job announcement
Message-ID: <FRI.17.NOV.2006.175959.0600.CROSSWHI@RICE.EDU>

Dear Colleagues,

Here is a job announcement for a 2-year teaching and research postdoc 
that we are advertising this year.  Please distribute to eligible 
individuals!

Best,

Katherine

-----------------------------------------------------------------------

The Department of Linguistics at Rice University is now accepting
applications for a postdoctoral scholar in the field of child language
acquisition. This is a one-year position, renewable by mutual agreement
for a second year.

Responsibilities of the position include teaching one course per
semester and pursuing research. Position start date is July 1, 2007.
A Ph.D. in Linguistics, Psychology, or other pertinent allied field,
with primary specialization in child language acquisition, is required
before the position start date.

We especially welcome applications from researchers who share the
department's interest in approaching language from a usage-based
perspective with solid empirical grounding in primary data, especially
approaches of a cognitive, social-interactional, and/or functional
nature. See also our departmental web site at http://ling.rice.edu.

Although we will not be conducting formal interviews for this position
at the LSA meeting in Anaheim, representatives of the department will be
in attendance at the meeting and would be pleased to answer questions
about the position or our department.

Application materials include: cover letter, research statement, sample
of written work, past teaching evaluations (if available), and three
letters of reference.  Application deadline is Jan. 15, 2007.  Address 
for application materials:

Child Lang. Acquisition Search
Department of Linguistics, MS-23
Rice University
6100 Main Street
Houston TX 77005
USA

Rice University is committed to affirmative action and equal opportunity
in education and employment. Rice does not discriminate on the basis of
race, color, religion, sex, sexual orientation, national or ethnic
origin, age, disability or veteran status. Rice University is an Equal
Opportunity/Affirmative Action Employer.


From ellmcf at nus.edu.sg  Mon Nov 20 07:17:19 2006
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Mon, 20 Nov 2006 15:17:19 +0800
Subject: New book on child Singapore Malay
Message-ID: <MON.20.NOV.2006.151719.0800.ELLMCF@NUS.EDU.SG>

Dear all,

 

It is my great pleasure to announce the publication of a brand-new book on syntactic acquisition of Singapore Malay. Norhaida Aman, the author, is a researcher at the NIE (National Institute of Education, Singapore).

The reference is:

Aman, N. (2006). The Acquisition of Malay Wh-Questions, Lincom GmbH.

The book's abstract is below my signature.

 

With best wishes

 
Madalena
====================================== 
Madalena Cruz-Ferreira 
Dept. English Language and Literature 
National University of Singapore 
ellmcf at nus.edu.sg 
http://profile.nus.edu.sg/fass/ellmcf/ <https://exchange.nus.edu.sg/exchweb/bin/redir.asp?URL=https://exchange.nus.edu.sg/exchweb/bin/redir.asp?URL=http://profile.nus.edu.sg/fass/ellmcf/>  
====================================== 


***************************************************************

Aman, N. (2006). The Acquisition of Malay Wh-Questions, Lincom GmbH.

Abstract.

The purpose of this study is to provide an account of children's 
acquisition of wh-questions in the variety of Malay spoken in Singapore. 
The work examines how children acquire colloquial Malay, the language to 
which they are exposed at home and in the speech community before they are 
taught the standard, formal language in school. It is intended to be a 
contribution to the study of how children acquire typologically distinct 
language. In addition, it is a contribution to the examination of the 
grammar of colloquial Malay, a topic which has not been given much 
attention in studies of the Malay language. The following issues are 
examined: children's knowledge of the different options for asking simple 
questions (wh-in situ, questions employing wh-movement and focus 
questions), their knowledge of these question types in long-distance 
questions, and the role of island constraints in the syntax of these 
question types in the Malay of young children. The study uses two 
experimental methodologies; a comprehension task (the picture-story method) 
and a production task (elicited imitation). It is also based on a 
longitudinal spontaneous production study of two Malay-speaking children. 
In addition to its descriptive value, the thesis is of theoretical 
interest. According to the innateness hypothesis, children have a 
biologically determined knowledge of Universal Grammar, and universals like 
the island constraints on movement are respected by all languages. Contrary to 
these expectations, the empirical evidence discussed in this thesis shows that 
Malay-speaking children, ages 4;5-6;5, appear not to respect island constraints 
on wh-movement. A careful analysis of the results, however, shows that this 
seeming challenge to Universal Grammar is more apparent than real, and that the 
island violations are the result of a processing effect in which in situ wh-questions, 
which are not subject to islands, prime the responses for the fully moved questions.

***************************************************************


From macw at cmu.edu  Tue Nov 21 21:03:25 2006
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 21 Nov 2006 16:03:25 -0500
Subject: Italian-German bilingual child
Message-ID: <TUE.21.NOV.2006.160325.0500.MACW@CMU.EDU>

Dear Info-CHILDES,
     I am happy to announce the addition to CHILDES of a corpus of 5  
months of recording of
a German-Italian bilingual child contributed by Astrid Klammler of  
the University of Graz.  It is
listed as the Klammler corpus in the bilingual directory.  The child  
was speaking Italian with his
father and Austrian German with his mother.  Astrid has also  
contributed a comparison corpus
from a monolingual Italian speaking girl recorded during a similar  
period and frequency.
This Klammler corpus is in the Italian segment of CHILDES.  There are  
audio files for both children,
although the audio has not yet been linked to the transcripts.   
Thanks to Astrid for this nice contribution.

--Brian MacWhinney, CMU


From boehning at ling.uni-potsdam.de  Fri Nov 24 12:27:37 2006
From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=)
Date: Fri, 24 Nov 2006 13:27:37 +0100
Subject: UPDATE:  invitation for STUDENT applications & scholarships:
 European Masters in Clinical Linguistics (EMCL)
Message-ID: <FRI.24.NOV.2006.132737.0100.BOEHNING@LING.UNIPOTSDAM.DE>

Please note the UPDATE in the application procedure!

Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for student applications 

IMPORTANT NOTE concerning the application procedure: while the application deadline is still January 1, 2007, due to organisational reasons your 
application has to REACH the application agency until that day. Unfortunately, we cannot consider the date of the postmark any more. Please read through 
the respective information on our website (see below) and in the application form carefully. 


Programme information: 

The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 month full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. 

The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference. All courses are taught in English. 

The programme recruits students worldwide. In order to encourage application by students from non-European countries and thus give the EMCL-programme a strong extra-European profile, non-European students admitted to the programme will receive an Erasmus Mundus scholarship covering tuition fees, living and travelling costs. European students pay a reduced tuition fee and - pending acknowledgement by the European Union - may receive a scholarship for spending part of the programme at a non-European partner institution. The requirement for admission is at least three years of higher education (BA, BSc or equivalent) with an emphasis on speech and language pathology, linguistics, biomedical sciences, psychology or special education. 

We invite high profile students from all over the world to submit their applications for participation in the 2007/08 course (which starts in September 2007) until January 1, 2007 (application deadline). Admission and mobility plan for each student are decided on at the annual meeting of the Board of Studies at the end of January. Students will be informed in early summer if their application was successful. For more detailed information on Erasmus Mundus, the EMCL programme's aims, curriculum, admission criteria, scholarships, organisation, contact information etc., please visit our website at:

www.emcl-mundus.com

For further information, non-European applicants may also contact Dr. Frank Burchert (info at emcl-mundus.com). European students send their requests about the programme to Dr. Roel Jonkers (r.jonkers at let.rug.nl). 





--------------------------------------------------------------------------------
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From smariscal at psi.uned.es  Sat Nov 25 13:02:38 2006
From: smariscal at psi.uned.es (SONIA MARISCAL ALTARES)
Date: Sat, 25 Nov 2006 14:02:38 +0100
Subject: production - comprehension gap
Message-ID: <SAT.25.NOV.2006.140238.0100.SMARISCAL@PSI.UNED.ES>

Dear Info-CHILDES members,

I would appreciate very much any reference to any kind of empirical evidence showing an imbalance between comprehension and production, being this last "more advanced"; that is, cases in which children seem to be producing linguistic forms that they are not comprehending for any reason.

I'll send a summary of all responses to the CHILDES list.

Thank-you!

 

Dra. Sonia Mariscal Altares
Dpto. Psicología Evolutiva y de la Educación
Facultad de Psicología
Universidad Nacional de Educación a Distancia
C/ Juan del Rosal, 15
28040 Madrid
Spain

e-mail: smariscal at psi.uned.es
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From basafarf at hotmail.com  Mon Nov 27 05:07:00 2006
From: basafarf at hotmail.com (Fatima Basaffar)
Date: Mon, 27 Nov 2006 05:07:00 +0000
Subject: Verb Inflections and 2 years old
Message-ID: <MON.27.NOV.2006.050700.0000.BASAFARF@HOTMAIL.COM>

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From M.Saxton at ioe.ac.uk  Mon Nov 27 08:51:47 2006
From: M.Saxton at ioe.ac.uk (Matthew Saxton)
Date: Mon, 27 Nov 2006 08:51:47 -0000
Subject: We have ways of making them talk
In-Reply-To: <BAY125-F40BF68643A8E7BCA14B031CDE60@phx.gbl>
Message-ID: <MON.27.NOV.2006.085147.0000.M.SAXTON@IOE.AC.UK>

Dear Fatima,

 

>Does anyone know of some good ideas to  make them talk?

 

I think most children are covered by the United Nations Convention on
Human Rights, so it may not be politic to encourage your participants
with excessive zeal.

 

However, I do think you put your finger on a fundamental problem in
child language research. I wonder if you have the wherewithal to
increase the range of contexts in which you elicit language? Bath-time,
shopping, in the park, at the movies, getting dressed, visiting friends
and so on. If you obtained data in this way, future generations would
regard you as a pioneer (says he, just begging for counter-examples).

 

But even if you (or others) did all this, you might still find some of
the desired morphemes missing from your dataset. And then you might
consider going back to try those contexts again at different times. Or
extending the range of contexts even further. But even then, you may
well face the conundrum of simply not being able to elicit all the
knowledge in the child's head at a given time versus the (very real)
possibility that some of that knowledge is not there yet. Sorry not to
be more optimistic, but there are very real methodological limits placed
on us which go beyond the temptation to make children speak........

 

Regards,

 

Matthew Saxton.

 

 

*********************************************************************

 

Matthew Saxton MA, MSc, DPhil

School of Psychology and Human Development,

Institute of Education,

25 Woburn Square,

London,

WC1H 0AA.

U.K.

 

Tel: +44 (0) 20 7612 6509

Fax: +44 (0) 20 7612 6304

 

http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248

www.ioe.ac.uk <http://www.ioe.ac.uk> 

________________________________

From: info-childes at mail.talkbank.org
[mailto:info-childes at mail.talkbank.org] On Behalf Of Fatima Basaffar
Sent: 27 November 2006 05:07
To: info-childes at mail.talkbank.org
Subject: Verb Inflections and 2 years old

 

Hello Everybody,

I'm working on the acquisition of verb inflections in Arabic by 2-4
years
old children. I'm at the data collection stage. 

Since Arabic is a highly inflected language, it didn't prove to be an
easy
task to elicit all verb inflections required. I'm using both
naturalistic
and experimental methods in which I have  pair of pictures, a picture
story, a 3 minutes video-clip presenting cartoon figures performing
actions and puppets.
The problem I'm facing  is in  dealing with 2 years old children.

Does anyone know of some good ideas to  make them talk?
Thanks, 
Fatima 







________________________________

Express yourself instantly with MSN Messenger! MSN Messenger
<http://g.msn.com/8HMAEN/2734??PS=47575>  Download today it's FREE!

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From geokimm at sbcglobal.net  Tue Nov 28 19:04:37 2006
From: geokimm at sbcglobal.net (Geo Kimmerling)
Date: Tue, 28 Nov 2006 11:04:37 -0800
Subject: No subject
Message-ID: <TUE.28.NOV.2006.110437.0800.GEOKIMM@SBCGLOBAL.NET>

Hello.
  I am a graduate student doing a paper in which 
  I must cull recent research on the cognitive changes a child 
undergoes when learning two languages as a simultaneous bilingual versus a 
sequential bilingual.  I am also interested in the neural changes that take 
place when an adult learns a second language.  Are there any references 
you can share with me?
  Thank you.
  Naomi Kimmerling
  Joint-Credential and Master's candidate
  San Francisco State University
  omikimm at sfsu.edu
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From cchaney at sfsu.edu  Tue Nov 28 23:15:11 2006
From: cchaney at sfsu.edu (Carolyn Chaney)
Date: Tue, 28 Nov 2006 15:15:11 -0800
Subject: bibs
Message-ID: <TUE.28.NOV.2006.151511.0800.CCHANEY@SFSU.EDU>

I've been trying to access the child language bibliographies at:   
http://twinkle.psy.cmu.edu/RIS/RISWEB.ISA    and also:   
childes.psy.cmu.edu/bib.  But I'm not getting any response.  Have the  
bibs been moved?

Carolyn Chaney
cchaney at sfsu.edu

> "Tell me, what is it you plan to do with your one wild and precious  
> life?"
>  	--Mary Oliver
>


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From dolores888 at hotmail.com  Wed Nov 29 16:15:04 2006
From: dolores888 at hotmail.com (dolores ma)
Date: Wed, 29 Nov 2006 17:15:04 +0100
Subject: clan output: mlu
Message-ID: <WED.29.NOV.2006.171504.0100.DOLORES888@HOTMAIL.COM>

Hi,

We're new using clan. We're trying to get an output for mlu but we get the 
message:
"> mlu +t*CHI 0042.cha
No file matching 0042.cha found.
Try using "accept all" command."

We work on a windows pc. The steps we follow are:
1.open clan and file 0042.cha
2.type: mlu +t*CHI 0042.cha
3.run

Any suggestions for the cause of not getting the output?
Thanks!
Dolores

_________________________________________________________________
Un amor, una aventura, compañía para un viaje. Regístrate gratis en MSN Amor 
& Amistad. http://match.msn.es/match/mt.cfm?pg=channel&tcid=162349


From csilva at usc.edu  Wed Nov 29 17:46:34 2006
From: csilva at usc.edu (Carmen Silva-Corvalan)
Date: Wed, 29 Nov 2006 09:46:34 -0800
Subject: ser-estar-be study
Message-ID: <WED.29.NOV.2006.094634.0800.CSILVA@USC.EDU>

I am currently examining data from a Spanish-English bilingual infant (1;6-3;6) to study the acquisition of the opposition “ser-estar” (with a secondary focus on “be”). I have found a good number of studies of “ser-estar” acquisition by L2 adult learners but nothing on early acquisition by developing bilingual or Spanish monolingual children (one exception is a study being done in Mexico under the direction of Cecilia Rojas Nieto).

I would be grateful for any bibliographic suggestions on the acquisition of “ser-estar-be” by bilingual infants, and “ser-estar” by monolingual infants.

Carmen Silva-Corvalán

---------------------------------------------------
Professor of Spanish and Linguistics
University of Southern California


From nratner at hesp.umd.edu  Wed Nov 29 18:10:29 2006
From: nratner at hesp.umd.edu (Nan Ratner)
Date: Wed, 29 Nov 2006 13:10:29 -0500
Subject: ser-estar-be study
Message-ID: <WED.29.NOV.2006.131029.0500.NRATNER@HESP.UMD.EDU>

We actually had a pre-candidacy paper written on this topic using Mexican Spanish-speaking monolingual children many years ago by Catalina Johnson. I can try to find the hard copy and send it. We have lost track of Ms. Johnson. If I find the copy, I will send you info off list to get your mailing address.

Nan Ratner

Nan Bernstein Ratner, Professor and Chairman
Department of Hearing and Speech Sciences
0100 Lefrak Hall
University of Maryland
College Park, MD 20742
nratner at hesp.umd.edu
http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm
301-405-4213
301-314-2023 (fax)

>>> Carmen Silva-Corvalan <csilva at usc.edu> 11/29/06 12:46 PM >>>
I am currently examining data from a Spanish-English bilingual infant (1;6-3;6) to study the acquisition of the opposition “ser-estar” (with a secondary focus on “be”). I have found a good number of studies of “ser-estar” acquisition by L2 adult learners but nothing on early acquisition by developing bilingual or Spanish monolingual children (one exception is a study being done in Mexico under the direction of Cecilia Rojas Nieto).

I would be grateful for any bibliographic suggestions on the acquisition of “ser-estar-be” by bilingual infants, and “ser-estar” by monolingual infants.

Carmen Silva-Corvalán

---------------------------------------------------
Professor of Spanish and Linguistics
University of Southern California


From annabelledavid at hotmail.com  Thu Nov 30 09:22:30 2006
From: annabelledavid at hotmail.com (Annabelle David)
Date: Thu, 30 Nov 2006 09:22:30 -0000
Subject: EuroSLA 2007: Call for papers
In-Reply-To: <BAY113-F3368B8335A4658C8DA61149BE40@phx.gbl>
Message-ID: <THU.30.NOV.2006.092230.0000.ANNABELLEDAVID@HOTMAIL.COM>

EuroSla 2007

 

Call for papers

 

The 17th Annual Conference of the European Second Language Association will be organized by Newcastle University, UK.

 

11- 14 September 2007 

 

THEME OF THE CONFERENCE: Interfaces in Second Language Acquisition Research

 

Plenary speakers

 

- Judith Kroll, Pennsylvania State University, USA

- Christophe Pallier, Cognitive Neuroimaging Research Unit, INSERM, Paris, France

- Manfred Pienemann, Newcastle University, UK / Paderborn University, Germany

- Natascha Müller, University of Wuppertal, Germany

 

 

ABSTRACT SUBMISSION INFORMATION:

 

Proposals for papers, posters and thematic colloquia on any aspect of second language 

acquisition research are invited. All topics in the field of second language acquisition 

will be considered. Priority will be given to abstracts that discuss the theme of the 

conference. All submissions will be reviewed anonymously and evaluated in terms of 

originality, clarity, and significance of findings and conclusions.

 

Each author may submit no more than one individual and one co-authored abstract. The 

paper must not have been previously published.

 

INDIVIDUAL PAPERS will be 30 minutes (20 minutes for presentation plus 10 minutes for 

discussion).

 

POSTERS are intended as a separate format for compact research reports.

 

THEMATIC COLLOQUIA will take place in a three-hour slot (parallel sessions). A thematic 

colloquium will focus on one specific topic and will bring together key contributions to 

the topic.

 

Submissions for papers and posters should include the following:

 

1. Title of the paper,

2. Name and affiliation of the author(s),

3. Abstract of 300 words (excluding references and the title),

4. First author's postal address,

5. First author's e-mail address,

6. Type of presentation intended: please indicate whether you would like your proposal to be considered for a paper, a poster or both. 

 

 

 

 

Submissions for thematic colloquia should be marked as such and should include the following:

 

1. Title of the colloquium,

2. Name and affiliation of the convener(s),

3. Abstract of 500 words explaining the rationale of the colloquium, 

4.  Abstracts of the individual presentations (including names of authors and 

affiliations) (300 words each),

5. Convener's postal address,

6. Convener's e-mail address,

 

-        All submissions will be confirmed by e-mail.

 

-        Notifications of acceptance will be sent by 15 March 2007.

 

 

DOCTORAL STUDENT WORKSHOPS

EUROSLA 17 will also include a doctoral student workshop which is intended to serve as a platform (and encouraging environment) for the discussion of ongoing PhD research (on any aspect of SLA). PhD students are invited to submit an abstract of a 15 minute presentation focusing on theoretical or methodological issues. Presenters in this category should send a copy of their presentation to the discussant one month before the conference. This will form the basis of the 15 minute feedback/ discussion session. 

The top 5 submissions will receive a prize consisting of free registration for the conference, a book of their choice to be presented publicly during the conference, and €200. 

Submissions for the doctoral student workshop should include the following:

1. Title of the paper

2. Name and affiliation of the author

3. Abstract of 300 words

4. Author's postal address

5. Author’s e-mail address

 

 

Language policy and publication of papers

 

Following the EUROSLA association policy, EUROSLA 2007 will be a multilingual conference. Presentation in any European language is acceptable. However, abstracts must be written in English. A selection of papers presented at Eurosla 2007 will be included in the 

EUROSLA Yearbook, published in English by John Benjamins Publishing Company.

 

Please send all submissions to: eurosla17 at newcastle.ac.uk 

 

- Deadline for abstract submissions:                   15 February 2007

- Notification of acceptance:                             15 March 2007

 

Conference website: http://www.ncl.ac.uk/niassh/eurosla17   

 

EUROSLA 2007 Organization Committee, Newcastle University, UK

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From roberts at mail.fpg.unc.edu  Thu Nov 30 17:52:04 2006
From: roberts at mail.fpg.unc.edu (Joanne Roberts)
Date: Thu, 30 Nov 2006 12:52:04 -0500
Subject: Language Research Positions at UNC-Chapel Hill
Message-ID: <THU.30.NOV.2006.125204.0500.ROBERTS@MAIL.FPG.UNC.EDU>

Language research positions available on multidisciplinary research 
studies at the Frank Porter Graham Child Development Institute at the 
University of North Carolina.

1.  Three full time positions at the post-doctoral, doctoral, masters, 
and undergraduate level are available. NIH supported study comparing the 
language development of children with fragile X syndrome, autism, or 
Down syndrome.  One post doctoral position available January 1, 2007. 
2.  One full time position at the doctoral, masters, or undergraduate 
level.  Maternal and Child Health Bureau supported study examining the 
role of language, ethnic solicitation, and peer relations in the school 
success of African American children.

We are looking for individuals who take initiative, pay attention to 
details, and have excellent interpersonal skills.  Training is 
provided.  If interested, please send your resume to Joanne Roberts at 
joanne_roberts at unc.edu and/or call 919-966-7164.  EOE. 

-- 
Joanne E. Roberts, Ph.D.
Senior Scientist, Professor of Speech and Hearing Sciences
& Research Professor of Pediatrics
Frank Porter Graham Child Development Institute
CB# 8180
UNC Chapel Hill
105 Smith Level Road
Chapel Hill, NC 27599-8180
Phone:  919/966-7164
Fax:   919/966-7532 


From Chris.Letts at newcastle.ac.uk  Thu Nov  2 12:38:44 2006
From: Chris.Letts at newcastle.ac.uk (Chris Letts)
Date: Thu, 2 Nov 2006 12:38:44 -0000
Subject: Update on R9 digital recorder
Message-ID: <THU.2.NOV.2006.123844.0000.CHRIS.LETTS@NEWCASTLE.AC.UK>

I previously reported that we were pleased with the performance of the
EDIROL R9 digital recorder, but had some misgivings about its
construction.

Regrettably these have proven to be well founded - we have been using 2
of these machines for about 3 months now, and both have suffered damage
even through relatively light use and careful handling - it looks like
they are just too flimsy for anything but very controlled use.

Chris Letts,
Technical Site Manager,
KGVI Building,
School of Education, Communication & Language Sciences


From yrose at mun.ca  Thu Nov  2 23:12:12 2006
From: yrose at mun.ca (Yvan Rose)
Date: Thu, 2 Nov 2006 19:42:12 -0330
Subject: Update on R9 digital recorder
In-Reply-To: <37E80E80B681A24B8F768D607373CA800329C9AE@largo.campus.ncl.ac.uk>
Message-ID: <THU.2.NOV.2006.194212.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,

I fully agree with Chris's conclusion about the EDIROL R9.

Looking for alternatives, I found that the M-Audio MicroTrack 24/96  
offers similar features at a similar price, but in what seems to be a  
much sturdier construction. I have not fully tested it yet but based  
on preliminary trials, the device seems promising.

Yvan Rose
Department of Linguistics
Memorial University of Newfoundland


On 2-Nov-06, at 9:08 AM, Chris Letts wrote:

> I previously reported that we were pleased with the performance of the
> EDIROL R9 digital recorder, but had some misgivings about its
> construction.
>
> Regrettably these have proven to be well founded - we have been  
> using 2
> of these machines for about 3 months now, and both have suffered  
> damage
> even through relatively light use and careful handling - it looks like
> they are just too flimsy for anything but very controlled use.
>
> Chris Letts,
> Technical Site Manager,
> KGVI Building,
> School of Education, Communication & Language Sciences
>
>


From jhs at mail.usyd.edu.au  Fri Nov  3 02:46:40 2006
From: jhs at mail.usyd.edu.au (Jane Simpson)
Date: Fri, 3 Nov 2006 13:46:40 +1100
Subject: Edirol R-09 WAV/MP3 Recorder (fwd)
Message-ID: <FRI.3.NOV.2006.134640.1100.JHS@MAIL.USYD.EDU.AU>

Update from Resource network in linguistic diversity list
---------- Forwarded message ----------
Date: Thu, 02 Nov 2006 20:08:07 -0600
From: Bartlomiej Plichta <plichtab at msu.edu>
To: Jane Simpson <jhs at mail.usyd.edu.au>
Cc: Resource-Network-Linguistic-Diversity at unimelb.edu.au
Subject: Re: Edirol R-09 WAV/MP3 Recorder

Hello all,

I would just want to say that having tested most CF audio recorders,
there really is no match for the Tascam HD-P2, if one wants an
all-in-one, inexpensive, portable recorder.

The step up is the line-up offered by Sound Devices. Then, Nagra, if
money is no object. Also, look out for the new Sonosax recorder due out
soon.

Everything else, including Marantz, M-Audio, Edirol, simply does not
qualify as high-precision, reliable instruments that are necessary for
linguistic analysis.

Let's not forget about the importance of picking the right microphone
and using the right recording technique.


Bartek Plichta


From t.marinis at reading.ac.uk  Fri Nov  3 14:56:06 2006
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Fri, 3 Nov 2006 14:56:06 +0000
Subject: Child Language Seminar 2007: call for papers
Message-ID: <FRI.3.NOV.2006.145606.0000.T.MARINIS@READING.AC.UK>

Child Language Seminar
18-20 July 2007
University of Reading, England

Call for Papers ? 30th Child Language Seminar

We are pleased to announce that in 2007 the Child 
Language Seminar will take place from 18-20 July 
2007 at the University of Reading. It will be 
hosted by the School of Psychology & Clinical 
Language Sciences and is being organised by Theo 
Marinis & Vesna Stojanovik (Department of 
Clinical Language Sciences), Carmel Houston-Price 
& Graham Schafer (Department of Psychology), and 
Brian Richards (Institute of Education).

This year?s keynote speakers are:

Anne Baker & Jan de Jong
Department of Language and Literature
Universiteit van Amsterdam

Dorothy Bishop
Department of Experimental Psychology
University of Oxford

Philip Dale
Department of Speech & Hearing Sciences
The University of New Mexico, Albuquerque

Catherine Snow
Harvard Graduate School of Education
Harvard University

The CLS is an interdisciplinary conference 
attracting a diverse audience of among others 
psychologists, linguists and speech and language 
therapists, and provides a forum for research on 
first and second language acquisition in 
typically and atypically developing children. It 
was first held in 1977, so in 2007 it will be the 30th Anniversary of the CLS.

The University of Reading is one of the top 20 
most research-intensive universities in the UK, 
and has a long tradition of research in language 
development. The School of Psychology & Clinical 
Language Science was established in 2005 when the 
Clinical Linguistics section moved to the School 
of Psychology. The School is set on one of the 
most beautiful campuses in the UK, with 320 acres 
of landscaped grounds surrounded by green open spaces, lakes and wildlife.

Reading is the county town of the Royal County of 
Berkshire and is located in the heart of the 
beautiful Thames Valley some 50 kilometres west 
of London. The city is easily accessible by air 
(30 minutes to Heathrow airport via frequent bus 
service to Reading station, and 75 minutes to 
Gatwick airport through a direct rail connection) 
and by rail (25 minutes from London Paddington). 
The M4 motorway provides ready access to London, 
Wales and the South West and there is an express 
coach service to London which also stops outside 
the main gate of the University.

Proposals are invited for papers and posters on 
any topic related to child language development and disorders.

Submission deadline is 1 March 2007

More information about the conference may be found at:

http://www.reading.ac.uk/cls/cls2007.html

Details for submission of abstracts may be found at:

<http://www.reading.ac.uk/cls/abstract.html>http://www.reading.ac.uk/cls/abstract.html


v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^
Dr Theodoros Marinis
School of Psychology and Clinical Language Sciences
University of Reading
Reading RG6 6AL, UK
Tel. +44-118-378 7465
Fax +44-118-378 4693
http://www.rdg.ac.uk/cls/marinis.html
v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^v^
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From hiromori at dc4.so-net.ne.jp  Mon Nov  6 05:07:11 2006
From: hiromori at dc4.so-net.ne.jp (Hirohide Mori)
Date: Mon, 6 Nov 2006 14:07:11 +0900
Subject: JSLS2007 Call For Papers - Deadline January 27
Message-ID: <MON.6.NOV.2006.140711.0900.HIROMORI@DC4.SONET.NE.JP>

**** First Call for Papers: JSLS2007*****

The Japanese Society for Language Sciences (JSLS) invites proposals for our
Ninth Annual International Conference, JSLS 2007. JSLS2007 will be held at
Miyagi Gakuin Women's University in Sendai, Japan. We welcome three types of
proposals: (1) symposium (themed panel), (2) paper (oral presentation), and
(3) poster. Our plenary speakers will be Andrea Moro (University
"Vita-salute" San Raffaele) and Yasuhiro Ichida (National Rehabilitation
Center for Persons with Disabilities).

JSLS2007 Conference Committee Chairpersons
Noriaki Yusa (Miyagi Gakuin Women's University) 
Hirohide Mori (Nihon University)

------------------------------------------------------------------------
Conference Dates: 
July 7 (Saturday) - 8 (Sunday), 2007

Location: 
Miyagi Gakuin Women's University (Sendai, Japan)

Submission Deadline: 
All submissions should be e-mailed by January 26 (Friday), 2007, Japan
Standard Time.

Submission guidelines are available on the JSLS website at:
http://jchat.cyber.sccs.chukyo-u.ac.jp/JSLS/index.html

All questions regarding the JSLS 2007 conference should be addressed to:
Kei Nakamura (kei at aya.yale.edu), JSLS 2007 Conference Coordinator 


From bartsch at zas.gwz-berlin.de  Mon Nov  6 14:46:56 2006
From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de)
Date: Mon, 6 Nov 2006 14:46:56 GMT
Subject: CfP - The Lexical Bases of Grammar: Issues on the Lexis-Grammar
 Interface
Message-ID: <MON.6.NOV.2006.144656.GMT.>

Dear all, 

I am pleased to invite you to submit an abstract for the session 

THE LEXICAL BASES OF GRAMMAR: ISSUES ON THE LEXIS-GRAMMAR INTERFACE 

planned for the 

2nd International Conference of the
Association Fran?aise de Linguistique Cognitive
Lille, May 10th-12th, 2007 


Note that deadline for **abstract sumission** is December 5th, 2006. 

Please notify me about your **intention to submit an abstract** by November 
20th, 2006. 

For more details, see please the invitation and Call for Papers below. 

Best regards,
Susanna 

 

Paper Session 

THE LEXICAL BASES OF GRAMMAR: ISSUES ON THE LEXIS-GRAMMAR INTERFACE 

Organisator:
Susanna Bartsch
Centre for General Linguistics, Typology, and Universals Research
Berlin
bartsch at zas.gwz-berlin.de 

planned for the 

2nd International Conference of the
Association Fran?aise de Linguistique Cognitive (AFLiCo)
University of Lille 3, Lille, France
10-12 May 2007 

 

RECENT BACKGROUND AND INVITATION 

At the the 2nd International Conference of the German Cognitive Linguistics 
Association, Munich, October 5th-7th, 2006, the theme session "Lexical 
Bootstrapping in Child Language Acquisition and Child Conceptual 
Development" took place as one of the first events dedicated to the 
discussion on the central role of lexis for the whole of language 
development. It is planned to continue this discussion in an edited paper 
collection (Bartsch & Bittner, in prep.) to appear in the Cognitive 
Linguistics Research series. 

After the success of the Lexical Bootstrapping session, I would like now to 
invite scholars interested in an enlarged discussion on the lexical bases of 
grammar from the perspectives of language development, evolution, diachrony, 
synchrony, as well as human and machine processing. 

For this discussion, a proposal for a special session to be held at the 2nd 
International Conference of the Association Fran?aise de Linguistique 
Cognitive (AFLiCo), Lille, May 10th-12th, 2007, is currently under review. 

 

THEORETICAL BACKGROUND AND DESCRIPTION 

Linguistic research has been for several decades determined by generative 
axioms about modularity of cognition and of linguistic domains, autonomy and 
primacy of syntax over lexis and the rather epiphenomenal nature of lexis 
and semantics. 

However, over the last 2-3 decades, empirical research (especially the one 
done within functionalist-cognitivist frameworks) has provided mounting 
evidence for the notion that language cannot be properly studied from a 
?syntactocentric? perspective (to use a term coined by Jackendoff 1997), 
i.e., without considering the interplay between linguistic domains, the 
interplay between lexical semantics and grammar, and the central role lexis 
plays therein. 

For instance, from the developmental perspective, the empirical work of 
Elizabeth Bates and associates has been crucial for the view on the 
?emergence of grammar from the lexicon? (Bates & Goodman 1999; also see 
Bates, Bretherton, & Snyder 1987; and, as examples for more recent studies 
inspired by Bates? work, Kauschke 2000; and Bassano, Laaha, Maillochon, & 
Dressler 2004). This is also the idea underlying the Lexical Bootstrapping 
Hypothesis (LBH), i.e., the hypothesis 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, as well as, in later developmental 
stages, for the enhancement of other linguistic abilities (Bartsch 2006, 
Bartsch in prep.). 

But LBH can be situated within a language-general lexicalist hypothesis in 
that it attributes a fundamental role to lexis over grammar (strong 
version), resp. a continuity or complex interplay of lexis and grammar (weak 
version), not only in language development, but also in evolution, 
diachrony, synchrony, as well as human and machine processing. The 
lexicalist hypothesis is in line with an increasing corpus of empirical 
findings, theoretical proposals and methodological approaches from the last 
decades, such as the following: 

a) Developmental Perspective:
 - lexical bootstrapping (grammar from lexis) (see studies mentioned above);
 - syntactic bootstrapping (lexis from grammar) (Landau & Gleitman 1985; Lee 
& Naigles 2005). 

b) Diachronic Perspective:
 - lexico-semantic evolution shapes and determines grammaticalisation 
processes (Lemmens 1999; Bybee 2005);
 - grammaticalisation (grammar from lexis) and lexicalisation (lexis from 
grammar) as complementary bidirectional processes (Brinton & Traugott 2005). 

c) Synchronic Perspective:
 - lexico-semantic structures constrain constructional possibilities (Lemmens 
1998);
 - merely methodological/terminological, but by no means ontological, 
differentiation between lexis and grammar (K?ller 2004);
 - grammar as an outcome of lexical structure in language use (Hoey 2005);
 - grammatical investigation by means of the ?method of lexical exceptions? 
(Beedham?s 2005). 

d) Human Language Processing:
 - interplay of ?lexical and structural effects? in infant speech perception 
(H?hle, Schmitz, Santelmann, & Weissenborn, 2006 to appear);
 - ?lexical and referential influences? in sentence processing by humans 
(Kidd & Bavin 2005). 

e) Computer Modelling:
 - grammar as an outcome of lexical structure in connectionist modelling of 
language development (Howell & Becker under review);
 - ?coevolution of lexicon and syntax? in connectionist modelling of language 
evolution (phylogeny) (Gong & Wang 2005). 

These and other studies have repeatedly confirmed Jackendoff?s view of 
?syntactocentrism? as a ?scientific mistake? (Jackendoff 2003: 654), as 
?just an assumption that itself was partly a product of historical accident? 
(Jackendoff 1997: 19), even though Jackendoff?s motivations and goals are 
somewhat different from the ones to be pursued in this theme session. 

This special session is intended as a forum for discussion on the general 
lexicalist theory of language in its strong and weak versions, from the 
perspectives just mentioned. 

The individual contributions should focus on the following general questions 
(for instance, as discussed in the studies mentioned above): 

1) How, concerning which aspects, and to which extent are grammatical 
categories and structures shaped and determined by lexico-semantic 
categories and structures (lexicalist view)? 

2) How, concerning which aspects, and to which extent are lexico-semantic 
categories and structures shaped and determined by grammatical categories 
and structures (?syntactocentric? view)? 

3) Are the lexicalist and the ?syntactocentric? view compatible with each 
other? And if so, how, concerning which aspects, and to which extent? 

The session is intended to have at least one contribution focussing on 
aspects of one of these areas:
 - child language development
 - language change
 - language evolution
 - synchrony
 - human language processing
 - machine language processing. 

Papers combining one of these areas with computer modelling or 
neurolinguistic investigations, as well as offering a survey on the research 
relevant for their respective areas are especially encouraged. The papers 
might focus on the researcher?s original empirical research, on theoretical 
synthesising reflexions reviewing a corpus of empirical research, as well as 
on methodologies. 

The papers will be 20 minutes for presentation plus 10 minutes for 
discussion. In addition, one slot (30 minutes) at the end of the session 
will be reserved to a general discussion. 

 

GUIDELINES FOR ABSTRACT SUBMISSION 

Please send your abstracts according to the following specifications:
 - detailed abstracts (about 1000 words) plus complete list of references 
and, where it applies, tables, diagrams, and the like;
 - including your name, affiliation, and e-mail address;
 - indicating the equipment needed (lap-top, digital projector, over-head 
projector, other)
 - paper size: A4
 - font: Times New Roman 12 pt
 - all margins: 3 cm
 - space between lines: simple space
 - space between paragraphs: 6 pt
 - in English or French
 - as doc or rtf file
 - as e-mail attachment only
 - to my e-mail adress: bartsch at zas.gwz-berlin.de 

 

IMPORTANT DATES
 - deadline for abstract submission: December 5th, 2006
 - acceptance notification: December 20th, 2006
 - deadline for sending ppt presentations in advance: May 7th, 2007
 - registration & welcome reception: May 9th, 2007, from 17h00
 - conference: May 10th-12th, 2007 

 

PUBLICATION 

I intend to check the possibility of publishing an edited collection with 
the presented papers. 

 

REFERENCES 

Bartsch, S. (2006). Introducing and situating the lexical bootstrapping 
hypothesis (LBH) in theories of language and language development. Paper 
presented at 2nd International Conference of the German Cognitive 
Linguistics Association (GCLA), Munich, October 5-7, 2006. 

Bartsch, S. (in prep.). Introducing and situating the lexical bootstrapping 
hypothesis (LBH) in theories of language and language development. 
Introductory chapter for Bartsch & Bittner (ed.) (in prep.). 

Bartsch, S. & Bittner, D. (eds.) (in prep.). Lexical Bootstrapping in Child 
Language Development. Cognitive Linguistics Research series. Mouton de 
Gruyter. 

Bassano, D., Laaha, S., Maillochon, I., & Dressler, W. U. (2004). Early 
acquisition of verb grammar and lexical development: Evidence from 
periphrastic constructions in French and Austrian German. First Language, 
24(1), pp. 33?70. 

Bates, E., Bretherton, I., & Snyder, L. (1988). From First Words to Grammar: 
Individual Differences and Dissociable Mechanisms. Cambridge: Cambridge 
Univ. Press. 

Bates, E., & Goodman, J. C. (1999). On the emergence of grammar from the 
lexicon. In B. MacWhinney (Ed.), The Emergence of Language (pp. 29?79). 
Mahwah, NJ: Erlbaum. 

Beedham, C. (2005). Language and meaning: The structural creation of 
reality. Studies in functional and structural linguistics, 55. Amsterdam: 
Benjamins. 

Brinton, L. J., & Traugott, E. Closs. (2005). Lexicalization and language 
change. Cambridge UK; New York: Cambridge University Press. 

Bybee, J. L. (2005). Implications of grammaticalization for a theory of 
language. Paper presented at the 10th International Congress of the 
International Association for the Study of Child Language (IASCL), Berlin, 
July 25-29, 2005. 

Gong, T. & Wang, W. S.-Y. (2005). Computational modelling on language 
emergence: A coevolution model of lexicon, syntax and social structure. 
Language and Linguistics, 6(1), pp. 1-42. 

H?hle, B., Schmitz, M., Santelmann, L. M., & Weissenborn, J. (2006, to 
appear). The recognition of discontinuous verbal dependencies by German 
19-month-olds: Evidence for lexical and structural influences on children's 
early processing capacities. Language and Language Development. 

Hoey, M. (2005). Lexical Priming: A New Theory of Words and Language. 
London: Routledge. 

Howell, S. R., & Becker, S. (under review). Grammar from the lexicon: 
Evidence from neural network simulations of language acquisition. Language 
and Speech. 

Jackendoff, R. (1997). The architecture of the language faculty. MIT Press. 

Jackendoff, R. (2003).Pr?cis of Foundations of language: Brain, meaning, 
grammar, evolution. Behavioral and Brain Sciences, 26, 651-707. 

Kauschke, Christina (2000): Der Erwerb des fr?hkindlichen Lexikons. Eine 
empirische Studie zur Entwicklung des Wortschatzes im Deutschen. T?bingen: 
Narr. 

Kidd, E. & Bavin, E. (2005). Lexical and referential influences on on-line 
sentence processing: A comparison of school-agend and adults. IASCL 
Conferene, Berlin, July 2005. 

K?ller, W. (2004). Perspektivit?t und Sprache: Zur Struktur von 
Objektivierungsformen in Bildern, im Denken und in der Sprache. Berlin; New 
York: Walter de Gruyter. 

Landau, B., & Gleitman, L. R. (1985). Language and experience. Cambridge, 
MA: Harvard University Press. 

Lee, J. N. & Naigles, L. R. (2005). The input to verb learning in Mandarin 
Chinese: A role for syntactic bootstrapping. Developmental Psychology, 
41(3), pp. 529-540. 

Lemmens, M. (1998)  Lexical Perspectives on Transitivity and Ergativity. 
Causative Constructions in English. [Current Issues in Linguistic Theory 
166] Amsterdam & Philadelphia: John Benjamins, . 

Lemmens, M. (1999). Diachronic perspectives on lexical and constructional 
interdependency in English, 6th ICLC, Stockholm, Sweden. 

************************************************************************** 

Susanna Bartsch
https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/
Zentrum f?r allgemeine Sprachwissenschaft, Typologie und 
Universalienforschung (ZaS)
Centre for General Linguistics, Typology, and Universals Research
J?gerstr. 10-11
10117 Berlin
Germany
Tel. +49 (0)30 20192562


From yrose at mun.ca  Mon Nov  6 22:13:41 2006
From: yrose at mun.ca (Yvan Rose)
Date: Mon, 6 Nov 2006 18:43:41 -0330
Subject: Perception on complex onsets
Message-ID: <MON.6.NOV.2006.184341.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,
We are currently looking at data that suggest an asymmetry between  
the behaviours of /kl/ and /gl/ clusters in a young French-learning  
child. The asymmetry goes as follows:

/kl/ -> [k]/[kl]
/gl/ -> [l]

These data are difficult to explain from a representational  
perspectives (the clusters should share similar prosodic  
representations) and cannot be explained through a statistical  
account. We are now entertaining the possibility that perceptual  
factors may play a role.

If you could suggest references about the perception of such  
clusters, or of velars and liquids in general, we would most  
appreciate it. We will of course collate the results and report them  
back to the list for your interest.

Thank you very much in advance,
Yvan Rose (& Christophe dos Santos)


From alleng at msu.edu  Mon Nov  6 22:33:37 2006
From: alleng at msu.edu (George Allen)
Date: Mon, 6 Nov 2006 17:33:37 -0500
Subject: Perception on complex onsets
In-Reply-To: <9C1E6F1A-D052-45C7-B29D-C7E9938D9325@mun.ca>
Message-ID: <MON.6.NOV.2006.173337.0500.ALLENG@MSU.EDU>

Dear Yvan,

Might it have something to do with the problem I identified in my earlier paper?

How the young French child avoids the pre-voicing problem for
word-initial voiced stops. J Child Lang. 1985 Feb;12(1):37-46.

George Allen

-- 
George Allen, PhD, Professor
Michigan State University, East Lansing, MI 48824
Email: alleng at msu.edu; Voice: 517.353.5976; Fax: 517.353.9553


On 11/6/06, Yvan Rose <yrose at mun.ca> wrote:
> Dear Info-CHILDES members,
> We are currently looking at data that suggest an asymmetry between
> the behaviours of /kl/ and /gl/ clusters in a young French-learning
> child. The asymmetry goes as follows:
>
> /kl/ -> [k]/[kl]
> /gl/ -> [l]
>
> These data are difficult to explain from a representational
> perspectives (the clusters should share similar prosodic
> representations) and cannot be explained through a statistical
> account. We are now entertaining the possibility that perceptual
> factors may play a role.
>
> If you could suggest references about the perception of such
> clusters, or of velars and liquids in general, we would most
> appreciate it. We will of course collate the results and report them
> back to the list for your interest.
>
> Thank you very much in advance,
> Yvan Rose (& Christophe dos Santos)
>
>


From cam47 at psu.edu  Mon Nov  6 22:37:27 2006
From: cam47 at psu.edu (CAROL A MILLER)
Date: Mon, 6 Nov 2006 17:37:27 -0500
Subject: No subject
Message-ID: <MON.6.NOV.2006.173727.0500.CAM47@PSU.EDU>

I am out of town and may not have an opportunity to read or 
respond to electronic mail until Tuesday Nov. 7.

Thanks for your patience, I'll reply as soon as I can.

Carol  


From mfleck at cs.uiuc.edu  Tue Nov  7 16:34:45 2006
From: mfleck at cs.uiuc.edu (Margaret Fleck)
Date: Tue, 7 Nov 2006 10:34:45 -0600
Subject: recording
In-Reply-To: <Pine.GSO.4.58.0611031345340.2338@extro.ucc.usyd.edu.au>
Message-ID: <TUE.7.NOV.2006.103445.0600.MFLECK@CS.UIUC.EDU>

BTW:   there are now some lightweight ear-mounted mics on the market,
i.e. like the ones for cell phones, but with a normal jack.  For adults,
I've been told they are unobtrusive to the user and avoid issues of
noise from clothing, breathing, etc.   Obviously not suitable for
little children, but might work for some larger ones.   I'm not
sure.   But I thought I'd pass it on.

Margaret


From stemberg at interchange.ubc.ca  Wed Nov  8 01:49:48 2006
From: stemberg at interchange.ubc.ca (Joe Stemberger)
Date: Tue, 7 Nov 2006 17:49:48 -0800
Subject: Perception on complex onsets
In-Reply-To: <9C1E6F1A-D052-45C7-B29D-C7E9938D9325@mun.ca>
Message-ID: <TUE.7.NOV.2006.174948.0800.STEMBERG@INTERCHANGE.UBC.CA>

Hi, Yvan.

I presented a paper on cluster perception in adult English about 20 
years ago, but it has never been written up and published (the first 
author went off into industry and took the poster materials with him, 
so...):

Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition of 
consonant clusters". Paper presented at the meeting of the Acoustical 
Society of America, Miami, November.

We had all possible English onsets followed by the vowel /a/ with no 
coda:  /ba, bla, bra, pa, .../
People were free to wrote down exactly what consonants they heard (if any).
We looked at the speech in quiet (as recorded, with stimuli normalized 
for loudness), and with signal-to-noise ratios of +10dB, +5dB, and 0dB.

I went back and looked at the results with your /gl/ question in mind.

There basically is no effect of place or voicing in stops in quiet, 
+10dB, or +5dB --- except for a lot of error on /bla/ (perceived as /la/ 
or less commonly /wa/). No special error rates on velars.

At 0dB, though, the error rates shot way up for all clusters starting 
with /g/ (/gla, gra, gwa/), and for /dwa/; errors in which subjects 
reported just the second consonant accounted for about 25% of trials.
Similar errors for /kla, kra, kwa/ occurred at about 5% of trials.
(And /twa/ was perceived as /wa/ 12% of the time.)
And rates of similar errors on /bra/ and /dra/ were also at 5% (though 
/bla/ also had 15% of trials perceived as /wa/).

So there wasn't anything to pull out /gl/ as special, but a general 
problem with /g/, plus a few other difficult clusters.

Of course, the phonetics of English /kl/ and /gl/ is different from in 
French, so I'm not sure how well this generalizes.


On the non-perceptual side:
Voicing is phonetically hardest to produce in velars, and it's common 
for English-learning children to have [k] but not [g].
Even if this child has [g] for singleton onsets, perhaps the reduction 
of this cluster to [l] might be a reflection of the difficulty of [g]?


---Joe Stemberger
Linguistics
UBC



Yvan Rose pravi:
> Dear Info-CHILDES members,
> We are currently looking at data that suggest an asymmetry between the 
> behaviours of /kl/ and /gl/ clusters in a young French-learning child. 
> The asymmetry goes as follows:
> 
> /kl/ -> [k]/[kl]
> /gl/ -> [l]
> 
> These data are difficult to explain from a representational perspectives 
> (the clusters should share similar prosodic representations) and cannot 
> be explained through a statistical account. We are now entertaining the 
> possibility that perceptual factors may play a role.
> 
> If you could suggest references about the perception of such clusters, 
> or of velars and liquids in general, we would most appreciate it. We 
> will of course collate the results and report them back to the list for 
> your interest.
> 
> Thank you very much in advance,
> Yvan Rose (& Christophe dos Santos)
> 
> 


From yrose at mun.ca  Thu Nov  9 09:07:06 2006
From: yrose at mun.ca (Yvan Rose)
Date: Thu, 9 Nov 2006 05:37:06 -0330
Subject: Perception of complex onsets - Summary
In-Reply-To: <455137BC.7050801@interchange.ubc.ca>
Message-ID: <THU.9.NOV.2006.053706.0330.YROSE@MUN.CA>

Dear Info-CHILDES members,

Thank you very much to everyone listed below for their useful input.  
Here is a brief summary of the suggestions received.

--The asymmetry between target gl and kl clusters is attested in  
children learning languages other than French such as Dutch and English.

--g is typologically more marked than other (voiced and voiceless)  
stop consonants.

--g is articulatorily more difficult to produce than k.

--The phonetics of French may make the perception of gl clusters  
particularly challenging because of the prevoicing of the voiced  
velar and its release into l (which is a 'clear' l).

--The pattern may be related to some particular OCP(voicing) or other  
sequence constraint.

--The pattern may be similar to the asymmetry between final nt and nd  
clusters, which has already been related to perceptual factors.

References suggested:
--Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
--Jongstra, Wenckje. PhD Thesis, UToronto
--Braine (1974) - Language
--Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  
of consonant clusters". Paper presented at the meeting of the  
Acoustical Society of America, Miami, November.
--Gamkrelidze (1975, Lingua)
--Maddieson (1984) Patterns of Sounds

Contributors:
--George Allen
--Barbara Bernhardt
--David Ingram
--Ron Smyth
--Joe Stemberger
--Marilyn Vihman

Best regards,
Yvan (& Christophe)


From msninio at pluto.mscc.huji.ac.il  Thu Nov  9 18:31:12 2006
From: msninio at pluto.mscc.huji.ac.il (Anat Ninio)
Date: Thu, 9 Nov 2006 20:31:12 +0200
Subject: NEW BOOK
Message-ID: <THU.9.NOV.2006.203112.0200.MSNINIO@PLUTO.MSCC.HUJI.AC.IL>

Dear Friends and Colleagues,

I'm very happy to be able to announce the publication of my new book by 
Oxford University Press.  It is entitled "Language and the Learning 
Curve - A new theory of syntactic development" and a description of it 
can be found on the publisher's on-line catalogue at 
http://www.oup.com/uk/catalogue/?ci=9780199299812

I hope you'll like it!

Anat Ninio


From macw at cmu.edu  Thu Nov  9 22:20:53 2006
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 9 Nov 2006 17:20:53 -0500
Subject: new corpus from Manchester
Message-ID: <THU.9.NOV.2006.172053.0500.MACW@CMU.EDU>

Dear Info-CHILDES,
     I am happy to announce the addition to CHILDES of a new corpus
from adolescents with Specific Language Impairment (SLI) from Gina
Conti-Ramsden and Ludovica Serratrice at Manchester.  The study
includes 19 adolescents aged 13-15 and 99 normal controls.  The
participants were involved in both a narrative (frog story) and a
spontaneous conversation.  The new corpus is called Conti4, since it
is the fourth corpus contributed by Gina Conti-Ramsden and her co-
workers!

--Brian MacWhinney


From marta.casla at uam.es  Fri Nov 10 10:32:41 2006
From: marta.casla at uam.es (Marta Casla)
Date: Fri, 10 Nov 2006 11:32:41 +0100
Subject: Call for Papers: Linguistic Ethnography Seminar:
Message-ID: <FRI.10.NOV.2006.113241.0100.MARTA.CASLA@UAM.ES>

Dear Everyone, below you have the call for a seminar we are organizing next 
spring (sorry for cross-posting). Please share the information with 
colleagues and do not hesitate to contact me if you have any questions.

Thanks
David Poveda
--------------------------------

Linguistic Ethnography Seminar

Theme: "Linguistic ethnographies of children and youth"
Date: 14 April 2007
Location: Universidad Aut?noma de Madrid, Madrid (Spain)

  The aim of the seminar is to present and discuss work focusing on any 
empirical, theoretical or methodological issue arising when conducting 
linguistic ethnographic research with children and youth as the main 
participants. We welcome proposals that deal with any of the above issues 
in a variety of social, institutional and cultural contexts. A theme that 
we hope to explore during the seminar are the possible relationships 
between linguistic ethnography focused on children and youth and other 
disciplines working with similar interests such as developmental 
psychology, education or child studies.

If you would like to present a paper at the seminar please send an e-mail 
message to David Poveda (see below for full contact details) with an 
abstract of about 300 words with a title and full contact details before 
January 8th 2007. A full program will be circulated about February 15th 
2007 with information regarding registration, venue and other practical 
matters of interest for those who wish to attend the seminar. For any 
questions do not hesitate to contact any of the organizers.

David Poveda (david.poveda at uam.es)
Marta Casla (marta.casla at uam.es)
Ana Mar?a Rela?o-Pastor (may.relano at uam.es)

David Poveda
Departamento de Psicolog?a Evolutiva y de la Educaci?n
Facultad de Psicolog?a
Universidad Aut?noma de Madrid
Campus de Cantoblanco
28049 Madrid
Espa?a

correo-e: david.poveda at uam.es
tlf: (34) 91-497-3250
http://www.uam.es/david.poveda

Papeles de Trabajo sobre Cultura, Educaci?n y Desarrollo Humano
Working Papers on Culture, Education and Human Development
<http://www.uam.es/ptcedh>http://www.uam.es/ptcedh


From kmandriacchi at facstaff.wisc.edu  Fri Nov 10 16:27:40 2006
From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI)
Date: Fri, 10 Nov 2006 10:27:40 -0600
Subject: Bilingual (S/E) SALT
Message-ID: <FRI.10.NOV.2006.102740.0600.KMANDRIACCHI@FACSTAFF.WISC.EDU>

New!  Only $79.  Bilingual (S/E) SALT has just been added to the SALT family.  Collect short samples from bilingual (Spanish/English) children retelling the story ?Frog, Where Are You?? (Mayer, 1980).  Compare these samples with age or grade-matched peers retelling the same story.  The TX ELL database, used for this comparison, contains Spanish and English samples from 798 typical, bilingual children in grades K-3, ages 5;5 ? 9;10.  Bilingual (S/E) SALT includes the SALT software for entering and analyzing samples, an instruction manual, and a copy of the frog book used for elicitation. 

Bilingual (S/E) SALT will be unveiled at the ASHA convention in Miami Beach.  Come to ASHA Session 0589 on Saturday from 8:00?9:00 for a discussion of assessing language production of bilingual children and a demonstration of this new tool.  Stop by the SALT booth #438 in the exhibit hall or call the Language Analysis Lab at 1-888-440-7258 for more information. 

Language Analysis Lab, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705 
Phone: 1-888-440-SALT (7258) or 608-263-6791, Fax: 608-263-7710 
Email: salt at LanguageAnalysisLab.com, Web: www.LanguageAnalysisLab.com 
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From roberta at UDel.Edu  Sat Nov 11 17:13:32 2006
From: roberta at UDel.Edu (Roberta Golinkoff)
Date: Sat, 11 Nov 2006 12:13:32 -0500
Subject: NEW LAB COORDINATOR JOB!
Message-ID: <SAT.11.NOV.2006.121332.0500.ROBERTA@UDEL.EDU>

Dear Friends,

The grant gods have smiled upon me and I am looking for a bright, 
eager, talented, organized, well-spoken individual to serve as my 
laboratory coordinator starting this February and for the next two or 
three years.  I would like to conduct interviews in December.  A new 
college graduate looking for additional research experience before 
going on to graduate school would be perfect.  My laboratory 
coordinators have gone on to graduate school at wonderful places.

The focus of my lab is how children learn language.  We bring in 
parents and children anywhere between the ages of 4 months and 5 years 
and sometimes test adults too.  Since we have many projects going on at 
the same time, I need someone who can function at a high level with 
many balls in the air.

Responsibilities include: data collection and analysis, study design, 
supervising research assistants, and interacting with participants and 
their parents.,  The job offers full benefits and a wonderful working 
environment since I treat my laboratory coordinators more as colleagues 
than employees.  If you are interested or know someone who is, please 
contact me at Roberta at udel.edu. Thanks!


Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Please check out our doctoral program at
	http://www.udel.edu/educ/graduate/
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From Merete.Anderssen at hum.uit.no  Sun Nov 12 12:37:14 2006
From: Merete.Anderssen at hum.uit.no (Merete Anderssen)
Date: Sun, 12 Nov 2006 13:37:14 +0100
Subject: EXTENDED DEADLINE/Acquisition workshop at GLOW XXX
Message-ID: <SUN.12.NOV.2006.133714.0100.MERETE.ANDERSSEN@HUM.UIT.NO>

Acquisition Workshop at GLOW XXX: Optionality in the Input
April 11, 2007
CASTL, University of Troms?, Norway

EXTENDED DEADLINE: DECEMBER 1
See the call for papers at http://www.hum.uit.no/glow/


Optionality in the Input:
Children's Acquisition of Variable Word Order

Language internal optionality in word order has represented and continues to represent a challenge for generative linguistic theory.  In recent years, however, it has become increasingly clear that there is very little true optionality; rather, instances of apparent  language internal word order variation have been found to be governed by interpretive nuances, often related to areas such as information structure. For example, in a language such as Norwegian there are two object positions in relation to verb particles. While pronominal objects in verb particle constructions must occur to the left of the particle, DP objects may occur to the left or the right. However, there is a clear preference for definites to appear on the left of the particle, while indefinites are more likely to be found on the right.

While optionality represents a challenge for the description and analysis of adult language, it appears to be a defining characteristic of child language. For example, child languages typically exhibit a great deal of optionality as far as the inclusion of various elements is concerned. Well studied examples of this are Optional Infinitives and Null Subjects in the acquisition of Non-Null-Subject languages. Thus, optionality has received a great deal of attention in language acquisition studies. However, relatively little has been done to study how children deal with optionality in the input. The GLOW workshop on language acquisition invites abstracts that address this topic. This includes questions such as: How do children deal with word order variability in the input? Do they exhibit any preferences in such cases and what kinds of considerations influence their choices? To what extent are children sensitive to the small nuances that appear to govern adult grammars in cases of word order optionality? What, if anything, can language acquisition reveal about cases in which this kind of variation is permitted in the adult language?


From v.stojanovik at reading.ac.uk  Mon Nov 13 12:11:19 2006
From: v.stojanovik at reading.ac.uk (Vesna Stojanovik)
Date: Mon, 13 Nov 2006 12:11:19 -0000
Subject: Speech Prosody in Atypical Populations: Second Call
Message-ID: <MON.13.NOV.2006.121119.0000.V.STOJANOVIK@READING.AC.UK>

Apologies for cross-postings.

===================================

SPEECH PROSODY IN ATYPICAL POPULATIONS - SECOND CALL FOR PAPERS

Monday 2nd April 2007, University of Reading

www.rdg.ac.uk/epu/cls_event.htm

Abstracts are invited from those working on speech prosody in atypical
populations for this one day event, organised by Dr Jane Setter and Dr
Vesna Stojanovik, Department of Clinical Language Sciences, School of
Psychology and Clinical Language Sciences. Papers reporting on therapy or
management of prosodic disorders as well as empirical papers reporting on
speech prosody in atypical populations are welcome.

The aim of the workshop is to bring together Clinical Linguists and
Phoneticians and Speech and Language Therapists in order to highlight the
issues in researching and remediating prosodic disorders, and discuss the
latest findings, in this often neglected area of research and clinical
concern.

KEYNOTE SPEAKER: Dr Sue Pepp?, Queen Margaret University College, Edinburgh.


REGISTRATION

Early bird registration by 5 Feb 2007: General ?30, Student ?15

Late registration by 5 Mar 2007: General ?40, Student ?25

More details and a registration form can be found on the website:
www.rdg.ac.uk/epu/cls_event.htm


SUBMISSION OF ABSTRACTS

Abstracts are invited for 15 minute oral papers, 30 minute workshops, or
poster presentations. Abstracts of no longer than 250 words should be
submitted as electronic MSWord document attachments (i.e. NOT in the body
of the message) to us at the following email address:

cls.events at reading.ac.uk

You can also contact us at that address if you have any queries. If your
document contains any phonetic symbols, please use the font Lucida Sans
Unicode. Please indicate whether you are offering a 15 minute oral paper,
30 minute workshop or poster presentation at the beginning of your
abstract.

The deadline for submission of abstracts is Sunday 31st December 2006. We
aim to let you know by 19th January 2007 whether your submission has been
accepted.


From annette.fox at ivx.de  Mon Nov 13 09:04:49 2006
From: annette.fox at ivx.de (Annette Fox)
Date: Mon, 13 Nov 2006 10:04:49 +0100
Subject: Perception of complex onsets - Summary
Message-ID: <MON.13.NOV.2006.100449.0100.ANNETTE.FOX@IVX.DE>

In the acquisition of German we find no difference between /gl/ and /kl/ 
concerning the time onset of correct production.
Fox & Dodd (1999) Die phonologische Entwicklung im Deutschen. 
Sprach-Stimme-Geh?r,(23), 183-191
Fox & Sch?fer (in preparation) Further data on the phonological development 
in German-speaking children.

Annette Fox

----------------------------------------------------------------------------------------
Annette V. Fox PhD
Professor of Logopedics (Child Language)

Department of Health, Section Speech Therapy
University of Apllied Sciences Europa Fachhochschule Fresenius
Limburger Str.2
65510 Idstein
Germany

Tel: +49 - 6126 - 9352- 814
Fax: +49 - 6126 - 9352- 821
Mail to: fox at fh-fresenius.de
www.fh-fresenius.de
----- Original Message ----- 
From: "Yvan Rose" <yrose at mun.ca>
To: <info-childes at mail.talkbank.org>
Cc: "Santos Christophe" <Christophe.Dos-Santos at univ-lyon2.fr>
Sent: Thursday, November 09, 2006 10:07 AM
Subject: Perception of complex onsets - Summary


> Dear Info-CHILDES members,
>
> Thank you very much to everyone listed below for their useful input.  Here 
> is a brief summary of the suggestions received.
>
> --The asymmetry between target gl and kl clusters is attested in  children 
> learning languages other than French such as Dutch and English.
>
> --g is typologically more marked than other (voiced and voiceless)  stop 
> consonants.
>
> --g is articulatorily more difficult to produce than k.
>
> --The phonetics of French may make the perception of gl clusters 
> particularly challenging because of the prevoicing of the voiced  velar 
> and its release into l (which is a 'clear' l).
>
> --The pattern may be related to some particular OCP(voicing) or other 
> sequence constraint.
>
> --The pattern may be similar to the asymmetry between final nt and nd 
> clusters, which has already been related to perceptual factors.
>
> References suggested:
> --Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
> --Jongstra, Wenckje. PhD Thesis, UToronto
> --Braine (1974) - Language
> --Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  of 
> consonant clusters". Paper presented at the meeting of the  Acoustical 
> Society of America, Miami, November.
> --Gamkrelidze (1975, Lingua)
> --Maddieson (1984) Patterns of Sounds
>
> Contributors:
> --George Allen
> --Barbara Bernhardt
> --David Ingram
> --Ron Smyth
> --Joe Stemberger
> --Marilyn Vihman
>
> Best regards,
> Yvan (& Christophe)
>
> 


From aananda at stanford.edu  Mon Nov 13 18:34:08 2006
From: aananda at stanford.edu (Bruno Estigarribia)
Date: Mon, 13 Nov 2006 10:34:08 -0800
Subject: Perception of complex onsets - Summary
In-Reply-To: <003d01c70728$119bfbf0$fe79a8c0@ANNY>
Message-ID: <MON.13.NOV.2006.103408.0800.>

My understanding of Dutch and German phonetics is rudimentary but 
couldn't this be related to the fact that Dutch and French have 
prevoicing in those onsets and German does not? The observation would 
then support the fact cited in the summary that "The phonetics of French 
may make the perception of gl clusters particularly challenging because 
of the prevoicing of the voiced  velar and its release into l (which is 
a 'clear' l)."

Would this leave English asymmetries unexplained?

Bruno Estigarribia
Ph.D. candidate
Stanford Linguistics
> In the acquisition of German we find no difference between /gl/ and 
> /kl/ concerning the time onset of correct production.
> Fox & Dodd (1999) Die phonologische Entwicklung im Deutschen. 
> Sprach-Stimme-Geh?r,(23), 183-191
> Fox & Sch?fer (in preparation) Further data on the phonological 
> development in German-speaking children.
>
> Annette Fox
>
> ---------------------------------------------------------------------------------------- 
>
> A
>> Dear Info-CHILDES members,
>>
>> Thank you very much to everyone listed below for their useful input.  
>> Here is a brief summary of the suggestions received.
>>
>> --The asymmetry between target gl and kl clusters is attested in  
>> children learning languages other than French such as Dutch and English.
>>
>> --g is typologically more marked than other (voiced and voiceless)  
>> stop consonants.
>>
>> --g is articulatorily more difficult to produce than k.
>>
>> --The phonetics of French may make the perception of gl clusters 
>> particularly challenging because of the prevoicing of the voiced  
>> velar and its release into l (which is a 'clear' l).
>>
>> --The pattern may be related to some particular OCP(voicing) or other 
>> sequence constraint.
>>
>> --The pattern may be similar to the asymmetry between final nt and nd 
>> clusters, which has already been related to perceptual factors.
>>
>> References suggested:
>> --Allen, G. J Child Lang. 1985 Feb;12(1):37-46.
>> --Jongstra, Wenckje. PhD Thesis, UToronto
>> --Braine (1974) - Language
>> --Yuchtman, M., Stemberger, J.P., & Martin, C. (1987). "Recognition  
>> of consonant clusters". Paper presented at the meeting of the  
>> Acoustical Society of America, Miami, November.
>> --Gamkrelidze (1975, Lingua)
>> --Maddieson (1984) Patterns of Sounds
>>
>> Contributors:
>> --George Allen
>> --Barbara Bernhardt
>> --David Ingram
>> --Ron Smyth
>> --Joe Stemberger
>> --Marilyn Vihman
>>
>> Best regards,
>> Yvan (& Christophe)
>>
>>
>
>


From h.vanderlely at ucl.ac.uk  Thu Nov 16 14:36:39 2006
From: h.vanderlely at ucl.ac.uk (Heather van der Lely)
Date: Thu, 16 Nov 2006 14:36:39 +0000
Subject: Paris workshop: Call for papers
Message-ID: <THU.16.NOV.2006.143639.0000.H.VANDERLELY@UCL.AC.UK>

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From debbie.gilkey at pstnet.com  Thu Nov 16 18:33:16 2006
From: debbie.gilkey at pstnet.com (Debbie Gilkey)
Date: Thu, 16 Nov 2006 13:33:16 -0500
Subject: Job Opportunity at PST
Message-ID: <THU.16.NOV.2006.133316.0500.DEBBIE.GILKEY@PSTNET.COM>

Dear Forum Members,

 

PST is looking for a motivated individual to add to our tech support and
research development teams. The primary position is full time with
benefits at our Pittsburgh, PA office. For more information about
applying for the position, please browse to
http://www.pstnet.com/info/jobs.htm or send email to jobs at pstnet.com.

 

Debbie Gilkey 
Human Resources Administrator
~~~~~~~~~~~~~~~~ 
Psychology Software Tools, Inc. 
2050 Ardmore Boulevard 
Suite 200 
Pittsburgh, PA 15221-4610 
USA 
~~~~~~~~~~~~~~~~~~ 
Visit our Web Site for the latest information: 
<http://www.pstnet.com/ <BLOCKED::http://www.pstnet.com/> > 
E-Mail: info at pstnet.com 
Voice: (412) 271-5040 x223
Fax: (412) 271-7077 
~~~~~~~~~~~~~~~~~~ 

 

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From crosswhi at rice.edu  Fri Nov 17 23:59:59 2006
From: crosswhi at rice.edu (Katherine Crosswhite)
Date: Fri, 17 Nov 2006 17:59:59 -0600
Subject: Rice University job announcement
Message-ID: <FRI.17.NOV.2006.175959.0600.CROSSWHI@RICE.EDU>

Dear Colleagues,

Here is a job announcement for a 2-year teaching and research postdoc 
that we are advertising this year.  Please distribute to eligible 
individuals!

Best,

Katherine

-----------------------------------------------------------------------

The Department of Linguistics at Rice University is now accepting
applications for a postdoctoral scholar in the field of child language
acquisition. This is a one-year position, renewable by mutual agreement
for a second year.

Responsibilities of the position include teaching one course per
semester and pursuing research. Position start date is July 1, 2007.
A Ph.D. in Linguistics, Psychology, or other pertinent allied field,
with primary specialization in child language acquisition, is required
before the position start date.

We especially welcome applications from researchers who share the
department's interest in approaching language from a usage-based
perspective with solid empirical grounding in primary data, especially
approaches of a cognitive, social-interactional, and/or functional
nature. See also our departmental web site at http://ling.rice.edu.

Although we will not be conducting formal interviews for this position
at the LSA meeting in Anaheim, representatives of the department will be
in attendance at the meeting and would be pleased to answer questions
about the position or our department.

Application materials include: cover letter, research statement, sample
of written work, past teaching evaluations (if available), and three
letters of reference.  Application deadline is Jan. 15, 2007.  Address 
for application materials:

Child Lang. Acquisition Search
Department of Linguistics, MS-23
Rice University
6100 Main Street
Houston TX 77005
USA

Rice University is committed to affirmative action and equal opportunity
in education and employment. Rice does not discriminate on the basis of
race, color, religion, sex, sexual orientation, national or ethnic
origin, age, disability or veteran status. Rice University is an Equal
Opportunity/Affirmative Action Employer.


From ellmcf at nus.edu.sg  Mon Nov 20 07:17:19 2006
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Mon, 20 Nov 2006 15:17:19 +0800
Subject: New book on child Singapore Malay
Message-ID: <MON.20.NOV.2006.151719.0800.ELLMCF@NUS.EDU.SG>

Dear all,

 

It is my great pleasure to announce the publication of a brand-new book on syntactic acquisition of Singapore Malay. Norhaida Aman, the author, is a researcher at the NIE (National Institute of Education, Singapore).

The reference is:

Aman, N. (2006). The Acquisition of Malay Wh-Questions, Lincom GmbH.

The book's abstract is below my signature.

 

With best wishes

 
Madalena
====================================== 
Madalena Cruz-Ferreira 
Dept. English Language and Literature 
National University of Singapore 
ellmcf at nus.edu.sg 
http://profile.nus.edu.sg/fass/ellmcf/ <https://exchange.nus.edu.sg/exchweb/bin/redir.asp?URL=https://exchange.nus.edu.sg/exchweb/bin/redir.asp?URL=http://profile.nus.edu.sg/fass/ellmcf/>  
====================================== 


***************************************************************

Aman, N. (2006). The Acquisition of Malay Wh-Questions, Lincom GmbH.

Abstract.

The purpose of this study is to provide an account of children's 
acquisition of wh-questions in the variety of Malay spoken in Singapore. 
The work examines how children acquire colloquial Malay, the language to 
which they are exposed at home and in the speech community before they are 
taught the standard, formal language in school. It is intended to be a 
contribution to the study of how children acquire typologically distinct 
language. In addition, it is a contribution to the examination of the 
grammar of colloquial Malay, a topic which has not been given much 
attention in studies of the Malay language. The following issues are 
examined: children's knowledge of the different options for asking simple 
questions (wh-in situ, questions employing wh-movement and focus 
questions), their knowledge of these question types in long-distance 
questions, and the role of island constraints in the syntax of these 
question types in the Malay of young children. The study uses two 
experimental methodologies; a comprehension task (the picture-story method) 
and a production task (elicited imitation). It is also based on a 
longitudinal spontaneous production study of two Malay-speaking children. 
In addition to its descriptive value, the thesis is of theoretical 
interest. According to the innateness hypothesis, children have a 
biologically determined knowledge of Universal Grammar, and universals like 
the island constraints on movement are respected by all languages. Contrary to 
these expectations, the empirical evidence discussed in this thesis shows that 
Malay-speaking children, ages 4;5-6;5, appear not to respect island constraints 
on wh-movement. A careful analysis of the results, however, shows that this 
seeming challenge to Universal Grammar is more apparent than real, and that the 
island violations are the result of a processing effect in which in situ wh-questions, 
which are not subject to islands, prime the responses for the fully moved questions.

***************************************************************


From macw at cmu.edu  Tue Nov 21 21:03:25 2006
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 21 Nov 2006 16:03:25 -0500
Subject: Italian-German bilingual child
Message-ID: <TUE.21.NOV.2006.160325.0500.MACW@CMU.EDU>

Dear Info-CHILDES,
     I am happy to announce the addition to CHILDES of a corpus of 5  
months of recording of
a German-Italian bilingual child contributed by Astrid Klammler of  
the University of Graz.  It is
listed as the Klammler corpus in the bilingual directory.  The child  
was speaking Italian with his
father and Austrian German with his mother.  Astrid has also  
contributed a comparison corpus
from a monolingual Italian speaking girl recorded during a similar  
period and frequency.
This Klammler corpus is in the Italian segment of CHILDES.  There are  
audio files for both children,
although the audio has not yet been linked to the transcripts.   
Thanks to Astrid for this nice contribution.

--Brian MacWhinney, CMU


From boehning at ling.uni-potsdam.de  Fri Nov 24 12:27:37 2006
From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=)
Date: Fri, 24 Nov 2006 13:27:37 +0100
Subject: UPDATE:  invitation for STUDENT applications & scholarships:
 European Masters in Clinical Linguistics (EMCL)
Message-ID: <FRI.24.NOV.2006.132737.0100.BOEHNING@LING.UNIPOTSDAM.DE>

Please note the UPDATE in the application procedure!

Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for student applications 

IMPORTANT NOTE concerning the application procedure: while the application deadline is still January 1, 2007, due to organisational reasons your 
application has to REACH the application agency until that day. Unfortunately, we cannot consider the date of the postmark any more. Please read through 
the respective information on our website (see below) and in the application form carefully. 


Programme information: 

The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 month full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. 

The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference. All courses are taught in English. 

The programme recruits students worldwide. In order to encourage application by students from non-European countries and thus give the EMCL-programme a strong extra-European profile, non-European students admitted to the programme will receive an Erasmus Mundus scholarship covering tuition fees, living and travelling costs. European students pay a reduced tuition fee and - pending acknowledgement by the European Union - may receive a scholarship for spending part of the programme at a non-European partner institution. The requirement for admission is at least three years of higher education (BA, BSc or equivalent) with an emphasis on speech and language pathology, linguistics, biomedical sciences, psychology or special education. 

We invite high profile students from all over the world to submit their applications for participation in the 2007/08 course (which starts in September 2007) until January 1, 2007 (application deadline). Admission and mobility plan for each student are decided on at the annual meeting of the Board of Studies at the end of January. Students will be informed in early summer if their application was successful. For more detailed information on Erasmus Mundus, the EMCL programme's aims, curriculum, admission criteria, scholarships, organisation, contact information etc., please visit our website at:

www.emcl-mundus.com

For further information, non-European applicants may also contact Dr. Frank Burchert (info at emcl-mundus.com). European students send their requests about the programme to Dr. Roel Jonkers (r.jonkers at let.rug.nl). 





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From smariscal at psi.uned.es  Sat Nov 25 13:02:38 2006
From: smariscal at psi.uned.es (SONIA MARISCAL ALTARES)
Date: Sat, 25 Nov 2006 14:02:38 +0100
Subject: production - comprehension gap
Message-ID: <SAT.25.NOV.2006.140238.0100.SMARISCAL@PSI.UNED.ES>

Dear Info-CHILDES members,

I would appreciate very much any reference to any kind of empirical evidence showing an imbalance between comprehension and production, being this last "more advanced"; that is, cases in which children seem to be producing linguistic forms that they are not comprehending for any reason.

I'll send a summary of all responses to the CHILDES list.

Thank-you!

 

Dra. Sonia Mariscal Altares
Dpto. Psicolog?a Evolutiva y de la Educaci?n
Facultad de Psicolog?a
Universidad Nacional de Educaci?n a Distancia
C/ Juan del Rosal, 15
28040 Madrid
Spain

e-mail: smariscal at psi.uned.es
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From basafarf at hotmail.com  Mon Nov 27 05:07:00 2006
From: basafarf at hotmail.com (Fatima Basaffar)
Date: Mon, 27 Nov 2006 05:07:00 +0000
Subject: Verb Inflections and 2 years old
Message-ID: <MON.27.NOV.2006.050700.0000.BASAFARF@HOTMAIL.COM>

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From M.Saxton at ioe.ac.uk  Mon Nov 27 08:51:47 2006
From: M.Saxton at ioe.ac.uk (Matthew Saxton)
Date: Mon, 27 Nov 2006 08:51:47 -0000
Subject: We have ways of making them talk
In-Reply-To: <BAY125-F40BF68643A8E7BCA14B031CDE60@phx.gbl>
Message-ID: <MON.27.NOV.2006.085147.0000.M.SAXTON@IOE.AC.UK>

Dear Fatima,

 

>Does anyone know of some good ideas to  make them talk?

 

I think most children are covered by the United Nations Convention on
Human Rights, so it may not be politic to encourage your participants
with excessive zeal.

 

However, I do think you put your finger on a fundamental problem in
child language research. I wonder if you have the wherewithal to
increase the range of contexts in which you elicit language? Bath-time,
shopping, in the park, at the movies, getting dressed, visiting friends
and so on. If you obtained data in this way, future generations would
regard you as a pioneer (says he, just begging for counter-examples).

 

But even if you (or others) did all this, you might still find some of
the desired morphemes missing from your dataset. And then you might
consider going back to try those contexts again at different times. Or
extending the range of contexts even further. But even then, you may
well face the conundrum of simply not being able to elicit all the
knowledge in the child's head at a given time versus the (very real)
possibility that some of that knowledge is not there yet. Sorry not to
be more optimistic, but there are very real methodological limits placed
on us which go beyond the temptation to make children speak........

 

Regards,

 

Matthew Saxton.

 

 

*********************************************************************

 

Matthew Saxton MA, MSc, DPhil

School of Psychology and Human Development,

Institute of Education,

25 Woburn Square,

London,

WC1H 0AA.

U.K.

 

Tel: +44 (0) 20 7612 6509

Fax: +44 (0) 20 7612 6304

 

http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=4578&4578_0=10248

www.ioe.ac.uk <http://www.ioe.ac.uk> 

________________________________

From: info-childes at mail.talkbank.org
[mailto:info-childes at mail.talkbank.org] On Behalf Of Fatima Basaffar
Sent: 27 November 2006 05:07
To: info-childes at mail.talkbank.org
Subject: Verb Inflections and 2 years old

 

Hello Everybody,

I'm working on the acquisition of verb inflections in Arabic by 2-4
years
old children. I'm at the data collection stage. 

Since Arabic is a highly inflected language, it didn't prove to be an
easy
task to elicit all verb inflections required. I'm using both
naturalistic
and experimental methods in which I have  pair of pictures, a picture
story, a 3 minutes video-clip presenting cartoon figures performing
actions and puppets.
The problem I'm facing  is in  dealing with 2 years old children.

Does anyone know of some good ideas to  make them talk?
Thanks, 
Fatima 







________________________________

Express yourself instantly with MSN Messenger! MSN Messenger
<http://g.msn.com/8HMAEN/2734??PS=47575>  Download today it's FREE!

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From geokimm at sbcglobal.net  Tue Nov 28 19:04:37 2006
From: geokimm at sbcglobal.net (Geo Kimmerling)
Date: Tue, 28 Nov 2006 11:04:37 -0800
Subject: No subject
Message-ID: <TUE.28.NOV.2006.110437.0800.GEOKIMM@SBCGLOBAL.NET>

Hello.
  I am a graduate student doing a paper in which 
  I must cull recent research on the cognitive changes a child 
undergoes when learning two languages as a simultaneous bilingual versus a 
sequential bilingual.  I am also interested in the neural changes that take 
place when an adult learns a second language.  Are there any references 
you can share with me?
  Thank you.
  Naomi Kimmerling
  Joint-Credential and Master's candidate
  San Francisco State University
  omikimm at sfsu.edu
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From cchaney at sfsu.edu  Tue Nov 28 23:15:11 2006
From: cchaney at sfsu.edu (Carolyn Chaney)
Date: Tue, 28 Nov 2006 15:15:11 -0800
Subject: bibs
Message-ID: <TUE.28.NOV.2006.151511.0800.CCHANEY@SFSU.EDU>

I've been trying to access the child language bibliographies at:   
http://twinkle.psy.cmu.edu/RIS/RISWEB.ISA    and also:   
childes.psy.cmu.edu/bib.  But I'm not getting any response.  Have the  
bibs been moved?

Carolyn Chaney
cchaney at sfsu.edu

> "Tell me, what is it you plan to do with your one wild and precious  
> life?"
>  	--Mary Oliver
>


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From dolores888 at hotmail.com  Wed Nov 29 16:15:04 2006
From: dolores888 at hotmail.com (dolores ma)
Date: Wed, 29 Nov 2006 17:15:04 +0100
Subject: clan output: mlu
Message-ID: <WED.29.NOV.2006.171504.0100.DOLORES888@HOTMAIL.COM>

Hi,

We're new using clan. We're trying to get an output for mlu but we get the 
message:
"> mlu +t*CHI 0042.cha
No file matching 0042.cha found.
Try using "accept all" command."

We work on a windows pc. The steps we follow are:
1.open clan and file 0042.cha
2.type: mlu +t*CHI 0042.cha
3.run

Any suggestions for the cause of not getting the output?
Thanks!
Dolores

_________________________________________________________________
Un amor, una aventura, compa??a para un viaje. Reg?strate gratis en MSN Amor 
& Amistad. http://match.msn.es/match/mt.cfm?pg=channel&tcid=162349


From csilva at usc.edu  Wed Nov 29 17:46:34 2006
From: csilva at usc.edu (Carmen Silva-Corvalan)
Date: Wed, 29 Nov 2006 09:46:34 -0800
Subject: ser-estar-be study
Message-ID: <WED.29.NOV.2006.094634.0800.CSILVA@USC.EDU>

I am currently examining data from a Spanish-English bilingual infant (1;6-3;6) to study the acquisition of the opposition ?ser-estar? (with a secondary focus on ?be?). I have found a good number of studies of ?ser-estar? acquisition by L2 adult learners but nothing on early acquisition by developing bilingual or Spanish monolingual children (one exception is a study being done in Mexico under the direction of Cecilia Rojas Nieto).

I would be grateful for any bibliographic suggestions on the acquisition of ?ser-estar-be? by bilingual infants, and ?ser-estar? by monolingual infants.

Carmen Silva-Corval?n

---------------------------------------------------
Professor of Spanish and Linguistics
University of Southern California


From nratner at hesp.umd.edu  Wed Nov 29 18:10:29 2006
From: nratner at hesp.umd.edu (Nan Ratner)
Date: Wed, 29 Nov 2006 13:10:29 -0500
Subject: ser-estar-be study
Message-ID: <WED.29.NOV.2006.131029.0500.NRATNER@HESP.UMD.EDU>

We actually had a pre-candidacy paper written on this topic using Mexican Spanish-speaking monolingual children many years ago by Catalina Johnson. I can try to find the hard copy and send it. We have lost track of Ms. Johnson. If I find the copy, I will send you info off list to get your mailing address.

Nan Ratner

Nan Bernstein Ratner, Professor and Chairman
Department of Hearing and Speech Sciences
0100 Lefrak Hall
University of Maryland
College Park, MD 20742
nratner at hesp.umd.edu
http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm
301-405-4213
301-314-2023 (fax)

>>> Carmen Silva-Corvalan <csilva at usc.edu> 11/29/06 12:46 PM >>>
I am currently examining data from a Spanish-English bilingual infant (1;6-3;6) to study the acquisition of the opposition ?ser-estar? (with a secondary focus on ?be?). I have found a good number of studies of ?ser-estar? acquisition by L2 adult learners but nothing on early acquisition by developing bilingual or Spanish monolingual children (one exception is a study being done in Mexico under the direction of Cecilia Rojas Nieto).

I would be grateful for any bibliographic suggestions on the acquisition of ?ser-estar-be? by bilingual infants, and ?ser-estar? by monolingual infants.

Carmen Silva-Corval?n

---------------------------------------------------
Professor of Spanish and Linguistics
University of Southern California


From annabelledavid at hotmail.com  Thu Nov 30 09:22:30 2006
From: annabelledavid at hotmail.com (Annabelle David)
Date: Thu, 30 Nov 2006 09:22:30 -0000
Subject: EuroSLA 2007: Call for papers
In-Reply-To: <BAY113-F3368B8335A4658C8DA61149BE40@phx.gbl>
Message-ID: <THU.30.NOV.2006.092230.0000.ANNABELLEDAVID@HOTMAIL.COM>

EuroSla 2007

 

Call for papers

 

The 17th Annual Conference of the European Second Language Association will be organized by Newcastle University, UK.

 

11- 14 September 2007 

 

THEME OF THE CONFERENCE: Interfaces in Second Language Acquisition Research

 

Plenary speakers

 

- Judith Kroll, Pennsylvania State University, USA

- Christophe Pallier, Cognitive Neuroimaging Research Unit, INSERM, Paris, France

- Manfred Pienemann, Newcastle University, UK / Paderborn University, Germany

- Natascha M?ller, University of Wuppertal, Germany

 

 

ABSTRACT SUBMISSION INFORMATION:

 

Proposals for papers, posters and thematic colloquia on any aspect of second language 

acquisition research are invited. All topics in the field of second language acquisition 

will be considered. Priority will be given to abstracts that discuss the theme of the 

conference. All submissions will be reviewed anonymously and evaluated in terms of 

originality, clarity, and significance of findings and conclusions.

 

Each author may submit no more than one individual and one co-authored abstract. The 

paper must not have been previously published.

 

INDIVIDUAL PAPERS will be 30 minutes (20 minutes for presentation plus 10 minutes for 

discussion).

 

POSTERS are intended as a separate format for compact research reports.

 

THEMATIC COLLOQUIA will take place in a three-hour slot (parallel sessions). A thematic 

colloquium will focus on one specific topic and will bring together key contributions to 

the topic.

 

Submissions for papers and posters should include the following:

 

1. Title of the paper,

2. Name and affiliation of the author(s),

3. Abstract of 300 words (excluding references and the title),

4. First author's postal address,

5. First author's e-mail address,

6. Type of presentation intended: please indicate whether you would like your proposal to be considered for a paper, a poster or both. 

 

 

 

 

Submissions for thematic colloquia should be marked as such and should include the following:

 

1. Title of the colloquium,

2. Name and affiliation of the convener(s),

3. Abstract of 500 words explaining the rationale of the colloquium, 

4.  Abstracts of the individual presentations (including names of authors and 

affiliations) (300 words each),

5. Convener's postal address,

6. Convener's e-mail address,

 

-        All submissions will be confirmed by e-mail.

 

-        Notifications of acceptance will be sent by 15 March 2007.

 

 

DOCTORAL STUDENT WORKSHOPS

EUROSLA 17 will also include a doctoral student workshop which is intended to serve as a platform (and encouraging environment) for the discussion of ongoing PhD research (on any aspect of SLA). PhD students are invited to submit an abstract of a 15 minute presentation focusing on theoretical or methodological issues. Presenters in this category should send a copy of their presentation to the discussant one month before the conference. This will form the basis of the 15 minute feedback/ discussion session. 

The top 5 submissions will receive a prize consisting of free registration for the conference, a book of their choice to be presented publicly during the conference, and ?200. 

Submissions for the doctoral student workshop should include the following:

1. Title of the paper

2. Name and affiliation of the author

3. Abstract of 300 words

4. Author's postal address

5. Author?s e-mail address

 

 

Language policy and publication of papers

 

Following the EUROSLA association policy, EUROSLA 2007 will be a multilingual conference. Presentation in any European language is acceptable. However, abstracts must be written in English. A selection of papers presented at Eurosla 2007 will be included in the 

EUROSLA Yearbook, published in English by John Benjamins Publishing Company.

 

Please send all submissions to: eurosla17 at newcastle.ac.uk 

 

- Deadline for abstract submissions:                   15 February 2007

- Notification of acceptance:                             15 March 2007

 

Conference website: http://www.ncl.ac.uk/niassh/eurosla17   

 

EUROSLA 2007 Organization Committee, Newcastle University, UK

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From roberts at mail.fpg.unc.edu  Thu Nov 30 17:52:04 2006
From: roberts at mail.fpg.unc.edu (Joanne Roberts)
Date: Thu, 30 Nov 2006 12:52:04 -0500
Subject: Language Research Positions at UNC-Chapel Hill
Message-ID: <THU.30.NOV.2006.125204.0500.ROBERTS@MAIL.FPG.UNC.EDU>

Language research positions available on multidisciplinary research 
studies at the Frank Porter Graham Child Development Institute at the 
University of North Carolina.

1.  Three full time positions at the post-doctoral, doctoral, masters, 
and undergraduate level are available. NIH supported study comparing the 
language development of children with fragile X syndrome, autism, or 
Down syndrome.  One post doctoral position available January 1, 2007. 
2.  One full time position at the doctoral, masters, or undergraduate 
level.  Maternal and Child Health Bureau supported study examining the 
role of language, ethnic solicitation, and peer relations in the school 
success of African American children.

We are looking for individuals who take initiative, pay attention to 
details, and have excellent interpersonal skills.  Training is 
provided.  If interested, please send your resume to Joanne Roberts at 
joanne_roberts at unc.edu and/or call 919-966-7164.  EOE. 

-- 
Joanne E. Roberts, Ph.D.
Senior Scientist, Professor of Speech and Hearing Sciences
& Research Professor of Pediatrics
Frank Porter Graham Child Development Institute
CB# 8180
UNC Chapel Hill
105 Smith Level Road
Chapel Hill, NC 27599-8180
Phone:  919/966-7164
Fax:   919/966-7532