From Ghada.Khattab at newcastle.ac.uk Thu Feb 1 13:06:46 2007 From: Ghada.Khattab at newcastle.ac.uk (Ghada Khattab) Date: Thu, 1 Feb 2007 13:06:46 -0000 Subject: Research Associate/Research Assistant Job Message-ID: Apologies for cross-postings Newcastle University, UK Research Assistant/Research Associate, School of Education, Communication and Language Sciences, £22,111 - £24,161 per annum http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R The School of Education, Communication & Language Sciences wishes to appoint a three-year fixed term Research Asssistant/Research Associate (or two part-time) to work on the ESRC-funded project 'Phonological acquisition in multilingual settings: the case of Lebanese Arabic' under the supervision of Dr Ghada Khattab. The aim of this project is to investigate the phonological development of Arabic by monolingual and multilingual children in Lebanon and the UK. You will be based in Lebanon during the fieldwork phase of the project (between 12 - 18 months). You should ideally possess a Masters or a PhD in Linguistics, Speech Science or a related discipline and a strong interest in research, however applications from candidates with a degree in Speech & Language Therapy will also be considered. You will have good time management and organisational skills, good English language and IT skills, excellent communication skills and knowledge of linguistics. You will be a good team player, able to contribute to the team working on the project. A background in phonetics/phonology, language acquisition or Arabic linguistics is desirable. Post-holders must possess a near native proficiency in Arabic. The post is offered as a full-time appointment for 3 years, although 50% part time applicants will also be considered. Part-time post-holders will have the opportunity to pursue a PhD at the University of Newcastle on a topic related to the grant. Candidates interested in pursuing a PhD in language development of Arabic in Arabic-English monolingual and bilingual children are especially encouraged to apply. Informal enquiries can be made by contacting Dr Ghada Khattab, e-mail ghada.khattab at ncl.ac.uk, tel: +44-191-222 6583 Post commences: 1 July 2007 Closing Date: 1 March 2007 Reference no: B1688R To apply for this position please send your covering letter, CV and Employment Record Form to Dr G Khattab, Newcastle University, School of Education, Communication and Language Sciences, King George VI Building, Newcastle upon Tyne, NE1 7RU. Further details about the vacancy and further particulars can be found here: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R Ghada Khattab ---------------------- Ghada Khattab Speech and Language Sciences Section King George VI bldg University of Newcastle Newcastle upon Tyne NE1 7RU UK Tel: +44.191.222.6583 Fax: +44.191.222.6518 e-mail: ghada.khattab at ncl.ac.uk http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Thu Feb 1 18:09:16 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Thu, 1 Feb 2007 12:09:16 -0600 Subject: SRCLD submission deadline extenstion Message-ID: Due to numerous requests for an extension, the deadline for submissions for posters to be presented at the 2007 SRCLD has been extended to February 15th. Please visit www.srcld.org and click on Call For Papers and then on Online Submission. If you have any questions, please feel free to contact me at any time. Sincerely, Karen Andriacchi SRCLD Conference Coordinator University of Wisconsin-Madison Goodnight Hall 1975 Willow Drive Madison, WI 53706 phone: 608.262.6488 fax: 608.262.6466 From bartsch at zas.gwz-berlin.de Fri Feb 2 01:35:11 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Fri, 2 Feb 2007 01:35:11 GMT Subject: Summary: Pronominal Reference Message-ID: Dear all, A few days before X-mas, I posted a query on intra- and inter-sentential pronominal reference resolution. Despite the unfavourable moment, a number of researchers found the time to help me, for which I’m most grateful. I also apologise for not having yet answered to all individually due to lack of time (because of a project proposal). I’ll try to make up for it in the next days. So, many many thanks to: Werner Abraham (Universitaet Wien) Shanley Allen (Boston University) René Dirven Elaine Grolla (Universidade de São Paulo) David Ingram (Arizona State University) Annetthe Karmiloff-Smith (University College London) Mvogo Kuna (Université de Bourdeaux III) Ronald Langacker (University of California, San Diego) Márcio Leitão (Universidade Federal da Paraíba) Marcus Maia (Universidade Federal do Rio de Janeiro) Danielle Matthews (University of Manchester) Lise Menn (University of Colorado, Boulder) Sérgio Menuzzi (Pontifícia Universidade Católica do Rio Grande do Sul) Ellen Prince (University of Pennsylvania) Eduardo Raposo (University of California, Santa Barbara) Silvia Ramirez Gelbes (Universidad de Buenos Aires) Erik-Jan Smits (University of Groningen) Ron Smyth (University of Toronto) Hyun-joo Song (Yonsei University, Korea) André L. Souza (Universidade Federal de Minas Gerais) Heather van der Lely (University College London) Carl Vogel (Trinity College Dublin) Alexander Ziem (Universität Basel) In what follows, the recommended references are listed: Abraham, W. (2002). Pronomina im Diskurs: deutsche Personal- und Demonstrativpronomina unter 'Zentrierungsperspektive'. Grammatische Überlegungen zu einer Teiltheorie der Textkohärenz. Sprachwissenschaft, 27(4), pp. 447–491. Berman, S., & Hestvik, A. (1997). Principle B, DRT and plural pronouns. In H. Bennis, P. Pica, & J. Rooryck (Eds.), Atomism & Binding. Dordrecht: Foris. Chambers, C. G., & Smyth, R. (1998). Structural parallelism and discourse coherence: A test of Centering Theory. Journal of Memory and Language, 39(4), pp. 593–608. Comrie, B. (1986). Reflections on subject and object control. Journal of Semantics, 4, pp. 47–65. Comrie, B. (1988). Coreference and conjunction reduction in grammar and discourse. In J. Hawkings (Ed.), Explaining language universals. Oxford: Blackwell. Comrie, B. (1997). Pragmatic binding: Demonstratives as anaphors in Dutch. Proceedings of the Annual Meeting of the Berkeley Linguistics Society. Vol. 23 (pp. 50–61). Comrie, B. (1999). Reference-tracking: Description and explanation. Sprachtypologie und Universalienforschung, 52, pp. 335–346. Cunha Lima, M. L. (2004). Indefinido, anáfora e construção textual das referência. Doctoral dissertation. Campinas: Universidade Estadual de Campinas. Cunha Lima, M. L. (2005). Indefinites, reference and text processing. Paper presented at the 9th International Pragmatics Conference, Riva del Garda, July 10-15, 2005. Cunha Lima, M. L., & Françoso, E. (2004). Anaphora and indefinite noun phrases. Paper presented at the 26th Annual Meeting of the Cognitive Science Society, Chicago, August 5-7, 2004. Fox, B. A. (1986). Local patterns and general principles in cognitive processes: Anaphora in written and conversational English. Text, 6, pp. 25–51. Gordon, P. C., Grosz, B. J., & Gilliom, L. A. (1993). Pronouns, names, and the Centering of attention in discourse. Cognitive Science, 17, pp. 311–347. Gordon, P., Hendrick, R., Ledoux, K., & Yang, C. Lung. (1999). Processing of reference and the structure of language: An analysis of complex noun phrases. Language and Cognitive Processes, 14(4), pp. 353–379. Grimshaw, J., & Rosen, S. T. (1990). Knowledge and obedience: The developmental status of the binding theory. Linguistic Inquiry, 21, pp. 187–222. Grolla, E. (2004). The acquisition of (resumptive) pronouns: A processing account. Paper presented at The Romance Turn: Workshop on the Acquisition of Syntax of Romance Languages, Madrid, Sept 16-18, 2004. Grolla, E. (2005a). A unified account for two problems in the acquisition of pronouns. In J. Alderete, C.-h. Han, & A. Kochetov (Eds.), Proceedings of the 24th West Coast Conference on Formal Linguistics, Vancouver, March 18-20, 2005 (pp. 173–181). Somerville MA: Cascadilla Proceedings Project. Grolla, E. (2005b). Pronomes resumptivos em português adulto e infantil. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada (online), 21(2), Grolla, E. (2005c). Pronouns as elsewhere elements: Implications for language acquisition. Doctoral dissertation. University of Connecticut. Grolla, E. (in press). The acquisition of A- and A'-bound pronouns in Brazilian Portuguese. In V. Torrens, & L. Escobar (Eds.), The acquisition of syntax in Romance languages. Amsterdam: Benjamins. Grosz, B. J., Joshi, A. K., & Weinstein, S. (1995). Centering: A framework for modelling the local coherence of discourse. Computational Linguistics, 21(2), pp. 203–225. Harris, C. L., & Bates, E. (2002). Clausal backgrounding and pronominal reference: A functionalist approach to C-command. Language and Cognitive Processes, 17, pp. 237–269. Retrieved 12-Dec-06, from http://www.bu.edu/psych/faculty/charris/papers/harris_cv.pdf. Hendriks, P., & Spenader, J. (2005/2006). When production precedes comprehension: An optimization approach to the acquisition of pronouns. Language Acquisition, 13(4), pp. 319–348. Retrieved 21-Dec-06, from http://www.let.rug.nl/~hendriks/pronouns05.pdf. Hudson-D'Zmura, S., & Tanenhaus, M. K. (1997). Antecedents and ambiguous pronouns. In M. Walker, A. Joshi, & E. Prince (Eds.), Centering theory in discourse. Oxford: Clarendon Press. Ingram, D., & Shaw, C. (1988). The comprehension of pronominal reference in children. Canadian Journal of Linguistics, 33(395-407), Karmiloff-Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), pp. 60–85. Kiparsky, P. (2002). Disjoint reference and the typology of pronouns. In I. Kaufmann, & B. Stiebels (Eds.), More than words (pp. 179–226). Berlin: Akademie-Verlag. Lasnik, H. (1976). Remarks on coreference. Linguistic Analysis, 2, pp. 1–22. Lasnik, H., & Crain, S. (1985). On the acquisition of pronominal reference. Lingua, 65, pp. 135–154. Leitão, M. (2005). O processamento do objeto direto anafórico no português brasileiro. Doctoral dissertation. Rio de Janeiro: Universidade Federal do Rio de Janeiro. Li, N., & Zubin, D. A. (1987). Anaphor resolution in Mandarin. Paper presented at the Eastern States Conference on Linguistics (Escol), 1986, Ohio State University. Lozano, C. (2006). Explaining the 'syntax-before-discourse' phenomenon: Pronominal subject distribution in L1 Greek - L2 Spanish. Paper presented at The Romance Turn II, Workshop on the Acquisition of Romance Languages, Utrecht, September 7-9, 2006. Maia, M. (1994). The comprehension of object anaphora in Brazilian Portuguese. Doctoral dissertation: USC. Maia, M. (1996). The comprehension of object anaphora in Brazilian Portuguese. In C. Parodi, A. C. Quicoli, M. Saltarelli, & M. L. Zubizarreta (Eds.), Aspects of Romance linguistics (pp. 293–311). Washington D.C.: Georgetown University Press. Maia, M. (1997a). A compreensão da anáfora objeto no português do Brasil. Revista Palavra, 4, pp. 58–76. Maia, M. (1997b). The processing of object anaphora in Brazilian Portuguese. Recherches Linguistiques de Vincennes, 26, pp. 151–172, from not available on Maia's website. Matthews, D. (2005). Children's comprehension and production of anaphoric pronouns. Paper presented at the 10th International Congress of the International Association for the Study of Child Language (IASCL), Berlin, July 25-29, 2005. Matthews, D., Lieven, E., & Tomasello, M. (submitted 2007). Pronoun co-referencing errors: Challenges for generativist and usage-based accounts. Matthews, D., Pyykkönen, P., & Järvikivi, J. (in prep.). Children's online comprehension of pronouns in spoken language: The role of verb semantics. Menuzzi, S. M. (1996a). 3rd person possessives in Brazilian Portuguese: On the syntax-discourse relation. Proceedings of the Discourse Anaphora and Anaphora Resolution Colloquium (DAARC 96) [Special issue of UCREL Technical Papers] (pp. 191–210). Lancaster: University Centre for Computing Corpus Research on Language (UCREL), Lancaster University. Menuzzi, S. M. (1996b). Constraint interaction in binding and the feature specification of anaphoric forms. In C. Cremers, & M. den Dikken (Eds.), Linguistics in the Netherlands 1996 (pp. 183–194). Amsterdam: Benjamins. Menuzzi, S. M. (1997). Topics in binding theory: Constraint interaction, chains, indexing and reflexivity, with particular reference to Brazilian Portuguese. Doctoral dissertation: Pontifícia Universidade Católica do Rio Grande do Sul. Menuzzi, S. M. (1999a). Binding theory and pronominal anaphora in Brazilian Portuguese. Haia: Holland Academic Graphics. Menuzzi, S. M. (1999b). Project Proposal: "Aquisição da Anáfora Pronominal no Português do Brasil" [Pronominal Anaphora Acquisition in Brazilian Portuguese] [This project has never taken place]. Porto Alegre: Faculdade de Letras, Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS). Menuzzi, S. M. (2000). Antecedentes genéricos e a interpretação dos pronomes plenos: Comentários a "Anaphora with generic antecedents in Brazilian Portuguese", de Ana Muller. Encontro Nacional da ANPOLL, June 4-7, 2000, GT de Teoria da Gramática, Mesa Temática sobre Anáfora. Menuzzi, S. M. (2003). Sobre as opções anafóricas para antecedentes genéricos e para variáveis ligadas. Letras de Hoje, 38(1), pp. 125–144. Menuzzi, S. M. (2005). Sobre o papel do léxico em sintaxe OT. Paper presented at the 53rd Seminário do GEL, UFSCar, São Carlos, SP, Brazil, July 28-30, 2005. Nariyama, S. (2001). Argument structure as another reference-tracking system with reference to ellipsis. Australian Journal of Linguistics, 21(1), pp. 99–129. Negrão, E. V., & Muller, A. (1989). Anáfora em algumas estruturas de complementação. Anais do XIX Seminário do GEL, Lorena, SP, 1990 (pp. 133–140). Bauru, SP. Raposo, E. (1985). Some asymmetries in the Binding Theory in Romance. The Linguistic Review, 5(1), pp. 75–110. Reinhart, T. (2006). Interface strategies: Optimal and costly computations. Linguistic Inquiry Monographs, 45. Cambridge Mass.: MIT Press. Reinhart, T. (2007). Strategies of anaphora resolution. In X. Blanco (Ed.), 2007 NooJ Conference, Barcelona, June 7-9, 2007. Reinhart, T. (to appear). Processing or pragmatics? Explaining the coreference delay. In T. Gibson, & N. Pearlmutter (Eds.), The processing and acquisition of reference. Cambridge MA: MIT Press. Roberts, J. (1997). Switch-reference in Papua New Guinea: A preliminary survey. Papers in Papuan Linguistics, 3, pp. 101–241. Schwarz, M. (2000). Indirekte Anaphern in Texten: Studien zur domänengebundenen Referenz und Kohärenz im Deutschen. Habilitationsschrift. Tübingen: Niemeyer. Schwarz-Friesel, M., Consten, M., & Knees, M. (Eds.). (to appear). Anaphors in texts. Scott, S. (????). Recent developments regarding the Delay of Principle B Effect and language acquisition in Down syndrome. Retrieved 29-Dec-06, from http://citeseer.ist.psu.edu/cachedpage/378987/1. Serratrice, L. (2004). Anaphoric interpretation of null and overt pronominal subjects in Italian. Paper presented at The Romance Turn, Madrid, September 2004. Serratrice, L. (2005). The role of discourse pragmatics in the acquisition of subjects in Italian. Applied Psycholinguistics, 26, pp. 4347–4462. Serratrice, L. (2006). Pronominal subjects at the syntax-discourse interface: Evidence from monolingual and bilingual acquisition. Paper presented at The Romance Turn II, Workshop on the Acquisition of Romance Languages, Utrecht, September 7-9, 2006. Serratrice, L., Sorace, A., & Paoli, S. (2004). Crosslinguistic influence at the syntax-pragmatics interface: Subjects and objects in English-Italian bilingual and monolingual acquisition. Bilingualism: Language and Cognition, 7, pp. 183–205. Smyth, R. (1994). Grammatical determinants of ambiguous pronoun resolution. Journal of Psycholinguistic Research, 23(3), pp. 197–229. Smyth, R. (1995). Conceptual perspective-taking and children's interpretation of pronouns in reported speech. Journal of Child Language, 22(1), pp. 171–187. Smyth, R., & Cheung, S.-m. (1996). Pronoun resolution across clauses: Aquisition evidence for the structure of the coreference processor. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), BUCLD 20. Proceedings of the 20th Annual Boston University Conference on Language Development, 1995. Vol. 2 (pp. 718-). Somerville MA: Cascadilla Press. Song, H.-j., & Fisher, C. (2005). Who's "she"? Discourse prominence influences preschoolers' comprehension of pronouns. Journal of Memory and Language, 52, pp. 29–57. Spenader, J., Smits, E.-J., & Hendriks, P. (2006). Coherent discourse solves the pronoun interpretation problem. Unpublished manuscript. Surian, L., Baron-Cohen, S., & van der Lely, H. K. J. (1996). Are children with autism deaf to Grician maxims? Cognitive Neuropsychiatry, 1, pp. 55–71. Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge Studies in Linguistics. Cambridge: Cambridge University Press. Tyler, L. K., & Marslen-Wilson, W. (1982). The resolution of discourse anaphors: Some on-line studies. Text, 2, pp. 263–291. van der Lely, H. K. J. (1997). Narrative discourse in grammatical-specific language impaired children: A modular language deficit? Journal of Child Language, 24, pp. 221–256. van der Lely, H. K. J., & Stollwerck, L. (1997). Binding theory and specifically language impaired children. Cognition, 62, pp. 245–290. Retrieved 13-Jan-07, from http://ucl.ac.uk/DLDCN/vdL&S97.pdf. van Hoek, K. (1989). Towards a unified account of reflexives. Paper presented at the "Cognitive Linguistics Workshop", San Diego, May 13-14, 1989. van Hoek, K. (1990). Pronominal anaphora and cognitive grammar: Doctoral dissertation. San Diego: University of California. van Hoek, K. (1992). Paths through conceptual structure: Constraints on pronominal anaphora. San Diego: University of California. van Hoek, K. (1995). Conceptual reference points: A cognitive grammar account of pronominal anaphora constraints. Language, 71(2), pp. 310–340. van Hoek, K. (1996). A cognitive grammar account of bound anaphora. In E. H. Casad (Ed.), Cognitive Linguistics Research: Vol. 6. Cognitive linguistics in the redwoods. The expansion of a new paradigm in linguistics (pp. 753–791). Berlin; New York: Mouton de Gruyter. van Hoek, K. (1997a). Anaphora and conceptual structure. Cognitive Theory of Language and Culture. Chicago Ill.: University of Chicago Press. van Hoek, K. (1997b). Backwards anaphora as a constructional category. Functions of Language, 4(1), pp. 47–82. van Hoek, K. (2003). Pronouns and point of view: Cognitive principles of coreference. In M. Tomasello (Ed.), The new psychology of language. Vol. 2. Cognitive and functional approaches to language structure (pp. 169–194). Mahwah NJ: Erlbaum. van Hoek, K., Kibrik, A. A., & Noordman, L. G. M. (Eds.). (1999). Discourse studies in cognitive linguistics: Selected papers from the 5th International Cognitive Linguistics Conference, Amsterdam, July 1997. Current Issues in Linguistic Theory, 176. Amsterdam; Philadelphia PA: Benjamins. Walker, M., Joshi, A., & Prince, E. (Eds.). (1997). Centering theory in discourse. Oxford: Clarendon Press. ***************************************************************** Susanna Bartsch https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/ bartsch at zas.gwz-berlin.de Zentrum für allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZaS) Centre for General Linguistics, Typology, and Universals Research Schützenstr. 18 10117 Berlin Germany Tel. +49 (0)30 20192562 Fax +49 (0)30 20192402 ***************************************************************** From bartsch at zas.gwz-berlin.de Fri Feb 2 03:10:51 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Fri, 2 Feb 2007 03:10:51 GMT Subject: Query: The Pronoun Interpretation Problem in Child Language Development Message-ID: *************************** Apologies for cross-posting *************************** Dear all, Having posted the summary on pronominal reference resolution, I’d like now to post a related query, this time concerning the so-called Delay of Principle B Effect (DPBE) or Pronoun Interpretation Problem (PIP) in child language development. In one of the first studies on the issue, Chien & Wexler (1990) observed an asymmetry in English-learning children’s pattern of acquisition of intrasentential pronominal anaphora. Children showed an adult-like interpretation of reflexives from at least age 3, but performed only at chance level with personal pronouns up to age 7 – the so-called DPBE or PIP. Chien & Wexler also observed that children only performed poorly when the potential antecedent was a referring nominal phrase (NP). When the potential antecedent was a quantifier phrase, children’s performance was adult-like. ON the other hand, this quantificational asymmetry has been challenged Boster 1994; Grolla 2005; Matthews et al. submitted; Conroy et al. 2006 submitted). It has also been observed that PIP appears predominantly in interpretation, but not in production (Bloom et al. 1994; Spenader et al. 2006; de Villiers et al. to appear), a finding not confirmed in other studies (Matthews et al. submitted). A number of explanations have been given to PIP, such as the pragmatic account (Chien & Wexler 1990; Thonrton & Wexler 1999); the processing account (Reinhart 2000, to appear); and the bidirectional optimisation account (Hendriks & Spenader 2004; Hendriks & Spenader 2005/2006; Spenader et al. 2006). What I’d like to ask you is whether you can help me in my search of studies on PIP. I’ve already found a number of studies (listed below), above all for English, Dutch, and some Romance languages. What I’m especially looking for is studies on children learning German, Russian, and (Brazilian or European) Portuguese, as well as studies in bilingual and L2 acquisition. For Russian and (Brazilian) Portuguese, I’ve only found the studies by Avrutin & Wexler (1992) and Grolla (2005), respectively, and none for German. Also in the case of bilingual and L2 acquisition there seem to be only some studies: Varlokosta & Dullaart (2001) and Sanoudaki (2003) for the former, White (1998) for the latter. I’m especially interested in these languages and acquisitional constellations, as well as in results concerning (i) age of occurrence and resolution of PIP; (ii) the quantificational asymmetry; (iii) the production vs. interpretation asymmetry; (iv) and also in explanatory accounts. But if you hopefully happen to know any other studies than those listed below, regardless of the language, acquisitional context and approach, I’d be most grateful if you let me know. Many thanks in advance Best wishes Susanna References Avrutin, S., & Wexler, K. (1992). Development of Principle B in Russian: Coindexation at LF and coreference. Language Acquisition, 2(4), pp. 259–306. Baauw, S. (1999). The role of the clitic-full pronoun distinction in the acquisition of pronominal coreference. In A. Greenhill, H. Littlefield, & C. Tano (Eds.), BUCLD 23. Proceedings of the 23rd Annual Boston University Conference on Language Development, November 1998. Vol. 1 (pp. 32–43). Somerville, Mass.: Cascadilla Press. Baauw, S., & Cuetos, F. (2003). The interpretation of pronouns in Spanish language acquisition and breakdown: Evidence for the "Principle B Delay" as a non-unitary phenomenon. Language Acquisition, 11(4), pp. 219–275. Baauw, S., & Delfitto, D. (2005). New views on reflexivity: Delay effects in acquisition, cross-modular principle B and reflexive clitics in Romance. Probus, 17(2), pp. 145–184. Baauw, S., Escobar, L., & Philip, W. (1997). A Delay of Principle B Effect in Spanish-speaking children: The role of lexical feature acquisition. In A. Sorace, C. Heycock, & R. Shillcok (Eds.), Proceedings of the GALA '97 Conference on Language Acquisition. Edinburgh: HCRC. Bloom, P., Barss, A., Nicol, J., & Conway, L. (1994). Children's knowledge of binding and coreference: Evidence from spontaneous speech. Language, 70(1), pp. 53–71. Boster, C. (1994). Children's failure to obey Principle B: Syntactic problem or lexical error? In J. Abe, L. Ferro, L. Laporte-Grimes, D. Takahashi, & M. Yamashina (Eds.), UConn Working papers in linguistics. Vol. 4. Storrs, University of Connecticut. Chien, Y.-C., & Wexler, K. (1990). Children's knowledge of locality conditions in binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1(3), pp. 225–295. Conroy, A., Takahashi, E., Lidz, J., & Phillips, C. (2006, submitted). Equal treatment for all antecedents: How children succed with Principle B. Escobar, L., & Gavarró, A. (1999). On the delay of principle B-effect in the acquisition of Catalan clitics. Paper presented at the 21st Annual Meeting of the DGfS, Konstanz, February 24-26, 1999. Grimshaw, J., & Rosen, S. T. (1990). Knowledge and obedience: The developmental status of the binding theory. Linguistic Inquiry, 21, pp. 187–222. Grodzinsky, Y., & Reinhart, T. (1993). The innateness of binding and coreference. Linguistic Inquiry, 24(1), pp. 69–102. Grolla, E. (2005). Pronouns as elsewhere elements: Implications for language acquisition. Doctoral dissertation. University of Connecticut. Hamann, C., Kowalski, O., & Philip, W. (1997). The French "Delay of Principle B" Effect. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), BUCLD 21. Proceedings of the 21st Annual Boston University Conference on Language Development, Boston, November 1996. Vol. 1 (pp. 205–219). Somerville MA: Cascadilla Press. Hendriks, P., & Spenader, J. (2004). A bidirectional explanation of the pronoun interpretation problem. In P. Schlenker, & E. Keenan (Eds.), Proceedings of the ESSLLI'04. Workshop on Semantic Approaches to Binding Theory, Nancy, France. Hendriks, P., & Spenader, J. (2005/2006). When production precedes comprehension: An optimization approach to the acquisition of pronouns. Language Acquisition, 13(4), pp. 319–348. Retrieved 21-Dec-06, from http://www.let.rug.nl/~hendriks/pronouns05.pdf. Hestvik, A., & Philip, W. (2000). Binding and coreference in Norwegian child language. Language Acquisition: A Journal of Developmental Linguistics, 8(3), pp. 171–235. Jakubowicz, C. (1984). On markedness and binding principles. Proceedings of the North Eastern Linguistics Society 14 (pp. 154–182). Jakubowicz, C. (1993). Linguistic theory and language acquisition facts: Reformulation, maturation or invariance of binding principles. In E. Reuland, & W. Abraham (Eds.), Knowledge and Language. Vol. 1. From Orwell's problem to Plato's problem (pp. 157–184). Dordrecht: Kluwer. Jakubowicz, C., & Olsen, L. (1988). Reflexive anaphores and pronouns in Danish: Syntax and acquisition. BUCLD 13 Proceedings. Koster, C. (1993). Errors in anaphora acquisition. Doctoral dissertation. Utrecht University. McKee, C. (1992). A comparison of pronouns and anaphors in Italian and English acquisition. Language Acquisition, 2(1), pp. 21–54. Matthews, D., Lieven, E., & Tomasello, M. (submitted 2007). Pronoun co-referencing errors: Challenges for generativist and usage-based accounts. Philip, W., & Coopmans, P. (1996). The double Dutch Delay of Principle B Effect. BU Proceedings 1996. Reinhart, T. (2000). Strategies of anaphora resolution. In H. Bennis, M. Everaert, & E. Reuland (Eds.), Interface strategies. Amsterdam: Royal Netherlands Academy of Arts and Sciences. Reinhart, T. (to appear). Processing or pragmatics? Explaining the coreference delay. In T. Gibson, & N. Pearlmutter (Eds.), The processing and acquisition of reference. Cambridge MA: MIT Press. Sanoudaki, I. (2003). Greek 'strong' pronouns and the delay of principle B effect. Reading Working Papers in Linguistics, 7, pp. 103–124 Sigurjónsdóttir, S., & Hyams, N. (1992). Reflexivization and logophoricity: Evidence from the acquisition of Icelandic. Language Acquisition, 2(4), Solan, L. (1983). Pronominal reference: Child language and the theory of grammar. Dordrecht: Reidel. Spenader, J., Smits, E.-J., & Hendriks, P. (2006). Coherent discourse solves the pronoun interpretation problem. Unpublished manuscript. Thornton, R., & Wexler, K. (1999). Principle B, VP ellipsis and interpretation in child grammars. Cambridge MA: MIT Press. Varlokosta, S., & Dullaart. (2001). The acquisition of pronominal reference by Greek-Dutch bilingual children: Evidence for early grammar differentiation and autonomous development in bilingual first language acquisition. In A. H.-J. Do, L. Dominguez, & A. Johansen (Eds.), BUCLD 25. Proceedings of the 25th Annual Boston University Conference on Language Development, Boston, November 2000. Vol. 2. Somerville Mass.: Cascadilla Press. Villiers, J. de, Cahillane, J., & Altreuter, E. (to appear). What can production reveal about Principle B? In K. U. Deen, J. Nomura, B. Schulz, & B. D. Schwartz (Eds.), University of Connecticut Occasional Papers in Linguistics: Vol. 4. The proceedings of the Inaugural Conference on Generative Approaches to Language Acquisition - North America, Honolulu, HI. (pp. 89–100). University of Connecticut. White, L. (1998). Second language acquisition and Binding Principle B: Child/adult differences. Second Language Research, 14(4), pp. 425–439. ***************************************************************** Susanna Bartsch https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/ bartsch at zas.gwz-berlin.de Zentrum für allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZaS) Centre for General Linguistics, Typology, and Universals Research Schützenstr. 18 10117 Berlin Germany Tel. +49 (0)30 20192562 Fax +49 (0)30 20192402 ***************************************************************** From t.marinis at reading.ac.uk Fri Feb 2 21:19:13 2007 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Fri, 2 Feb 2007 21:19:13 +0000 Subject: Child Language Seminar 2007: 2nd Call for Papers - submission deadline: 1 March Message-ID: ******************************************************************************************* 2nd Call for Papers - 30th Anniversary of the Child Language Seminar ******************************************************************************************* Child Language Seminar 18-20 July 2007 University of Reading, England 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). --------------------------------------------------------------------------------------- NEW INFORMATION - Thematic sessions, proceedings --------------------------------------------------------------------------------------- To mark the 30th Anniversary of the CLS, this year we have added a half-day (18 July) with two thematic sessions, while keeping the remaining two days (19-20 July) open to all avenues of research on child language development. The thematic sessions will be on topics related to the keynote papers. The exact topics of the thematic sessions will be decided on the basis of the abstracts we will receive. To commemorate the 30th Anniversary of the conference, we will publish the proceedings of this year's CLS on a CD-ROM and on the web-site of the University of Reading. ---------------------------------------------------------------------------------------- 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From pcnorton at yahoo.com Sat Feb 3 16:17:12 2007 From: pcnorton at yahoo.com (Pam Norton) Date: Sat, 3 Feb 2007 08:17:12 -0800 Subject: Summary of Solutions for Recording Snafu In-Reply-To: <52001.36830@mail.talkbank.org> Message-ID: Solutions for Recording Snafu Thanks for all who responded with helpful suggestions to my audiotape recording at the wrong speed – summary below. I was able to get the original tape recorder and set it to double speed and the sound came out at normal speed. However since it is cumbersome for transcribing, I will follow suggestion #6 for converting the tapes to digital and slow them down on the computer with audio editing software as in 6 below. Also discovered “Hypertranscribe” software downloadable from the internet (you can demo but have to buy to effectively use it) that allows me to import my video narratives into it and then transcribe alongside the video – very neat. Thanks everyone for introducing me to the digital age!!! Pam Norton, ABD Joint Doctoral Program in Special Education UC Berkeley & SFSU 1) digitize the audio, and play it at a reduced speed 2) digitalize the tapes and import the data into a sound treatment file (our language learning lab on campus had one, I think it was a version of imovie or something similar-- you should ask the tech people on your campus what is available to you, and the language learning center is also a good starting place since they usually have programs to slow speech files down). I ultimately chose not to go this route because it distorted the sound some and was more for work others as well as me (since I would have had to have someone digitalize for me etc.) 3) just transcribe with the recorder I had originally used to record. The quality for transcription was lower and the process more tedious than with a pedal or larger surround sound set-up, but the recorder recognized that the tape was on high speed and automatically slowed it down when I played it back for transcription. 4) If you open them in a sound program like cool edit, you can just tell the program they were really recorded at a different rate than it thinks they are and it will adjust the speed. So its certainly doable – but the specifics of how you do it depends on what equipment and programs you have available to you. Its probably easier to do it in a sound editing program of some sort. 5) There are variable speed cassette players. Used with transcribers. 6) Yes, there’s an easy solution! First you need to get the sound files into a computer. If these were recorded on a digital recorder, it should just plug in via USB. If you used an analogue recorder, you just need a lead connecting the headphone out socket to the input socket of your sound card (probably a mini-jack plug on both ends). Once you’ve got them in the computer, you can use software such as Sony Sound Forge to halve the duration & pitch – This is expensive, but there are also lots of public domain/shareware audio editors that will do the same job- just look for stuff called “audio editing software, pitch shift, duration shift, time stretch” on google. 7) you can have analogue put onto digital form and then deal with it (you can download from cassette onto computer if you have a mixer plugged in to the computer). -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Feb 4 02:04:02 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 4 Feb 2007 10:04:02 +0800 Subject: Summary of Solutions for Recording Snafu In-Reply-To: <287171.48059.qm@web81415.mail.mud.yahoo.com> Message-ID: Dear Pam, Thanks for your note to info-childes regarding playback speed adjustment in CoolEdit and SoundForge. Let me add Amadeus Pro to the list of programs that do a great job for this type of sound editing. You also mentioned using Hypertranscribe for transcribing from video. I downloaded that program and gave it a try. There are perhaps a dozen programs that do something like this. Many of them have additional powerful features that many users would consider important. The three you might wish to consider are Transcriber (audio only), Transana, and CLAN. All of these are free and downloadable from the web. Transcriber is for audio only and works best for phone conversations with two people. Transana has some nice coding features. CLAN, which is the program used to produce and analyze data in the CHILDES and TalkBank systems, has the fullest set of features, including pretty much everything found in all of the other programs. Crucially, the files produced by CLAN are linked in a format compatible with analysis by the CLAN programs and the CHILDES database. -- Brian MacWhinney From Anna.Clark at colorado.edu Mon Feb 5 00:15:36 2007 From: Anna.Clark at colorado.edu (Anna Clark) Date: Sun, 4 Feb 2007 17:15:36 -0700 Subject: prosodic development listserv question Message-ID: I am working on my thesis and am writing to query the listserv about the development of linguistic use of prosody. I am currently developing a longitudinal research analysis study of use of linguistic prosody in a repetition task by English-speaking children with cochlear implants as compared with normal-hearing peers. I'm interested in finding more recent research on typical development of linguistic prosody or historical research of this in hoh/deaf populations. I have read much current research on emphatic stress, accurate syllable repetition, terminal syllable contours, as well as segmental analyses in typical & deaf/h-o-h populations. I am very interested in studying phrasal stress, syllable reduction and timing aspects within various phrasal structures (NP, complex clause structures, PP, AP, etc...), i.e. the more suprasegmental aspects of phonology. I am aware of studies from the 1970's on these topics (outlined in Child Phonology vol. 1), but am wondering if someone could point me to any recent research on this topic. Thank you much. I'll be happy to post a summary of responses, as I would appreciate greatly any guidance in this area of literature as to recent work, or landmark studies. Anna -- Anna Clark University of Colorado at Boulder Speech, Language, Hearing Sciences anna.clark at colorado.edu From cslater at alma.edu Mon Feb 5 18:10:29 2007 From: cslater at alma.edu (Carol Slater) Date: Mon, 5 Feb 2007 13:10:29 -0500 Subject: Language of close friends Message-ID: Dear Colleagues, May I once again solicit your help? For a senior thesis, a student would like to investigate aspects of language used by close friends. "I would like to investigate 'private' language utilized in friendships—within groups of close friends as well as in intimate non-romantic dyads (i.e. 'best friendships'). I am particularly interested in word usage, specifically, the development and social purpose of "code" words or phrases that have a significance among friends beyond their public meaning. It is my impression that there has been little research on the subject of word usage in friendships. Therefore, any information or suggestions on the matter would be greatly appreciated." It would, indeed, be received with gratitude. In hope, Carol Slater Alma College Alma, MI 48801 From amywong at hkucc.hku.hk Tue Feb 6 06:15:58 2007 From: amywong at hkucc.hku.hk (Anita Wong) Date: Tue, 6 Feb 2007 14:15:58 +0800 Subject: Positions at Speech and Hearing Sciences, University of Hong Kong Message-ID: Dear colleagues, We now have two new openings at the Division of Speech and Hearing Sciences, University of Hong Kong. We would be most grateful if you could help pass the word amongst your colleagues. Thank you. Best wishes, Anita Wong, Ph.D. Division of Speech and Hearing Sciences University of Hong Kong Professors/Associate Professors/Assistant Professors in the Faculty of Education Applications are invited for the following positions in the Faculty of Education, from as soon as possible, on a three-year fixed-term basis, with the possibility of renewal. The roots of the Faculty of Education at the University of Hong Kong go back to 1917. Today the Faculty is a multifaceted body responsible not only for programmes in education at all levels but also for speech and hearing sciences. Information about the Faculty can be obtained at http://www.hku.hk/education/ We seek candidates who will strengthen the Faculty's commitment to excellence in teaching and research. Candidates should possess a Ph.D. degree, a well-defined programme of research, interest in pursuing external research funding and the ability to provide academic leadership in their area of expertise. They will be expected to supervise postgraduate research students and make a contribution to cross-disciplinary teaching in the Faculty's programmes. Speech and Hearing Sciences – (a) Professor/Associate Professor (Ref.: RF-2006/2007-414) and (b) Professor/Associate Professor/Assistant Professor (Ref.: RF-2006/2007-415) Applicants should have demonstrated teaching expertise and evidence of research productivity in one or more areas of human communication and/or its disorders. This includes but is not limited to speech, voice, language, swallowing, hearing, literacy, and perception, in adults and/or children. Research with a clinical focus will be an advantage. For posts (a), the appointments will be made under the Centenary Recruitment Plan (CRP) and appointees who have demonstrated performance will be considered for tenure during the second three-year contract. Exceptionally outstanding candidates for these four posts could also be considered for appointment on tenure terms. Information about the CRP can be obtained at https://www.hku.hk/apptunit/ Applicants should indicate clearly which post and field (preferably with reference number) they wish to be considered for. Annual salaries will be in the following ranges (subject to review from time to time at the entire discretion of the University): Professor : HK$803,700 – 1,125,720 Associate Professor : HK$593,100 – 917,220 Assistant Professor : HK$451,980 – 698,520 (approximately US$1 = HK$7.8) The level of appointment and salary will be commensurate with qualifications and experience. The appointments will attract a contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary, as well as leave, and medical/dental benefits. Housing benefits will be provided as applicable. At current rates, salaries tax does not exceed 16% of gross income. Further particulars and application forms (272/302 amended) can be obtained at https://www.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: ). Closes April 20, 2007. The University is an equal opportunity employer and is committed to No-Smoking Policy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5693 bytes Desc: not available URL: From bpearson at research.umass.edu Thu Feb 8 13:44:15 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Thu, 8 Feb 2007 08:44:15 -0500 Subject: Question about the number of languages one can learn In-Reply-To: <9E14A75D6404DC4F9233140F10AC44AABBF195@M1.ioead> Message-ID: Dear Info-Childes-- Can anyone point me to sources which say how many languages average individuals *can* learn? It is a question I am often asked and I can only find apocrypha. Apparently, the U.S. Dept of State (?) has a circular for diplomats on living abroad which puts the limit on comfortable early learning at four languages, but I have been unable to find it. Can anyone help me find that document, or something similar? Thank you, as ever, Barbara Pearson ************************************************** Barbara Zurer Pearson, Ph.D Center for the Study of African American Language (CSAAL) Research Associate, Coordinator University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From danielle.matthews at manchester.ac.uk Thu Feb 8 15:53:48 2007 From: danielle.matthews at manchester.ac.uk (Danielle Matthews) Date: Thu, 8 Feb 2007 15:53:48 +0000 Subject: PhD Studentships in Child Language In-Reply-To: Message-ID: Dear Info-Childes Members, We would be very grateful if you would circulate this information to anyone who might be interested in applying for a PhD in Child Language at the University of Manchester, U.K. Many thanks, Danielle Matthews Elena Lieven Studentships within the Max Planck Child Study Centre We have 1-2 studentships available for the academic year 2007-8. Funding will consist of approximately 15,000 Euros per annum (about £10,000) plus excellent support for travel and equipment. Home/EC fees will be paid by the Max Planck Institute. The topic of the Ph.D. must be within the field of first language development using naturalistic and/or experimental data. Our focus is on children learning either English or German although we have ongoing studies of Polish, French, Russian and Finnish. We are increasingly conducting comparative studies in different languages. Below is a brief summary of some of the ongoing research in the Centre. Naturalistic Studies Ongoing research involves tracking the sources of children's developing constructions, including the transitives, questions and complex sentences. This is done through analyzing children's own prior speech and that of their caregivers. As well as using the Manchester corpus, available on the CHILDES database, we are also developing denser corpora. These corpora contain recordings of children taped for between 5 - 10 hours per week. This far better sampling rate allows for in depth analyses, which have never previously been possible. Experimental Studies Experimental studies focus on a number of aspects of language acquisition, such as the development of general syntactic categories (such as noun and verb) and constructions (such as transitives and questions). We also look at how children learn to use pragmatically appropriate language (for example, using appropriate referring expressions). A number of different methodologies are used including priming, act-out tasks, training studies and preferential looking. Experiments often employ novel or frequency-controlled words to determine children's ability to extend their knowledge of language to words with which they are not familiar. Interested students are encouraged to contact Professor Elena Lieven by email for preliminary discussions. lieven at eva.mpg.de. Details of how to make a formal application and of other PhD projects available in the School of Psychological Sciences can be found at: http://www.psych-sci.manchester.ac.uk/postgraduate/research/mphilphd/studentships/allstudentships/ First interviews will take place between March 2nd - April 16th. From corrigan at csd.uwm.edu Wed Feb 14 01:55:01 2007 From: corrigan at csd.uwm.edu (Roberta L Corrigan) Date: Tue, 13 Feb 2007 19:55:01 -0600 Subject: Conference Reminder Message-ID: The 25th University of Wisconsin-Milwaukee Linguistics Symposium will be held on April 18-21. The topic of the symposium is formulaic language. Invited speaker for the symposium are: Joan Bybee, University of New Mexico Oesten Dahl, Stockholm University Britt Erman, Stockholm University Charles Fillmore, University of California, Berkeley Lily Wong Fillmore, University of California, Berkeley Barbara Fox, University of Colorado Adele Goldberg, Princeton University John Haiman, Macalester College Paul Hopper, Carnegie Mellon University Susan Hunston, University of Birmingham Koenraad Kuiper, University of Canterbury Jill Morford, University of New Mexico Andrew Pawley, Australian National University Ann Peters, University of Hawai'i Joanne Scheibman, Old Dominion University Sandra Thompson, University of California, Santa Barbara Michael Tomasello, Max Planck Institute for Evolutionary Anthropology Rena Torres-Cacoullos, University of New Mexico Diana van Lancker, New York University Thomas Wasow, Stanford University Alison Wray, Cardiff University The deadline for early registration if February 15. For more information, including the full conference schedule. please see the conference website: http://www.uwm.edu/Dept/English/conferences/fsl/index.html _____________________________________ _____________________________________ Bobbi Corrigan Department of Educational Psychology University of Wisconsin-Milwaukee Milwaukee, WI 53211 From a.crutchley at hud.ac.uk Wed Feb 14 14:18:41 2007 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Wed, 14 Feb 2007 14:18:41 -0000 Subject: role of CDS in later language development Message-ID: Dear all I'm looking at children's acquisition of a complex grammatical >structure (past counterfactuals, e.g. 'if she had shut the cage, the rabbit wouldn't have escaped'). Acquisition of this structure appears to be still ongoing in the 6-11 years age group. My question is: can anyone point me to work on the role of input/child-directed speech in later language development (i.e. for children aged 5 years plus)? Within social-interactional frameworks, is it assumed that at some point, ambient language in general becomes 'fodder' for children's language development? Or is language specifically directed at the child still considered to play a special role for this age group? Many thanks for any ideas. Best wishes, Alison Crutchley .....................................................................Dr Alison Crutchley Lecturer in English Language School of Music & Humanities University of Huddersfield Queensgate, Huddersfield HD1 3DH http://www.hud.ac.uk/mh/english/research/alison_crutchley.php tel: (Mon-Wed only) +44 (0) 1484 473848 a.crutchley at hud.ac.uk ..................................................................... This transmission is confidential and may be legally privileged. If you receive it in error, please notify us immediately by e-mail and remove it from your system. If the content of this e-mail does not relate to the business of the University of Huddersfield, then we do not endorse it and will accept no liability. From kkennedy at clarku.edu Wed Feb 14 16:52:00 2007 From: kkennedy at clarku.edu (kkennedy at clarku.edu) Date: Wed, 14 Feb 2007 11:52:00 -0500 Subject: Novel verb experiments Message-ID: Dear all, We are currently working on a senior capstone project at Clark University trying to replicate with an adult population some of the work Nancy Budwig and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, Smita Srivastava) have been doing with novel verb experiments with preschoolers speaking a variety of languages. The question we have been curious about is how adults do in similar tasks, in particular whether they produce novel verbs modeled in one construction in constructions they have not heard the verbs used in, and whether this differs when training takes place in transitive versus intransitive constructions. Our own search for novel verb experiments with adult populations has not turned up much; we would be grateful for recommendations of studies that address this topic. Many thanks for your help. Kevin Kennedy & Jason Edgarton Undergraduate students, Clark U. '07 Kkennedy at clarku.edu Jaedgarton at clarku.edu From r.n.campbell at stir.ac.uk Wed Feb 14 18:38:03 2007 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Wed, 14 Feb 2007 18:38:03 +0000 Subject: Novel verb experiments In-Reply-To: <61791.68.118.231.66.1171471920.squirrel@muse.clarku.edu> Message-ID: There might be some point in going back for a look at the antique experiments of Werner & Kaplan from the 1950s. Two problems with such experiments with adults are (a) you can't use short novel words, since short words are all used up and unavailable for neologism, and (b) adult knowledge of objects is as good as yours, so you need to use novel objects as well as novel words (which Werner & Kaplan failed to do). Robin On Wed, 14 Feb 2007 kkennedy at clarku.edu wrote: > Dear all, > > We are currently working on a senior capstone project at Clark University > trying to replicate with an adult population some of the work Nancy Budwig > and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, > Smita Srivastava) have been doing with novel verb experiments with > preschoolers speaking a variety of languages. The question we have been > curious about is how adults do in similar tasks, in particular whether > they produce novel verbs modeled in one construction in constructions they > have not heard the verbs used in, and whether this differs when training > takes place in transitive versus intransitive constructions. Our own > search for novel verb experiments with adult populations has not turned up > much; we would be grateful for recommendations of studies that address > this topic. > > Many thanks for your help. > > Kevin Kennedy & Jason Edgarton > Undergraduate students, Clark U. '07 > > Kkennedy at clarku.edu > Jaedgarton at clarku.edu > > > -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From k1n at psu.edu Wed Feb 14 20:09:29 2007 From: k1n at psu.edu (Keith Nelson) Date: Wed, 14 Feb 2007 15:09:29 -0500 Subject: Novel verb experiments In-Reply-To: Message-ID: Hi Kevin, Jason, Nancy-- Maybe because I have just been snowed by snow in our current central PA blizzard, then I am thinking that the "nouniness " and "verbiness" of varied words and the cross language work of Melissa Bowerman on such constructions as in, on, under, around and so forth may be relevant background, along with second language learning by adults. Melissa I believe had some wonderful examples from Northwestern Canadian languages on how simple words sometimes can map complex relationships. But all that said, no, I don't recall a definite experiment that address your questions--the closest possibility I can think of would be Liz Bates may have included some adults as well as kids in her demonstrations of learning of nonce verbs such as bloop. Best, Keith (Keith Nelson) At 6:38 PM +0000 2/14/07, Robin Campbell wrote: >There might be some point in going back for a look at the antique >experiments of Werner & Kaplan from the 1950s. Two problems with such >experiments with adults are (a) you can't use short novel words, since >short words are all used up and unavailable for neologism, and (b) adult >knowledge of objects is as good as yours, so you need to use novel objects >as well as novel words (which Werner & Kaplan failed to do). > >Robin > >On Wed, 14 Feb 2007 kkennedy at clarku.edu wrote: > >> Dear all, >> >> We are currently working on a senior capstone project at Clark University >> trying to replicate with an adult population some of the work Nancy Budwig >> and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, >> Smita Srivastava) have been doing with novel verb experiments with >> preschoolers speaking a variety of languages. The question we have been >> curious about is how adults do in similar tasks, in particular whether >> they produce novel verbs modeled in one construction in constructions they >> have not heard the verbs used in, and whether this differs when training >> takes place in transitive versus intransitive constructions. Our own >> search for novel verb experiments with adult populations has not turned up >> much; we would be grateful for recommendations of studies that address >> this topic. >> >> Many thanks for your help. >> >> Kevin Kennedy & Jason Edgarton >> Undergraduate students, Clark U. '07 >> >> Kkennedy at clarku.edu >> Jaedgarton at clarku.edu >> >> >> > >-- >The University of Stirling is a university established in Scotland by >charter at Stirling, FK9 4LA. Privileged/Confidential Information may >be contained in this message. If you are not the addressee indicated >in this message (or responsible for delivery of the message to such >person), you may not disclose, copy or deliver this message to anyone >and any action taken or omitted to be taken in reliance on it, is >prohibited and may be unlawful. In such case, you should destroy this >message and kindly notify the sender by reply email. Please advise >immediately if you or your employer do not consent to Internet email >for messages of this kind. -- Keith Nelson Professor of Psychology Penn State University 423 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 From Jussi.Niemi at Joensuu.FI Thu Feb 15 08:22:44 2007 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Thu, 15 Feb 2007 10:22:44 +0200 Subject: Novel verb experiments In-Reply-To: <61791.68.118.231.66.1171471920.squirrel@muse.clarku.edu> Message-ID: If experimental data on potential pseudo-verbs (cf. the classic wug tests à la Berko 1958) in a language with a considerable number of verb paradigms are needed, you might benefit from peeking into the following text: Jussi Niemi: Paradigm Competition in Inflection: An Experimental Note on Finnish Verbs. SKY Journal of Linguistics 19 (2006), which can be downloaded from http://www.ling.helsinki.fi/sky/julkaisut/sky2006special.shtml In this study the verbs were embedded in controlled carrier sentences, and a restricted set of "paradigmatically critical" forms -- if correct -- were to be elicited. Jussi Niemi At 18:52 14.2.2007, kkennedy at clarku.edu wrote: >Dear all, > >We are currently working on a senior capstone project at Clark University >trying to replicate with an adult population some of the work Nancy Budwig >and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, >Smita Srivastava) have been doing with novel verb experiments with >preschoolers speaking a variety of languages. The question we have been >curious about is how adults do in similar tasks, in particular whether >they produce novel verbs modeled in one construction in constructions they >have not heard the verbs used in, and whether this differs when training >takes place in transitive versus intransitive constructions. Our own >search for novel verb experiments with adult populations has not turned up >much; we would be grateful for recommendations of studies that address >this topic. > >Many thanks for your help. > >Kevin Kennedy & Jason Edgarton >Undergraduate students, Clark U. '07 > >Kkennedy at clarku.edu >Jaedgarton at clarku.edu Jussi Niemi, PhD Professor, Linguistics, University of Joensuu, POB 111 (Yliopistokatu 4), FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office), +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (mobile), +358-13-228723 (home) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi, http://cc.joensuu.fi/linguistics Nordic Association of Linguists (NAL) http://cc.joensuu.fi/linguistics/nal.html Joint European Masters Programme in Clinical Linguistics (EMCL) http://www.emcl-mundus.com/html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shurita.Thomas-Tate at comm.fsu.edu Thu Feb 15 11:51:24 2007 From: Shurita.Thomas-Tate at comm.fsu.edu (Thomas-Tate, Shurita) Date: Thu, 15 Feb 2007 06:51:24 -0500 Subject: Katharine G. Butler Symposium on Child Language Message-ID: My apoplogies if this conference announcement is a repeat NEW VISTAS IN CHILD LANGUAGE Katharine G. Butler Symposium on Child Language:Innovations in Research and Practice Sponsored by the Specialty Board on Child Language Tuesday and Wednesday, March 27 & 28, 2007 /Houston, Texas /Hilton Hotel Continuing the tradition: Honoring Dr. Butler's lifetime of commitment in the area of Child Language Speakers will include: Kenn Apel - Developing Mental Representations of Written Words: The Role of Orthographic Learning in Reading and Spelling Development Marc Fey - Randomized Trials in Child Language Interventions: Advantages and Caveats Roberta (Bobbie) Corrigan - Beyond the Obvious: Constructing Meaning from Subtle Patterns in the Language Environment Anne van Kleeck - Fostering Inferential Language During Book Sharing with Prereaders: A Critical Foundation for Later Reading Comprehension The format will allow for break-out sessions after each talk so that you can discuss the current research and its clinical implications with your colleagues. All programming is at the advanced level The symposium will precede the Texas Speech-Language-Hearing Association's annual convention (March 28 - 30). Individuals attending the Butler symposium may attend the TSHA convention at the TSHA member convention rate. For more information, please check the TSHA website (www.txsha.org) Registration materials or Questions: contact Lynn Flahive (l.flahive at tcu.edu) Early registration rates available until March 2,2007 ******** ShuritaThomas-Tate, Ph.D. Assistant Professor Florida State University Department of Communication Disorders (850) 644-8443 sthomast at fsu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k1n at psu.edu Thu Feb 15 13:21:11 2007 From: k1n at psu.edu (Keith Nelson) Date: Thu, 15 Feb 2007 08:21:11 -0500 Subject: polyglot children Message-ID: Hello. I am hoping that someone can point me toward some published accounts of the acquisition to age-level fluency of four or more languages by any child by about age 6 years. Of course, the better documented the account the better, but I would look at anything from journal and books to videos to biography/autobiography etc. If you know of a family who currently has a child in the midst of such multiple languages who would like to share their experiences with me that would be of great interest too. Thanks ! Keith Nelson -- Keith Nelson Professor of Psychology Penn State University 423 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 From emasst85 at yahoo.com Sat Feb 17 10:09:09 2007 From: emasst85 at yahoo.com (elham mahjub) Date: Sat, 17 Feb 2007 02:09:09 -0800 Subject: subscription Message-ID: mahjub elham --------------------------------- Want to start your own business? Learn how on Yahoo! Small Business. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sc.purdy at auckland.ac.nz Sun Feb 18 01:15:24 2007 From: sc.purdy at auckland.ac.nz (Suzanne Purdy) Date: Sun, 18 Feb 2007 14:15:24 +1300 Subject: Summary of information on SLI Message-ID: http://psyweb.psy.ox.ac.uk/oscci/dbhtml/dbrefs.htm maybe the bishop and leonard book is in the library and has the SLI defn? ________________________________ From: info-childes at mail.talkbank.org on behalf of zhang li1231 Sent: Sat 2/17/2007 7:02 PM To: info-childes Subject: Summary of information on SLI Dear all: Thanks so much for the information you've provided for me about how to elicit SLI children's spontaneous speech and some useful literature on this area. As for how to elicit children's speech,Dongsun Yim suggested that I should use different settings such as school,kitchen,bathing. Mariana Sigstad suggested that the best way to elicit speech is to depend on children's interest. And the first thing I should do is to pair myself with the child. Facts indicate that these ideas have been of much help to me. As for the literature, Prof. Bishop has given me a great help. She suggested me to log on the following website which contains almost all of her research on SLI including books, tests and articles from year 1995-2007.These articles are about the cause, etiology, characteristics of SLI. In addition, there are some articles about language problems of children with autism or mental retardation. http://psyweb.psy.ox.ac.uk/oscci/dbhtml/dbrefs.htm Elly College of Preschool and Special Education East China Normal University -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Feb 18 11:16:50 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 18 Feb 2007 19:16:50 +0800 Subject: MOR grammar updates for Chinese and Italian Message-ID: Dear Info-CHILDES, I would like to report some recent changes in support for morphological analysis for Mandarin, Cantonese, and Italian. The basic goal here is to have complete and consistent automatic %mor analysis for all languages in CHILDES. For both Mandarin and Cantonese , we are dropping reliance on romanizations in favor of reliance on Hanzi script, since Hanzi is much less ambiguous than romanizations. For Cantonese, this has meant revising the corpora to place the Chinese characters on the main line. After that, I verified that all of the words in the corpora were recognized by the Cantonese MOR. The final step involves building a training corpus for automatic disambiguation using POST. That step should be complete in the next few weeks. Once that is done, I will add %mor lines to the Cantonese corpora. For Chinese (Mandarin), the work of building a training corpus was done by Twila Tardif and her students, along with earlier help from Chienju Chang. Using that training corpus, I have now succeeded in creating an unambiguous %mor line for the Chang and Zhou corpora. I have also placed the Beijng and Context corpora into a romanization form that will allow us to eventually conduct a full automatic MOR analysis. For Italian, I revised the MOR grammar to provide full analysis of all words in the Tonelli corpus. Then, Livia Tonelli and Maurizio Fabris constructed a training corpus and we used the resultant POST disambiguator to provide a full %mor line for the Tonelli corpus. I would like to encourage people working with Cantonese, Mandarin, and Italian to make use of these highly functional new tools. To make sure that your encodings are in line with the grammars currently available, you need to occasionally run this command mor +xl *.cha This creates a thing called a minilex. The goal here is to have your minilex file empty. If you run mor +xl and the resultant file is empty, then you know that all of the forms you are entering in your corpus are recognized by MOR and that part of speech analysis will be fully automatic. If you find words in your minilex, then you can either fix these words in the transcript or else add them to the MOR grammar. This would also be a great time to contribute to CHILDES any corpora you have available in Chinese or Italian. Good luck with the use of these tools, --Brian MacWhinney From t.marinis at reading.ac.uk Wed Feb 21 16:21:44 2007 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Wed, 21 Feb 2007 16:21:44 +0000 Subject: Child Language Seminar 2007: Final Call for Papers - submission deadline: 1 March Message-ID: ******************************************************************************************* Final Call for Papers - 30th Anniversary of the Child Language Seminar ******************************************************************************************* Child Language Seminar 18-20 July 2007 University of Reading, England Submission deadline is 1 March 2007 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). --------------------------------------------------------------------------------------- NEW INFORMATION - Keynote presentations --------------------------------------------------------------------------------------- To mark the 30th Anniversary of the CLS, this year we have added a half-day (18 July) with two thematic sessions, while keeping the remaining two days (19-20 July) open to all avenues of research on child language development. The thematic sessions will be on topics related to the keynote presentations. The exact topics of the thematic sessions will be decided on the basis of the abstracts we will receive. Keynote presentations: Anne Baker & Jan de Jong: The nature of bilingual Specific Language Impairment Department of Language and Literature Universiteit van Amsterdam Dorothy Bishop: Unraveling causal links between deficits in children with language disorders Department of Experimental Psychology University of Oxford Philip Dale: What genetics can offer the study of language acquisition and what it can’t Department of Speech & Hearing Sciences The University of New Mexico, Albuquerque Catherine Snow: Teaching all-purpose academic vocabulary to middle-grade students: Wielding a subtle school-reform lever Harvard Graduate School of Education Harvard University 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mdonahue at uic.edu Thu Feb 22 11:10:05 2007 From: mdonahue at uic.edu (Donahue, Mavis L.) Date: Thu, 22 Feb 2007 11:10:05 -0000 Subject: epiphanies Message-ID: Dear CHILDES colleagues: Greetings! Paula Menyuk and I are exploring some issues in the history of research on child language. We’re writing to ask you to share with us your opinions on two questions: (1) What article or book was most influential in your early research career? (2) Do you think our progress in research on child language has been slow and incremental, or that certain events abruptly triggered a paradigm shift? (Note that this is not unlike the question of how language develops in children.) In particular, we’re looking for descriptions of “epiphanies” or “flashbulb moments” when you may have recognized key support for your theoretical position, or alternatively, that there was a crack in your paradigm. Please send these to me directly (mdonahue at uic.edu), and I’ll post the ideas to our CHILDES list later. As an example, below is a particularly wry and compelling narrative from Starkey Duncan at the University of Chicago, describing his own flashbulb moment: (from Duncan, S. J. (1995). Individual differences in face-to-face interaction. In P.E. Shrout & S. T. Fiske (Eds), Personality research, methods, and theory (pp. 241-256). Hillsdale, NJ: Erlbaum.) “The experience of working with our correlational results led to one of the most memorable moments of my career—an indelible “flashbulb” recollection. At the end of a lengthy and arduous process of videotaping interactions, recording actions, and running correlations, (Donald) Fiske and I were in a position to reap the fruits of our labors: interpreting our results. Thoroughly immersed in this process, we were sitting one day in my office discussing a set of results related to correlations of (a) a participant’s rate of gazing at the partner with (b) the participant’s total time with the speaking turn in the conversation. (These correlations are in Table 5.1 in Duncan & Fiske, 1977). The results were intriguingly unexpected and highly consistent across conditions. For example, “rate of gazing while speaking” was negatively correlated with speaking time, whereas “rate of gazing while not speaking” was positively correlated with speaking time. That is, the more frequently a participant gazed at the partner while speaking, the less speaking time the participant had. The more frequently a participant gazed at the partner while listening to the partner, the more speaking time the participant had. The same action appeared to have opposite interactional consequences depending on whether the participant was the speaker or the auditor. This was the sort of unexpected relationship for which we were looking. What could this tell us about conversations and more generally about interaction process? Fiske and I discussed the various possible sources of these results. Were the results associated with a participant’s shifting gaze toward or away from the partner? That is, to obtain a count of two gazes at the partner, a participant must gaze at the partner, gaze away and then gaze toward again. Which of these were contributing to the correlations? Were the shifts of gaze located near the beginning or end of a speaking turn, and for which variable? For example, perhaps the “gazing while speaking” results involved shifts near the end of speaking turns, whereas the "gazing while not speaking” results involved shifts near the beginning of speaking turns. There were many questions of this sort. At some point in our conversation, the unforgettable moment occurred. We both fell silent and looked at each other with the same, unspoken thought in mind: None of these questions, necessary for interpreting the results, could be answered with our data because the data contained no information on interaction sequences. Meaningful interpretation of the results were impossible. It is an unforgettable experience to witness, as it were, a large project of this sort slowly and utterly collapsing. The image comes to mind of the standard cartoon situation in which a light tap on a large vase causes increasingly large, spreading cracks until the entire vase collapses in pieces, leaving exposed the villain hiding inside. Absent from my memory of that moment, however, is any element of humor (p. 247-248).” ********************************* Dr. Mavis L. Donahue Professor Department of Special Education College of Education 1040 W. Harrison Street, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-8139 (voice) 312-996-5651 (fax) From edwards at mail.fpg.unc.edu Thu Feb 22 15:23:50 2007 From: edwards at mail.fpg.unc.edu (Anne Edwards) Date: Thu, 22 Feb 2007 10:23:50 -0500 Subject: video for a narrative task In-Reply-To: <62290.86.153.137.41.1172142605.squirrel@webmail.uic.edu> Message-ID: We would like to use a short video for a narrative task that is appropriate for a 3-4 year old developmental age level and will be shown to children up to 13 years old. Any suggestions for videos? Many thanks, Anne Edwards Project Coordinator Carolina Communication Project FPG Child Development Institute > From edwards at mail.fpg.unc.edu Thu Feb 22 16:39:58 2007 From: edwards at mail.fpg.unc.edu (Anne Edwards) Date: Thu, 22 Feb 2007 11:39:58 -0500 Subject: video for a narrative task -revised Message-ID: Thanks for your feedback. I may need to clarify. We would like to use a short video for a narrative task that is appropriate for 6-12 yr old children with mental retardation. The children's developmental age levels range from 3-6 years old. Any suggestions for videos? Thanks again, Anne Edwards Project Coordinator Carolina Communication Project FPG Child Development Institute From roberts at mail.fpg.unc.edu Thu Feb 22 17:59:32 2007 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Thu, 22 Feb 2007 12:59:32 -0500 Subject: video for a narrative task -revised In-Reply-To: <45DDC75E.6050606@mail.fpg.unc.edu> Message-ID: SEE BELOW. PLEASE SEND OUT ASAP SINCE EARLIER ONE WAS SENT WENT BACK TO 3-4 THANKS > Does anyone have suggestions for a short (max 5 minute) video for a > narrative task that is appropriate for a 3-4 year old developmental > level to be used with 6-12 yr old children with mental retardation. > Thanks again, > > Anne Edwards > Project Coordinator > Carolina Communication Project > FPG Child Development Institute > -- 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 jordan.zlatev at ling.lu.se Fri Feb 23 14:35:18 2007 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Fri, 23 Feb 2007 15:35:18 +0100 Subject: First CFP: Conference of the Swedish Association for Language and Cognition Message-ID: The First Conference of the Swedish Association for Language and Cognition (SALC) Lund, Nov 29 - Dec 1, 2007 http://www.salc-sssk.org/ The First Conference of the Swedish Association for Language and Cognition (SALC) will be held at the Centre for Languages and Literature, Lund University between Nov 29 and Dec 1, 2007. The conference will involve research investigating the dependence of language on structures and processes of general cognition (e.g. perception, memory and reasoning) and social cognition (e.g. joint attention and imitation), as well as affecting such structures and processes. The conference is intended to be a forum for the exchange of ideas between disciplines, fields of study and theoretical frameworks, involving researchers in Sweden and abroad. The annual meeting of SALC will be held on Dec 1 2007, to which all members are warmly invited. The programme will consist of oral presentations, a poster session, a discussion panel, as well as invited plenary talks by the following speakers: * Susan Goldin-Meadow, Department of Psychology, University of Chicago * Esa Itkonen, Department of Linguistics, University of Turku * Chris Sinha, Department of Psychology, University of Portsmouth * Östen Dahl, Department of Linguistics, Stockholm University * Peter Gärdenfors, Department of Cognitive Science, Lund University We invite the submission of abstracts for oral or poster presentations related to, but not limited to the following topics: * semantic analysis and cognition * discourse analysis and cognition * grammar and cognition * pragmatics and cognition * language, semiotics and cognition * linguistic typology and cognition * language and cognitive development * language and cognitive impairment * language, action and perception * language and social cognition * language and cognitive evolution * language change and cogniton * language and gesture * language and consciousness * linguistic relativity and linguistic mediation Abstract submission One-page abstracts (of no more than 500 words, including references) should be sent as an attachment (MS Word preferred) to Marlene Johansson Falck, at marlene at magicspelling.com by June 1st 2007. Please make these anonymous (only title and text) and include affiliation, email and telephone in the body of the email. Please indicate whether an oral or poster presentation is preferred, and whether a poster presentation is acceptable if the space of the program does not allow for an oral presentation. If you do not receive a confirmation within 2 days, please resend your abstract. Abstracts will then be reviewed by members of the Scientific Committee (see below), and notification of acceptance will be sent by August 1. Registration fees, including conference participation, book of abstracts, and coffee/snacks * Faculty: 50 euro/450 SEK (40 euro/360 SEK for SALC members) * Students: 40 euro/360 SEK (30 euro/270 SEK for SALC members) Registration can be done online, to be announced in the Second Call for Papers. Important dates * Feb 23 2007: First Call for Papers * June 1 2007: Deadline for Abstract Submission * August 1 2007: Notification of acceptance * October 1 2007: Conference program announced * Nov 29 (afternoon) - Dec 1 2007 (whole day): SALC Conference Scientific Committee * Jóhanna Bar_dal, Department of Linguistics, University of Bergen * Ingar Brinck, Department of Philosophy, Lund University * Alan Cienki Department of Language and Communication, Vrije Universiteit, Amsterdam * Östen Dahl, Department of Linguistics, Stockholm University * Caroline David, Département d'études anglophones, Université Paul-Valéry, Montpellier III * Per Durst-Andersen, Centre for Language, Cognition and Mentality, Copenhagen Business School * Elisabeth Engberg-Pedersen, Department of Nordic Studies and Linguistics, University of Copenhagen * Adam Glaz, Department of English UMCS, Lublin * Peter Gärdenfors, Department of Cognitive Science, Lund University * Anders Hougaard, Institute of Language and Communication, University of Southern Denmark * Esa Itkonen, Department of Linguistics, University of Turku * Christer Johansson, Department of Linguistics, University of Bergen * Suzanne Kemmer, Department of Linguistics, Rice University * Maria Koptjevskaja Tamm, Department of Linguistics, Stockholm University * Maarten Leemens, English Linguistics, Universitè de Lille3 * Cornelia Mueller, Department for Cultural Studies, Europa-Universität Viadrina Frankfurt (Oder) * Chris Sinha, Department of Psychology, University of Portsmouth * Göran Sonesson, Department of Semiotics, Lund University Organizing Committee * Jordan Zlatev, Lund University and Umeå University * Mats Andrén, Lund University * Marlene Johansson Falck, Stockholm University * Carita Lundmark, Mid Sweden University * Ulf Magnusson, Luleå University of Technology * Carita Paradis, Växjö University *************************************************** Jordan Zlatev, Associate Professor Department of Linguistics Center for Languages and Literature Lund University Box 201 221 00 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev.html *************************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5352 bytes Desc: not available URL: From mfleck at cs.uiuc.edu Fri Feb 23 15:28:57 2007 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Fri, 23 Feb 2007 09:28:57 -0600 Subject: video for a narrative task -revised In-Reply-To: <45DDC75E.6050606@mail.fpg.unc.edu> Message-ID: Episodes of the (oldish) British TV show "Pingu" might be useful. Very familiar family scenarios for about that age range, but the family are penguins who speak in some mystery language. Not widely distributed in the US so unlikely to be familiar to your audience. Margaret Anne Edwards wrote: > Thanks for your feedback. I may need to clarify. We would like to use > a short video for a narrative task that is appropriate for 6-12 yr old > children with mental retardation. The children's developmental age > levels range from 3-6 years old. Any suggestions for videos? > Thanks again, > > Anne Edwards > Project Coordinator > Carolina Communication Project > FPG Child Development Institute > From mfleck at cs.uiuc.edu Mon Feb 26 15:31:16 2007 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Mon, 26 Feb 2007 09:31:16 -0600 Subject: video for a narrative task -revised In-Reply-To: Message-ID: The whole of red balloon may be longer than you want. And the plot towards the end may be a bit hard and/or too disturbing for some of your audience. But excerpts from the early parts should stand on their own ok. You might also find that excerpts from "My neighbor Totoro" or "Kiki's Delivery Service" can stand on their own without the sound track. These two, like "Red Balloon" aren't well known to random US kids but they are to a subset (e.g. academics). So you'd need to check if you need the video to be unfamiliar. Margaret Fleck, UIUC Daniel Goldin wrote: > The snowman -- silent kids film, about 15 minutes > The red balloon -- short film about a boy in paris and a red balloon. > > On 2/22/07, Joanne Roberts wrote: > >> >> SEE BELOW. PLEASE SEND OUT ASAP SINCE EARLIER ONE WAS SENT WENT BACK >> TO 3-4 THANKS >> >> >> > Does anyone have suggestions for a short (max 5 minute) video for a >> > narrative task that is appropriate for a 3-4 year old developmental >> > level to be used with 6-12 yr old children with mental retardation. >> > Thanks again, >> > >> > Anne Edwards >> > Project Coordinator >> > Carolina Communication Project >> > FPG Child Development Institute >> > >> >> -- >> 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 Evan.J.Kidd at manchester.ac.uk Wed Feb 28 11:23:09 2007 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Wed, 28 Feb 2007 11:23:09 +0000 Subject: artificial grammar learning task for 4 - 6-year-olds Message-ID: Dear list members, I'm looking for a good artificial grammar learning task that can be used effectively with 4 - 6-year-olds. Could anyone recommend any? I'll post a summary if there are enough responses. Cheers, Evan From michael at georgetown.edu Wed Feb 28 17:52:25 2007 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 28 Feb 2007 12:52:25 -0500 Subject: Neurocognition of Developmental Language Disorders: CBBC Workshop at Georgetown University Message-ID: The Center for the Brain Basis of Cognition at Georgetown University Presents The Neurocognition of Developmental Language Disorders A CBBC Workshop Goal: The workshop aims to bring together a wide range of people – researchers, funders and students – who are interested in various cognitive and neural aspects of Specific Language Impairment and related disorders (e.g., dyslexia, autism, FOXP2-related disorders). Location: New Research Building Auditorium, Georgetown University, Washington DC Date: Friday, May 4th, 2007, 8:30am to 6:30 pm Note: The date of the workshop is timed to allow workshop participants to also attend the Cognitive Neuroscience Society meeting, which begins in the evening of the following day (May 5th) in New York City. Speakers: Angela Friederici, Marc Joanisse, Mabel Rice, Michael Ullman, Faraneh Vargha-Khadem, Susan Ellis Weismer Organizers: Cristina Sanz and Michael Ullman For further information on the workshop, and for registration, please go to http://cbbc.georgetown.edu/workshops/2007DLD.html Attend the workshop & enjoy Washington DC in spring! -------------- next part -------------- An HTML attachment was scrubbed... URL: From Ghada.Khattab at newcastle.ac.uk Thu Feb 1 13:06:46 2007 From: Ghada.Khattab at newcastle.ac.uk (Ghada Khattab) Date: Thu, 1 Feb 2007 13:06:46 -0000 Subject: Research Associate/Research Assistant Job Message-ID: Apologies for cross-postings Newcastle University, UK Research Assistant/Research Associate, School of Education, Communication and Language Sciences, ?22,111 - ?24,161 per annum http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R The School of Education, Communication & Language Sciences wishes to appoint a three-year fixed term Research Asssistant/Research Associate (or two part-time) to work on the ESRC-funded project 'Phonological acquisition in multilingual settings: the case of Lebanese Arabic' under the supervision of Dr Ghada Khattab. The aim of this project is to investigate the phonological development of Arabic by monolingual and multilingual children in Lebanon and the UK. You will be based in Lebanon during the fieldwork phase of the project (between 12 - 18 months). You should ideally possess a Masters or a PhD in Linguistics, Speech Science or a related discipline and a strong interest in research, however applications from candidates with a degree in Speech & Language Therapy will also be considered. You will have good time management and organisational skills, good English language and IT skills, excellent communication skills and knowledge of linguistics. You will be a good team player, able to contribute to the team working on the project. A background in phonetics/phonology, language acquisition or Arabic linguistics is desirable. Post-holders must possess a near native proficiency in Arabic. The post is offered as a full-time appointment for 3 years, although 50% part time applicants will also be considered. Part-time post-holders will have the opportunity to pursue a PhD at the University of Newcastle on a topic related to the grant. Candidates interested in pursuing a PhD in language development of Arabic in Arabic-English monolingual and bilingual children are especially encouraged to apply. Informal enquiries can be made by contacting Dr Ghada Khattab, e-mail ghada.khattab at ncl.ac.uk, tel: +44-191-222 6583 Post commences: 1 July 2007 Closing Date: 1 March 2007 Reference no: B1688R To apply for this position please send your covering letter, CV and Employment Record Form to Dr G Khattab, Newcastle University, School of Education, Communication and Language Sciences, King George VI Building, Newcastle upon Tyne, NE1 7RU. Further details about the vacancy and further particulars can be found here: http://www.ncl.ac.uk/vacancies/vacancy.phtml?ref=B1688R Ghada Khattab ---------------------- Ghada Khattab Speech and Language Sciences Section King George VI bldg University of Newcastle Newcastle upon Tyne NE1 7RU UK Tel: +44.191.222.6583 Fax: +44.191.222.6518 e-mail: ghada.khattab at ncl.ac.uk http://www.ncl.ac.uk/ecls/staff/profile/ghada.khattab -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Thu Feb 1 18:09:16 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Thu, 1 Feb 2007 12:09:16 -0600 Subject: SRCLD submission deadline extenstion Message-ID: Due to numerous requests for an extension, the deadline for submissions for posters to be presented at the 2007 SRCLD has been extended to February 15th. Please visit www.srcld.org and click on Call For Papers and then on Online Submission. If you have any questions, please feel free to contact me at any time. Sincerely, Karen Andriacchi SRCLD Conference Coordinator University of Wisconsin-Madison Goodnight Hall 1975 Willow Drive Madison, WI 53706 phone: 608.262.6488 fax: 608.262.6466 From bartsch at zas.gwz-berlin.de Fri Feb 2 01:35:11 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Fri, 2 Feb 2007 01:35:11 GMT Subject: Summary: Pronominal Reference Message-ID: Dear all, A few days before X-mas, I posted a query on intra- and inter-sentential pronominal reference resolution. Despite the unfavourable moment, a number of researchers found the time to help me, for which I?m most grateful. I also apologise for not having yet answered to all individually due to lack of time (because of a project proposal). I?ll try to make up for it in the next days. So, many many thanks to: Werner Abraham (Universitaet Wien) Shanley Allen (Boston University) Ren? Dirven Elaine Grolla (Universidade de S?o Paulo) David Ingram (Arizona State University) Annetthe Karmiloff-Smith (University College London) Mvogo Kuna (Universit? de Bourdeaux III) Ronald Langacker (University of California, San Diego) M?rcio Leit?o (Universidade Federal da Para?ba) Marcus Maia (Universidade Federal do Rio de Janeiro) Danielle Matthews (University of Manchester) Lise Menn (University of Colorado, Boulder) S?rgio Menuzzi (Pontif?cia Universidade Cat?lica do Rio Grande do Sul) Ellen Prince (University of Pennsylvania) Eduardo Raposo (University of California, Santa Barbara) Silvia Ramirez Gelbes (Universidad de Buenos Aires) Erik-Jan Smits (University of Groningen) Ron Smyth (University of Toronto) Hyun-joo Song (Yonsei University, Korea) Andr? L. Souza (Universidade Federal de Minas Gerais) Heather van der Lely (University College London) Carl Vogel (Trinity College Dublin) Alexander Ziem (Universit?t Basel) In what follows, the recommended references are listed: Abraham, W. (2002). Pronomina im Diskurs: deutsche Personal- und Demonstrativpronomina unter 'Zentrierungsperspektive'. Grammatische ?berlegungen zu einer Teiltheorie der Textkoh?renz. Sprachwissenschaft, 27(4), pp. 447?491. Berman, S., & Hestvik, A. (1997). Principle B, DRT and plural pronouns. In H. Bennis, P. Pica, & J. Rooryck (Eds.), Atomism & Binding. Dordrecht: Foris. Chambers, C. G., & Smyth, R. (1998). Structural parallelism and discourse coherence: A test of Centering Theory. Journal of Memory and Language, 39(4), pp. 593?608. Comrie, B. (1986). Reflections on subject and object control. Journal of Semantics, 4, pp. 47?65. Comrie, B. (1988). Coreference and conjunction reduction in grammar and discourse. In J. Hawkings (Ed.), Explaining language universals. Oxford: Blackwell. Comrie, B. (1997). Pragmatic binding: Demonstratives as anaphors in Dutch. Proceedings of the Annual Meeting of the Berkeley Linguistics Society. Vol. 23 (pp. 50?61). Comrie, B. (1999). Reference-tracking: Description and explanation. Sprachtypologie und Universalienforschung, 52, pp. 335?346. Cunha Lima, M. L. (2004). Indefinido, an?fora e constru??o textual das refer?ncia. Doctoral dissertation. Campinas: Universidade Estadual de Campinas. Cunha Lima, M. L. (2005). Indefinites, reference and text processing. Paper presented at the 9th International Pragmatics Conference, Riva del Garda, July 10-15, 2005. Cunha Lima, M. L., & Fran?oso, E. (2004). Anaphora and indefinite noun phrases. Paper presented at the 26th Annual Meeting of the Cognitive Science Society, Chicago, August 5-7, 2004. Fox, B. A. (1986). Local patterns and general principles in cognitive processes: Anaphora in written and conversational English. Text, 6, pp. 25?51. Gordon, P. C., Grosz, B. J., & Gilliom, L. A. (1993). Pronouns, names, and the Centering of attention in discourse. Cognitive Science, 17, pp. 311?347. Gordon, P., Hendrick, R., Ledoux, K., & Yang, C. Lung. (1999). Processing of reference and the structure of language: An analysis of complex noun phrases. Language and Cognitive Processes, 14(4), pp. 353?379. Grimshaw, J., & Rosen, S. T. (1990). Knowledge and obedience: The developmental status of the binding theory. Linguistic Inquiry, 21, pp. 187?222. Grolla, E. (2004). The acquisition of (resumptive) pronouns: A processing account. Paper presented at The Romance Turn: Workshop on the Acquisition of Syntax of Romance Languages, Madrid, Sept 16-18, 2004. Grolla, E. (2005a). A unified account for two problems in the acquisition of pronouns. In J. Alderete, C.-h. Han, & A. Kochetov (Eds.), Proceedings of the 24th West Coast Conference on Formal Linguistics, Vancouver, March 18-20, 2005 (pp. 173?181). Somerville MA: Cascadilla Proceedings Project. Grolla, E. (2005b). Pronomes resumptivos em portugu?s adulto e infantil. DELTA: Documenta??o de Estudos em Ling??stica Te?rica e Aplicada (online), 21(2), Grolla, E. (2005c). Pronouns as elsewhere elements: Implications for language acquisition. Doctoral dissertation. University of Connecticut. Grolla, E. (in press). The acquisition of A- and A'-bound pronouns in Brazilian Portuguese. In V. Torrens, & L. Escobar (Eds.), The acquisition of syntax in Romance languages. Amsterdam: Benjamins. Grosz, B. J., Joshi, A. K., & Weinstein, S. (1995). Centering: A framework for modelling the local coherence of discourse. Computational Linguistics, 21(2), pp. 203?225. Harris, C. L., & Bates, E. (2002). Clausal backgrounding and pronominal reference: A functionalist approach to C-command. Language and Cognitive Processes, 17, pp. 237?269. Retrieved 12-Dec-06, from http://www.bu.edu/psych/faculty/charris/papers/harris_cv.pdf. Hendriks, P., & Spenader, J. (2005/2006). When production precedes comprehension: An optimization approach to the acquisition of pronouns. Language Acquisition, 13(4), pp. 319?348. Retrieved 21-Dec-06, from http://www.let.rug.nl/~hendriks/pronouns05.pdf. Hudson-D'Zmura, S., & Tanenhaus, M. K. (1997). Antecedents and ambiguous pronouns. In M. Walker, A. Joshi, & E. Prince (Eds.), Centering theory in discourse. Oxford: Clarendon Press. Ingram, D., & Shaw, C. (1988). The comprehension of pronominal reference in children. Canadian Journal of Linguistics, 33(395-407), Karmiloff-Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), pp. 60?85. Kiparsky, P. (2002). Disjoint reference and the typology of pronouns. In I. Kaufmann, & B. Stiebels (Eds.), More than words (pp. 179?226). Berlin: Akademie-Verlag. Lasnik, H. (1976). Remarks on coreference. Linguistic Analysis, 2, pp. 1?22. Lasnik, H., & Crain, S. (1985). On the acquisition of pronominal reference. Lingua, 65, pp. 135?154. Leit?o, M. (2005). O processamento do objeto direto anaf?rico no portugu?s brasileiro. Doctoral dissertation. Rio de Janeiro: Universidade Federal do Rio de Janeiro. Li, N., & Zubin, D. A. (1987). Anaphor resolution in Mandarin. Paper presented at the Eastern States Conference on Linguistics (Escol), 1986, Ohio State University. Lozano, C. (2006). Explaining the 'syntax-before-discourse' phenomenon: Pronominal subject distribution in L1 Greek - L2 Spanish. Paper presented at The Romance Turn II, Workshop on the Acquisition of Romance Languages, Utrecht, September 7-9, 2006. Maia, M. (1994). The comprehension of object anaphora in Brazilian Portuguese. Doctoral dissertation: USC. Maia, M. (1996). The comprehension of object anaphora in Brazilian Portuguese. In C. Parodi, A. C. Quicoli, M. Saltarelli, & M. L. Zubizarreta (Eds.), Aspects of Romance linguistics (pp. 293?311). Washington D.C.: Georgetown University Press. Maia, M. (1997a). A compreens?o da an?fora objeto no portugu?s do Brasil. Revista Palavra, 4, pp. 58?76. Maia, M. (1997b). The processing of object anaphora in Brazilian Portuguese. Recherches Linguistiques de Vincennes, 26, pp. 151?172, from not available on Maia's website. Matthews, D. (2005). Children's comprehension and production of anaphoric pronouns. Paper presented at the 10th International Congress of the International Association for the Study of Child Language (IASCL), Berlin, July 25-29, 2005. Matthews, D., Lieven, E., & Tomasello, M. (submitted 2007). Pronoun co-referencing errors: Challenges for generativist and usage-based accounts. Matthews, D., Pyykk?nen, P., & J?rvikivi, J. (in prep.). Children's online comprehension of pronouns in spoken language: The role of verb semantics. Menuzzi, S. M. (1996a). 3rd person possessives in Brazilian Portuguese: On the syntax-discourse relation. Proceedings of the Discourse Anaphora and Anaphora Resolution Colloquium (DAARC 96) [Special issue of UCREL Technical Papers] (pp. 191?210). Lancaster: University Centre for Computing Corpus Research on Language (UCREL), Lancaster University. Menuzzi, S. M. (1996b). Constraint interaction in binding and the feature specification of anaphoric forms. In C. Cremers, & M. den Dikken (Eds.), Linguistics in the Netherlands 1996 (pp. 183?194). Amsterdam: Benjamins. Menuzzi, S. M. (1997). Topics in binding theory: Constraint interaction, chains, indexing and reflexivity, with particular reference to Brazilian Portuguese. Doctoral dissertation: Pontif?cia Universidade Cat?lica do Rio Grande do Sul. Menuzzi, S. M. (1999a). Binding theory and pronominal anaphora in Brazilian Portuguese. Haia: Holland Academic Graphics. Menuzzi, S. M. (1999b). Project Proposal: "Aquisi??o da An?fora Pronominal no Portugu?s do Brasil" [Pronominal Anaphora Acquisition in Brazilian Portuguese] [This project has never taken place]. Porto Alegre: Faculdade de Letras, Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). Menuzzi, S. M. (2000). Antecedentes gen?ricos e a interpreta??o dos pronomes plenos: Coment?rios a "Anaphora with generic antecedents in Brazilian Portuguese", de Ana Muller. Encontro Nacional da ANPOLL, June 4-7, 2000, GT de Teoria da Gram?tica, Mesa Tem?tica sobre An?fora. Menuzzi, S. M. (2003). Sobre as op??es anaf?ricas para antecedentes gen?ricos e para vari?veis ligadas. Letras de Hoje, 38(1), pp. 125?144. Menuzzi, S. M. (2005). Sobre o papel do l?xico em sintaxe OT. Paper presented at the 53rd Semin?rio do GEL, UFSCar, S?o Carlos, SP, Brazil, July 28-30, 2005. Nariyama, S. (2001). Argument structure as another reference-tracking system with reference to ellipsis. Australian Journal of Linguistics, 21(1), pp. 99?129. Negr?o, E. V., & Muller, A. (1989). An?fora em algumas estruturas de complementa??o. Anais do XIX Semin?rio do GEL, Lorena, SP, 1990 (pp. 133?140). Bauru, SP. Raposo, E. (1985). Some asymmetries in the Binding Theory in Romance. The Linguistic Review, 5(1), pp. 75?110. Reinhart, T. (2006). Interface strategies: Optimal and costly computations. Linguistic Inquiry Monographs, 45. Cambridge Mass.: MIT Press. Reinhart, T. (2007). Strategies of anaphora resolution. In X. Blanco (Ed.), 2007 NooJ Conference, Barcelona, June 7-9, 2007. Reinhart, T. (to appear). Processing or pragmatics? Explaining the coreference delay. In T. Gibson, & N. Pearlmutter (Eds.), The processing and acquisition of reference. Cambridge MA: MIT Press. Roberts, J. (1997). Switch-reference in Papua New Guinea: A preliminary survey. Papers in Papuan Linguistics, 3, pp. 101?241. Schwarz, M. (2000). Indirekte Anaphern in Texten: Studien zur dom?nengebundenen Referenz und Koh?renz im Deutschen. Habilitationsschrift. T?bingen: Niemeyer. Schwarz-Friesel, M., Consten, M., & Knees, M. (Eds.). (to appear). Anaphors in texts. Scott, S. (????). Recent developments regarding the Delay of Principle B Effect and language acquisition in Down syndrome. Retrieved 29-Dec-06, from http://citeseer.ist.psu.edu/cachedpage/378987/1. Serratrice, L. (2004). Anaphoric interpretation of null and overt pronominal subjects in Italian. Paper presented at The Romance Turn, Madrid, September 2004. Serratrice, L. (2005). The role of discourse pragmatics in the acquisition of subjects in Italian. Applied Psycholinguistics, 26, pp. 4347?4462. Serratrice, L. (2006). Pronominal subjects at the syntax-discourse interface: Evidence from monolingual and bilingual acquisition. Paper presented at The Romance Turn II, Workshop on the Acquisition of Romance Languages, Utrecht, September 7-9, 2006. Serratrice, L., Sorace, A., & Paoli, S. (2004). Crosslinguistic influence at the syntax-pragmatics interface: Subjects and objects in English-Italian bilingual and monolingual acquisition. Bilingualism: Language and Cognition, 7, pp. 183?205. Smyth, R. (1994). Grammatical determinants of ambiguous pronoun resolution. Journal of Psycholinguistic Research, 23(3), pp. 197?229. Smyth, R. (1995). Conceptual perspective-taking and children's interpretation of pronouns in reported speech. Journal of Child Language, 22(1), pp. 171?187. Smyth, R., & Cheung, S.-m. (1996). Pronoun resolution across clauses: Aquisition evidence for the structure of the coreference processor. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds.), BUCLD 20. Proceedings of the 20th Annual Boston University Conference on Language Development, 1995. Vol. 2 (pp. 718-). Somerville MA: Cascadilla Press. Song, H.-j., & Fisher, C. (2005). Who's "she"? Discourse prominence influences preschoolers' comprehension of pronouns. Journal of Memory and Language, 52, pp. 29?57. Spenader, J., Smits, E.-J., & Hendriks, P. (2006). Coherent discourse solves the pronoun interpretation problem. Unpublished manuscript. Surian, L., Baron-Cohen, S., & van der Lely, H. K. J. (1996). Are children with autism deaf to Grician maxims? Cognitive Neuropsychiatry, 1, pp. 55?71. Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge Studies in Linguistics. Cambridge: Cambridge University Press. Tyler, L. K., & Marslen-Wilson, W. (1982). The resolution of discourse anaphors: Some on-line studies. Text, 2, pp. 263?291. van der Lely, H. K. J. (1997). Narrative discourse in grammatical-specific language impaired children: A modular language deficit? Journal of Child Language, 24, pp. 221?256. van der Lely, H. K. J., & Stollwerck, L. (1997). Binding theory and specifically language impaired children. Cognition, 62, pp. 245?290. Retrieved 13-Jan-07, from http://ucl.ac.uk/DLDCN/vdL&S97.pdf. van Hoek, K. (1989). Towards a unified account of reflexives. Paper presented at the "Cognitive Linguistics Workshop", San Diego, May 13-14, 1989. van Hoek, K. (1990). Pronominal anaphora and cognitive grammar: Doctoral dissertation. San Diego: University of California. van Hoek, K. (1992). Paths through conceptual structure: Constraints on pronominal anaphora. San Diego: University of California. van Hoek, K. (1995). Conceptual reference points: A cognitive grammar account of pronominal anaphora constraints. Language, 71(2), pp. 310?340. van Hoek, K. (1996). A cognitive grammar account of bound anaphora. In E. H. Casad (Ed.), Cognitive Linguistics Research: Vol. 6. Cognitive linguistics in the redwoods. The expansion of a new paradigm in linguistics (pp. 753?791). Berlin; New York: Mouton de Gruyter. van Hoek, K. (1997a). Anaphora and conceptual structure. Cognitive Theory of Language and Culture. Chicago Ill.: University of Chicago Press. van Hoek, K. (1997b). Backwards anaphora as a constructional category. Functions of Language, 4(1), pp. 47?82. van Hoek, K. (2003). Pronouns and point of view: Cognitive principles of coreference. In M. Tomasello (Ed.), The new psychology of language. Vol. 2. Cognitive and functional approaches to language structure (pp. 169?194). Mahwah NJ: Erlbaum. van Hoek, K., Kibrik, A. A., & Noordman, L. G. M. (Eds.). (1999). Discourse studies in cognitive linguistics: Selected papers from the 5th International Cognitive Linguistics Conference, Amsterdam, July 1997. Current Issues in Linguistic Theory, 176. Amsterdam; Philadelphia PA: Benjamins. Walker, M., Joshi, A., & Prince, E. (Eds.). (1997). Centering theory in discourse. Oxford: Clarendon Press. ***************************************************************** Susanna Bartsch https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/ bartsch at zas.gwz-berlin.de Zentrum f?r allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZaS) Centre for General Linguistics, Typology, and Universals Research Sch?tzenstr. 18 10117 Berlin Germany Tel. +49 (0)30 20192562 Fax +49 (0)30 20192402 ***************************************************************** From bartsch at zas.gwz-berlin.de Fri Feb 2 03:10:51 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Fri, 2 Feb 2007 03:10:51 GMT Subject: Query: The Pronoun Interpretation Problem in Child Language Development Message-ID: *************************** Apologies for cross-posting *************************** Dear all, Having posted the summary on pronominal reference resolution, I?d like now to post a related query, this time concerning the so-called Delay of Principle B Effect (DPBE) or Pronoun Interpretation Problem (PIP) in child language development. In one of the first studies on the issue, Chien & Wexler (1990) observed an asymmetry in English-learning children?s pattern of acquisition of intrasentential pronominal anaphora. Children showed an adult-like interpretation of reflexives from at least age 3, but performed only at chance level with personal pronouns up to age 7 ? the so-called DPBE or PIP. Chien & Wexler also observed that children only performed poorly when the potential antecedent was a referring nominal phrase (NP). When the potential antecedent was a quantifier phrase, children?s performance was adult-like. ON the other hand, this quantificational asymmetry has been challenged Boster 1994; Grolla 2005; Matthews et al. submitted; Conroy et al. 2006 submitted). It has also been observed that PIP appears predominantly in interpretation, but not in production (Bloom et al. 1994; Spenader et al. 2006; de Villiers et al. to appear), a finding not confirmed in other studies (Matthews et al. submitted). A number of explanations have been given to PIP, such as the pragmatic account (Chien & Wexler 1990; Thonrton & Wexler 1999); the processing account (Reinhart 2000, to appear); and the bidirectional optimisation account (Hendriks & Spenader 2004; Hendriks & Spenader 2005/2006; Spenader et al. 2006). What I?d like to ask you is whether you can help me in my search of studies on PIP. I?ve already found a number of studies (listed below), above all for English, Dutch, and some Romance languages. What I?m especially looking for is studies on children learning German, Russian, and (Brazilian or European) Portuguese, as well as studies in bilingual and L2 acquisition. For Russian and (Brazilian) Portuguese, I?ve only found the studies by Avrutin & Wexler (1992) and Grolla (2005), respectively, and none for German. Also in the case of bilingual and L2 acquisition there seem to be only some studies: Varlokosta & Dullaart (2001) and Sanoudaki (2003) for the former, White (1998) for the latter. I?m especially interested in these languages and acquisitional constellations, as well as in results concerning (i) age of occurrence and resolution of PIP; (ii) the quantificational asymmetry; (iii) the production vs. interpretation asymmetry; (iv) and also in explanatory accounts. But if you hopefully happen to know any other studies than those listed below, regardless of the language, acquisitional context and approach, I?d be most grateful if you let me know. Many thanks in advance Best wishes Susanna References Avrutin, S., & Wexler, K. (1992). Development of Principle B in Russian: Coindexation at LF and coreference. Language Acquisition, 2(4), pp. 259?306. Baauw, S. (1999). The role of the clitic-full pronoun distinction in the acquisition of pronominal coreference. In A. Greenhill, H. Littlefield, & C. Tano (Eds.), BUCLD 23. Proceedings of the 23rd Annual Boston University Conference on Language Development, November 1998. Vol. 1 (pp. 32?43). Somerville, Mass.: Cascadilla Press. Baauw, S., & Cuetos, F. (2003). The interpretation of pronouns in Spanish language acquisition and breakdown: Evidence for the "Principle B Delay" as a non-unitary phenomenon. Language Acquisition, 11(4), pp. 219?275. Baauw, S., & Delfitto, D. (2005). New views on reflexivity: Delay effects in acquisition, cross-modular principle B and reflexive clitics in Romance. Probus, 17(2), pp. 145?184. Baauw, S., Escobar, L., & Philip, W. (1997). A Delay of Principle B Effect in Spanish-speaking children: The role of lexical feature acquisition. In A. Sorace, C. Heycock, & R. Shillcok (Eds.), Proceedings of the GALA '97 Conference on Language Acquisition. Edinburgh: HCRC. Bloom, P., Barss, A., Nicol, J., & Conway, L. (1994). Children's knowledge of binding and coreference: Evidence from spontaneous speech. Language, 70(1), pp. 53?71. Boster, C. (1994). Children's failure to obey Principle B: Syntactic problem or lexical error? In J. Abe, L. Ferro, L. Laporte-Grimes, D. Takahashi, & M. Yamashina (Eds.), UConn Working papers in linguistics. Vol. 4. Storrs, University of Connecticut. Chien, Y.-C., & Wexler, K. (1990). Children's knowledge of locality conditions in binding as evidence for the modularity of syntax and pragmatics. Language Acquisition, 1(3), pp. 225?295. Conroy, A., Takahashi, E., Lidz, J., & Phillips, C. (2006, submitted). Equal treatment for all antecedents: How children succed with Principle B. Escobar, L., & Gavarr?, A. (1999). On the delay of principle B-effect in the acquisition of Catalan clitics. Paper presented at the 21st Annual Meeting of the DGfS, Konstanz, February 24-26, 1999. Grimshaw, J., & Rosen, S. T. (1990). Knowledge and obedience: The developmental status of the binding theory. Linguistic Inquiry, 21, pp. 187?222. Grodzinsky, Y., & Reinhart, T. (1993). The innateness of binding and coreference. Linguistic Inquiry, 24(1), pp. 69?102. Grolla, E. (2005). Pronouns as elsewhere elements: Implications for language acquisition. Doctoral dissertation. University of Connecticut. Hamann, C., Kowalski, O., & Philip, W. (1997). The French "Delay of Principle B" Effect. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), BUCLD 21. Proceedings of the 21st Annual Boston University Conference on Language Development, Boston, November 1996. Vol. 1 (pp. 205?219). Somerville MA: Cascadilla Press. Hendriks, P., & Spenader, J. (2004). A bidirectional explanation of the pronoun interpretation problem. In P. Schlenker, & E. Keenan (Eds.), Proceedings of the ESSLLI'04. Workshop on Semantic Approaches to Binding Theory, Nancy, France. Hendriks, P., & Spenader, J. (2005/2006). When production precedes comprehension: An optimization approach to the acquisition of pronouns. Language Acquisition, 13(4), pp. 319?348. Retrieved 21-Dec-06, from http://www.let.rug.nl/~hendriks/pronouns05.pdf. Hestvik, A., & Philip, W. (2000). Binding and coreference in Norwegian child language. Language Acquisition: A Journal of Developmental Linguistics, 8(3), pp. 171?235. Jakubowicz, C. (1984). On markedness and binding principles. Proceedings of the North Eastern Linguistics Society 14 (pp. 154?182). Jakubowicz, C. (1993). Linguistic theory and language acquisition facts: Reformulation, maturation or invariance of binding principles. In E. Reuland, & W. Abraham (Eds.), Knowledge and Language. Vol. 1. From Orwell's problem to Plato's problem (pp. 157?184). Dordrecht: Kluwer. Jakubowicz, C., & Olsen, L. (1988). Reflexive anaphores and pronouns in Danish: Syntax and acquisition. BUCLD 13 Proceedings. Koster, C. (1993). Errors in anaphora acquisition. Doctoral dissertation. Utrecht University. McKee, C. (1992). A comparison of pronouns and anaphors in Italian and English acquisition. Language Acquisition, 2(1), pp. 21?54. Matthews, D., Lieven, E., & Tomasello, M. (submitted 2007). Pronoun co-referencing errors: Challenges for generativist and usage-based accounts. Philip, W., & Coopmans, P. (1996). The double Dutch Delay of Principle B Effect. BU Proceedings 1996. Reinhart, T. (2000). Strategies of anaphora resolution. In H. Bennis, M. Everaert, & E. Reuland (Eds.), Interface strategies. Amsterdam: Royal Netherlands Academy of Arts and Sciences. Reinhart, T. (to appear). Processing or pragmatics? Explaining the coreference delay. In T. Gibson, & N. Pearlmutter (Eds.), The processing and acquisition of reference. Cambridge MA: MIT Press. Sanoudaki, I. (2003). Greek 'strong' pronouns and the delay of principle B effect. Reading Working Papers in Linguistics, 7, pp. 103?124 Sigurj?nsd?ttir, S., & Hyams, N. (1992). Reflexivization and logophoricity: Evidence from the acquisition of Icelandic. Language Acquisition, 2(4), Solan, L. (1983). Pronominal reference: Child language and the theory of grammar. Dordrecht: Reidel. Spenader, J., Smits, E.-J., & Hendriks, P. (2006). Coherent discourse solves the pronoun interpretation problem. Unpublished manuscript. Thornton, R., & Wexler, K. (1999). Principle B, VP ellipsis and interpretation in child grammars. Cambridge MA: MIT Press. Varlokosta, S., & Dullaart. (2001). The acquisition of pronominal reference by Greek-Dutch bilingual children: Evidence for early grammar differentiation and autonomous development in bilingual first language acquisition. In A. H.-J. Do, L. Dominguez, & A. Johansen (Eds.), BUCLD 25. Proceedings of the 25th Annual Boston University Conference on Language Development, Boston, November 2000. Vol. 2. Somerville Mass.: Cascadilla Press. Villiers, J. de, Cahillane, J., & Altreuter, E. (to appear). What can production reveal about Principle B? In K. U. Deen, J. Nomura, B. Schulz, & B. D. Schwartz (Eds.), University of Connecticut Occasional Papers in Linguistics: Vol. 4. The proceedings of the Inaugural Conference on Generative Approaches to Language Acquisition - North America, Honolulu, HI. (pp. 89?100). University of Connecticut. White, L. (1998). Second language acquisition and Binding Principle B: Child/adult differences. Second Language Research, 14(4), pp. 425?439. ***************************************************************** Susanna Bartsch https://www.zas.gwz-berlin.de/mitarb/homepage/bartsch/ bartsch at zas.gwz-berlin.de Zentrum f?r allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZaS) Centre for General Linguistics, Typology, and Universals Research Sch?tzenstr. 18 10117 Berlin Germany Tel. +49 (0)30 20192562 Fax +49 (0)30 20192402 ***************************************************************** From t.marinis at reading.ac.uk Fri Feb 2 21:19:13 2007 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Fri, 2 Feb 2007 21:19:13 +0000 Subject: Child Language Seminar 2007: 2nd Call for Papers - submission deadline: 1 March Message-ID: ******************************************************************************************* 2nd Call for Papers - 30th Anniversary of the Child Language Seminar ******************************************************************************************* Child Language Seminar 18-20 July 2007 University of Reading, England 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). --------------------------------------------------------------------------------------- NEW INFORMATION - Thematic sessions, proceedings --------------------------------------------------------------------------------------- To mark the 30th Anniversary of the CLS, this year we have added a half-day (18 July) with two thematic sessions, while keeping the remaining two days (19-20 July) open to all avenues of research on child language development. The thematic sessions will be on topics related to the keynote papers. The exact topics of the thematic sessions will be decided on the basis of the abstracts we will receive. To commemorate the 30th Anniversary of the conference, we will publish the proceedings of this year's CLS on a CD-ROM and on the web-site of the University of Reading. ---------------------------------------------------------------------------------------- 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From pcnorton at yahoo.com Sat Feb 3 16:17:12 2007 From: pcnorton at yahoo.com (Pam Norton) Date: Sat, 3 Feb 2007 08:17:12 -0800 Subject: Summary of Solutions for Recording Snafu In-Reply-To: <52001.36830@mail.talkbank.org> Message-ID: Solutions for Recording Snafu Thanks for all who responded with helpful suggestions to my audiotape recording at the wrong speed ? summary below. I was able to get the original tape recorder and set it to double speed and the sound came out at normal speed. However since it is cumbersome for transcribing, I will follow suggestion #6 for converting the tapes to digital and slow them down on the computer with audio editing software as in 6 below. Also discovered ?Hypertranscribe? software downloadable from the internet (you can demo but have to buy to effectively use it) that allows me to import my video narratives into it and then transcribe alongside the video ? very neat. Thanks everyone for introducing me to the digital age!!! Pam Norton, ABD Joint Doctoral Program in Special Education UC Berkeley & SFSU 1) digitize the audio, and play it at a reduced speed 2) digitalize the tapes and import the data into a sound treatment file (our language learning lab on campus had one, I think it was a version of imovie or something similar-- you should ask the tech people on your campus what is available to you, and the language learning center is also a good starting place since they usually have programs to slow speech files down). I ultimately chose not to go this route because it distorted the sound some and was more for work others as well as me (since I would have had to have someone digitalize for me etc.) 3) just transcribe with the recorder I had originally used to record. The quality for transcription was lower and the process more tedious than with a pedal or larger surround sound set-up, but the recorder recognized that the tape was on high speed and automatically slowed it down when I played it back for transcription. 4) If you open them in a sound program like cool edit, you can just tell the program they were really recorded at a different rate than it thinks they are and it will adjust the speed. So its certainly doable ? but the specifics of how you do it depends on what equipment and programs you have available to you. Its probably easier to do it in a sound editing program of some sort. 5) There are variable speed cassette players. Used with transcribers. 6) Yes, there?s an easy solution! First you need to get the sound files into a computer. If these were recorded on a digital recorder, it should just plug in via USB. If you used an analogue recorder, you just need a lead connecting the headphone out socket to the input socket of your sound card (probably a mini-jack plug on both ends). Once you?ve got them in the computer, you can use software such as Sony Sound Forge to halve the duration & pitch ? This is expensive, but there are also lots of public domain/shareware audio editors that will do the same job- just look for stuff called ?audio editing software, pitch shift, duration shift, time stretch? on google. 7) you can have analogue put onto digital form and then deal with it (you can download from cassette onto computer if you have a mixer plugged in to the computer). -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Feb 4 02:04:02 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 4 Feb 2007 10:04:02 +0800 Subject: Summary of Solutions for Recording Snafu In-Reply-To: <287171.48059.qm@web81415.mail.mud.yahoo.com> Message-ID: Dear Pam, Thanks for your note to info-childes regarding playback speed adjustment in CoolEdit and SoundForge. Let me add Amadeus Pro to the list of programs that do a great job for this type of sound editing. You also mentioned using Hypertranscribe for transcribing from video. I downloaded that program and gave it a try. There are perhaps a dozen programs that do something like this. Many of them have additional powerful features that many users would consider important. The three you might wish to consider are Transcriber (audio only), Transana, and CLAN. All of these are free and downloadable from the web. Transcriber is for audio only and works best for phone conversations with two people. Transana has some nice coding features. CLAN, which is the program used to produce and analyze data in the CHILDES and TalkBank systems, has the fullest set of features, including pretty much everything found in all of the other programs. Crucially, the files produced by CLAN are linked in a format compatible with analysis by the CLAN programs and the CHILDES database. -- Brian MacWhinney From Anna.Clark at colorado.edu Mon Feb 5 00:15:36 2007 From: Anna.Clark at colorado.edu (Anna Clark) Date: Sun, 4 Feb 2007 17:15:36 -0700 Subject: prosodic development listserv question Message-ID: I am working on my thesis and am writing to query the listserv about the development of linguistic use of prosody. I am currently developing a longitudinal research analysis study of use of linguistic prosody in a repetition task by English-speaking children with cochlear implants as compared with normal-hearing peers. I'm interested in finding more recent research on typical development of linguistic prosody or historical research of this in hoh/deaf populations. I have read much current research on emphatic stress, accurate syllable repetition, terminal syllable contours, as well as segmental analyses in typical & deaf/h-o-h populations. I am very interested in studying phrasal stress, syllable reduction and timing aspects within various phrasal structures (NP, complex clause structures, PP, AP, etc...), i.e. the more suprasegmental aspects of phonology. I am aware of studies from the 1970's on these topics (outlined in Child Phonology vol. 1), but am wondering if someone could point me to any recent research on this topic. Thank you much. I'll be happy to post a summary of responses, as I would appreciate greatly any guidance in this area of literature as to recent work, or landmark studies. Anna -- Anna Clark University of Colorado at Boulder Speech, Language, Hearing Sciences anna.clark at colorado.edu From cslater at alma.edu Mon Feb 5 18:10:29 2007 From: cslater at alma.edu (Carol Slater) Date: Mon, 5 Feb 2007 13:10:29 -0500 Subject: Language of close friends Message-ID: Dear Colleagues, May I once again solicit your help? For a senior thesis, a student would like to investigate aspects of language used by close friends. "I would like to investigate 'private' language utilized in friendships?within groups of close friends as well as in intimate non-romantic dyads (i.e. 'best friendships'). I am particularly interested in word usage, specifically, the development and social purpose of "code" words or phrases that have a significance among friends beyond their public meaning. It is my impression that there has been little research on the subject of word usage in friendships. Therefore, any information or suggestions on the matter would be greatly appreciated." It would, indeed, be received with gratitude. In hope, Carol Slater Alma College Alma, MI 48801 From amywong at hkucc.hku.hk Tue Feb 6 06:15:58 2007 From: amywong at hkucc.hku.hk (Anita Wong) Date: Tue, 6 Feb 2007 14:15:58 +0800 Subject: Positions at Speech and Hearing Sciences, University of Hong Kong Message-ID: Dear colleagues, We now have two new openings at the Division of Speech and Hearing Sciences, University of Hong Kong. We would be most grateful if you could help pass the word amongst your colleagues. Thank you. Best wishes, Anita Wong, Ph.D. Division of Speech and Hearing Sciences University of Hong Kong Professors/Associate Professors/Assistant Professors in the Faculty of Education Applications are invited for the following positions in the Faculty of Education, from as soon as possible, on a three-year fixed-term basis, with the possibility of renewal. The roots of the Faculty of Education at the University of Hong Kong go back to 1917. Today the Faculty is a multifaceted body responsible not only for programmes in education at all levels but also for speech and hearing sciences. Information about the Faculty can be obtained at http://www.hku.hk/education/ We seek candidates who will strengthen the Faculty's commitment to excellence in teaching and research. Candidates should possess a Ph.D. degree, a well-defined programme of research, interest in pursuing external research funding and the ability to provide academic leadership in their area of expertise. They will be expected to supervise postgraduate research students and make a contribution to cross-disciplinary teaching in the Faculty's programmes. Speech and Hearing Sciences ? (a) Professor/Associate Professor (Ref.: RF-2006/2007-414) and (b) Professor/Associate Professor/Assistant Professor (Ref.: RF-2006/2007-415) Applicants should have demonstrated teaching expertise and evidence of research productivity in one or more areas of human communication and/or its disorders. This includes but is not limited to speech, voice, language, swallowing, hearing, literacy, and perception, in adults and/or children. Research with a clinical focus will be an advantage. For posts (a), the appointments will be made under the Centenary Recruitment Plan (CRP) and appointees who have demonstrated performance will be considered for tenure during the second three-year contract. Exceptionally outstanding candidates for these four posts could also be considered for appointment on tenure terms. Information about the CRP can be obtained at https://www.hku.hk/apptunit/ Applicants should indicate clearly which post and field (preferably with reference number) they wish to be considered for. Annual salaries will be in the following ranges (subject to review from time to time at the entire discretion of the University): Professor : HK$803,700 ? 1,125,720 Associate Professor : HK$593,100 ? 917,220 Assistant Professor : HK$451,980 ? 698,520 (approximately US$1 = HK$7.8) The level of appointment and salary will be commensurate with qualifications and experience. The appointments will attract a contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary, as well as leave, and medical/dental benefits. Housing benefits will be provided as applicable. At current rates, salaries tax does not exceed 16% of gross income. Further particulars and application forms (272/302 amended) can be obtained at https://www.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: ). Closes April 20, 2007. The University is an equal opportunity employer and is committed to No-Smoking Policy -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5693 bytes Desc: not available URL: From bpearson at research.umass.edu Thu Feb 8 13:44:15 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Thu, 8 Feb 2007 08:44:15 -0500 Subject: Question about the number of languages one can learn In-Reply-To: <9E14A75D6404DC4F9233140F10AC44AABBF195@M1.ioead> Message-ID: Dear Info-Childes-- Can anyone point me to sources which say how many languages average individuals *can* learn? It is a question I am often asked and I can only find apocrypha. Apparently, the U.S. Dept of State (?) has a circular for diplomats on living abroad which puts the limit on comfortable early learning at four languages, but I have been unable to find it. Can anyone help me find that document, or something similar? Thank you, as ever, Barbara Pearson ************************************************** Barbara Zurer Pearson, Ph.D Center for the Study of African American Language (CSAAL) Research Associate, Coordinator University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From danielle.matthews at manchester.ac.uk Thu Feb 8 15:53:48 2007 From: danielle.matthews at manchester.ac.uk (Danielle Matthews) Date: Thu, 8 Feb 2007 15:53:48 +0000 Subject: PhD Studentships in Child Language In-Reply-To: Message-ID: Dear Info-Childes Members, We would be very grateful if you would circulate this information to anyone who might be interested in applying for a PhD in Child Language at the University of Manchester, U.K. Many thanks, Danielle Matthews Elena Lieven Studentships within the Max Planck Child Study Centre We have 1-2 studentships available for the academic year 2007-8. Funding will consist of approximately 15,000 Euros per annum (about ?10,000) plus excellent support for travel and equipment. Home/EC fees will be paid by the Max Planck Institute. The topic of the Ph.D. must be within the field of first language development using naturalistic and/or experimental data. Our focus is on children learning either English or German although we have ongoing studies of Polish, French, Russian and Finnish. We are increasingly conducting comparative studies in different languages. Below is a brief summary of some of the ongoing research in the Centre. Naturalistic Studies Ongoing research involves tracking the sources of children's developing constructions, including the transitives, questions and complex sentences. This is done through analyzing children's own prior speech and that of their caregivers. As well as using the Manchester corpus, available on the CHILDES database, we are also developing denser corpora. These corpora contain recordings of children taped for between 5 - 10 hours per week. This far better sampling rate allows for in depth analyses, which have never previously been possible. Experimental Studies Experimental studies focus on a number of aspects of language acquisition, such as the development of general syntactic categories (such as noun and verb) and constructions (such as transitives and questions). We also look at how children learn to use pragmatically appropriate language (for example, using appropriate referring expressions). A number of different methodologies are used including priming, act-out tasks, training studies and preferential looking. Experiments often employ novel or frequency-controlled words to determine children's ability to extend their knowledge of language to words with which they are not familiar. Interested students are encouraged to contact Professor Elena Lieven by email for preliminary discussions. lieven at eva.mpg.de. Details of how to make a formal application and of other PhD projects available in the School of Psychological Sciences can be found at: http://www.psych-sci.manchester.ac.uk/postgraduate/research/mphilphd/studentships/allstudentships/ First interviews will take place between March 2nd - April 16th. From corrigan at csd.uwm.edu Wed Feb 14 01:55:01 2007 From: corrigan at csd.uwm.edu (Roberta L Corrigan) Date: Tue, 13 Feb 2007 19:55:01 -0600 Subject: Conference Reminder Message-ID: The 25th University of Wisconsin-Milwaukee Linguistics Symposium will be held on April 18-21. The topic of the symposium is formulaic language. Invited speaker for the symposium are: Joan Bybee, University of New Mexico Oesten Dahl, Stockholm University Britt Erman, Stockholm University Charles Fillmore, University of California, Berkeley Lily Wong Fillmore, University of California, Berkeley Barbara Fox, University of Colorado Adele Goldberg, Princeton University John Haiman, Macalester College Paul Hopper, Carnegie Mellon University Susan Hunston, University of Birmingham Koenraad Kuiper, University of Canterbury Jill Morford, University of New Mexico Andrew Pawley, Australian National University Ann Peters, University of Hawai'i Joanne Scheibman, Old Dominion University Sandra Thompson, University of California, Santa Barbara Michael Tomasello, Max Planck Institute for Evolutionary Anthropology Rena Torres-Cacoullos, University of New Mexico Diana van Lancker, New York University Thomas Wasow, Stanford University Alison Wray, Cardiff University The deadline for early registration if February 15. For more information, including the full conference schedule. please see the conference website: http://www.uwm.edu/Dept/English/conferences/fsl/index.html _____________________________________ _____________________________________ Bobbi Corrigan Department of Educational Psychology University of Wisconsin-Milwaukee Milwaukee, WI 53211 From a.crutchley at hud.ac.uk Wed Feb 14 14:18:41 2007 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Wed, 14 Feb 2007 14:18:41 -0000 Subject: role of CDS in later language development Message-ID: Dear all I'm looking at children's acquisition of a complex grammatical >structure (past counterfactuals, e.g. 'if she had shut the cage, the rabbit wouldn't have escaped'). Acquisition of this structure appears to be still ongoing in the 6-11 years age group. My question is: can anyone point me to work on the role of input/child-directed speech in later language development (i.e. for children aged 5 years plus)? Within social-interactional frameworks, is it assumed that at some point, ambient language in general becomes 'fodder' for children's language development? Or is language specifically directed at the child still considered to play a special role for this age group? Many thanks for any ideas. Best wishes, Alison Crutchley .....................................................................Dr Alison Crutchley Lecturer in English Language School of Music & Humanities University of Huddersfield Queensgate, Huddersfield HD1 3DH http://www.hud.ac.uk/mh/english/research/alison_crutchley.php tel: (Mon-Wed only) +44 (0) 1484 473848 a.crutchley at hud.ac.uk ..................................................................... This transmission is confidential and may be legally privileged. If you receive it in error, please notify us immediately by e-mail and remove it from your system. If the content of this e-mail does not relate to the business of the University of Huddersfield, then we do not endorse it and will accept no liability. From kkennedy at clarku.edu Wed Feb 14 16:52:00 2007 From: kkennedy at clarku.edu (kkennedy at clarku.edu) Date: Wed, 14 Feb 2007 11:52:00 -0500 Subject: Novel verb experiments Message-ID: Dear all, We are currently working on a senior capstone project at Clark University trying to replicate with an adult population some of the work Nancy Budwig and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, Smita Srivastava) have been doing with novel verb experiments with preschoolers speaking a variety of languages. The question we have been curious about is how adults do in similar tasks, in particular whether they produce novel verbs modeled in one construction in constructions they have not heard the verbs used in, and whether this differs when training takes place in transitive versus intransitive constructions. Our own search for novel verb experiments with adult populations has not turned up much; we would be grateful for recommendations of studies that address this topic. Many thanks for your help. Kevin Kennedy & Jason Edgarton Undergraduate students, Clark U. '07 Kkennedy at clarku.edu Jaedgarton at clarku.edu From r.n.campbell at stir.ac.uk Wed Feb 14 18:38:03 2007 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Wed, 14 Feb 2007 18:38:03 +0000 Subject: Novel verb experiments In-Reply-To: <61791.68.118.231.66.1171471920.squirrel@muse.clarku.edu> Message-ID: There might be some point in going back for a look at the antique experiments of Werner & Kaplan from the 1950s. Two problems with such experiments with adults are (a) you can't use short novel words, since short words are all used up and unavailable for neologism, and (b) adult knowledge of objects is as good as yours, so you need to use novel objects as well as novel words (which Werner & Kaplan failed to do). Robin On Wed, 14 Feb 2007 kkennedy at clarku.edu wrote: > Dear all, > > We are currently working on a senior capstone project at Clark University > trying to replicate with an adult population some of the work Nancy Budwig > and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, > Smita Srivastava) have been doing with novel verb experiments with > preschoolers speaking a variety of languages. The question we have been > curious about is how adults do in similar tasks, in particular whether > they produce novel verbs modeled in one construction in constructions they > have not heard the verbs used in, and whether this differs when training > takes place in transitive versus intransitive constructions. Our own > search for novel verb experiments with adult populations has not turned up > much; we would be grateful for recommendations of studies that address > this topic. > > Many thanks for your help. > > Kevin Kennedy & Jason Edgarton > Undergraduate students, Clark U. '07 > > Kkennedy at clarku.edu > Jaedgarton at clarku.edu > > > -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From k1n at psu.edu Wed Feb 14 20:09:29 2007 From: k1n at psu.edu (Keith Nelson) Date: Wed, 14 Feb 2007 15:09:29 -0500 Subject: Novel verb experiments In-Reply-To: Message-ID: Hi Kevin, Jason, Nancy-- Maybe because I have just been snowed by snow in our current central PA blizzard, then I am thinking that the "nouniness " and "verbiness" of varied words and the cross language work of Melissa Bowerman on such constructions as in, on, under, around and so forth may be relevant background, along with second language learning by adults. Melissa I believe had some wonderful examples from Northwestern Canadian languages on how simple words sometimes can map complex relationships. But all that said, no, I don't recall a definite experiment that address your questions--the closest possibility I can think of would be Liz Bates may have included some adults as well as kids in her demonstrations of learning of nonce verbs such as bloop. Best, Keith (Keith Nelson) At 6:38 PM +0000 2/14/07, Robin Campbell wrote: >There might be some point in going back for a look at the antique >experiments of Werner & Kaplan from the 1950s. Two problems with such >experiments with adults are (a) you can't use short novel words, since >short words are all used up and unavailable for neologism, and (b) adult >knowledge of objects is as good as yours, so you need to use novel objects >as well as novel words (which Werner & Kaplan failed to do). > >Robin > >On Wed, 14 Feb 2007 kkennedy at clarku.edu wrote: > >> Dear all, >> >> We are currently working on a senior capstone project at Clark University >> trying to replicate with an adult population some of the work Nancy Budwig >> and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, >> Smita Srivastava) have been doing with novel verb experiments with >> preschoolers speaking a variety of languages. The question we have been >> curious about is how adults do in similar tasks, in particular whether >> they produce novel verbs modeled in one construction in constructions they >> have not heard the verbs used in, and whether this differs when training >> takes place in transitive versus intransitive constructions. Our own >> search for novel verb experiments with adult populations has not turned up >> much; we would be grateful for recommendations of studies that address >> this topic. >> >> Many thanks for your help. >> >> Kevin Kennedy & Jason Edgarton >> Undergraduate students, Clark U. '07 >> >> Kkennedy at clarku.edu >> Jaedgarton at clarku.edu >> >> >> > >-- >The University of Stirling is a university established in Scotland by >charter at Stirling, FK9 4LA. Privileged/Confidential Information may >be contained in this message. If you are not the addressee indicated >in this message (or responsible for delivery of the message to such >person), you may not disclose, copy or deliver this message to anyone >and any action taken or omitted to be taken in reliance on it, is >prohibited and may be unlawful. In such case, you should destroy this >message and kindly notify the sender by reply email. Please advise >immediately if you or your employer do not consent to Internet email >for messages of this kind. -- Keith Nelson Professor of Psychology Penn State University 423 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 From Jussi.Niemi at Joensuu.FI Thu Feb 15 08:22:44 2007 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Thu, 15 Feb 2007 10:22:44 +0200 Subject: Novel verb experiments In-Reply-To: <61791.68.118.231.66.1171471920.squirrel@muse.clarku.edu> Message-ID: If experimental data on potential pseudo-verbs (cf. the classic wug tests ? la Berko 1958) in a language with a considerable number of verb paradigms are needed, you might benefit from peeking into the following text: Jussi Niemi: Paradigm Competition in Inflection: An Experimental Note on Finnish Verbs. SKY Journal of Linguistics 19 (2006), which can be downloaded from http://www.ling.helsinki.fi/sky/julkaisut/sky2006special.shtml In this study the verbs were embedded in controlled carrier sentences, and a restricted set of "paradigmatically critical" forms -- if correct -- were to be elicited. Jussi Niemi At 18:52 14.2.2007, kkennedy at clarku.edu wrote: >Dear all, > >We are currently working on a senior capstone project at Clark University >trying to replicate with an adult population some of the work Nancy Budwig >and several of the graduate students (Enila Cenko, Juan Hu, Kaya Ono, >Smita Srivastava) have been doing with novel verb experiments with >preschoolers speaking a variety of languages. The question we have been >curious about is how adults do in similar tasks, in particular whether >they produce novel verbs modeled in one construction in constructions they >have not heard the verbs used in, and whether this differs when training >takes place in transitive versus intransitive constructions. Our own >search for novel verb experiments with adult populations has not turned up >much; we would be grateful for recommendations of studies that address >this topic. > >Many thanks for your help. > >Kevin Kennedy & Jason Edgarton >Undergraduate students, Clark U. '07 > >Kkennedy at clarku.edu >Jaedgarton at clarku.edu Jussi Niemi, PhD Professor, Linguistics, University of Joensuu, POB 111 (Yliopistokatu 4), FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office), +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (mobile), +358-13-228723 (home) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi, http://cc.joensuu.fi/linguistics Nordic Association of Linguists (NAL) http://cc.joensuu.fi/linguistics/nal.html Joint European Masters Programme in Clinical Linguistics (EMCL) http://www.emcl-mundus.com/html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Shurita.Thomas-Tate at comm.fsu.edu Thu Feb 15 11:51:24 2007 From: Shurita.Thomas-Tate at comm.fsu.edu (Thomas-Tate, Shurita) Date: Thu, 15 Feb 2007 06:51:24 -0500 Subject: Katharine G. Butler Symposium on Child Language Message-ID: My apoplogies if this conference announcement is a repeat NEW VISTAS IN CHILD LANGUAGE Katharine G. Butler Symposium on Child Language:Innovations in Research and Practice Sponsored by the Specialty Board on Child Language Tuesday and Wednesday, March 27 & 28, 2007 /Houston, Texas /Hilton Hotel Continuing the tradition: Honoring Dr. Butler's lifetime of commitment in the area of Child Language Speakers will include: Kenn Apel - Developing Mental Representations of Written Words: The Role of Orthographic Learning in Reading and Spelling Development Marc Fey - Randomized Trials in Child Language Interventions: Advantages and Caveats Roberta (Bobbie) Corrigan - Beyond the Obvious: Constructing Meaning from Subtle Patterns in the Language Environment Anne van Kleeck - Fostering Inferential Language During Book Sharing with Prereaders: A Critical Foundation for Later Reading Comprehension The format will allow for break-out sessions after each talk so that you can discuss the current research and its clinical implications with your colleagues. All programming is at the advanced level The symposium will precede the Texas Speech-Language-Hearing Association's annual convention (March 28 - 30). Individuals attending the Butler symposium may attend the TSHA convention at the TSHA member convention rate. For more information, please check the TSHA website (www.txsha.org) Registration materials or Questions: contact Lynn Flahive (l.flahive at tcu.edu) Early registration rates available until March 2,2007 ******** ShuritaThomas-Tate, Ph.D. Assistant Professor Florida State University Department of Communication Disorders (850) 644-8443 sthomast at fsu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k1n at psu.edu Thu Feb 15 13:21:11 2007 From: k1n at psu.edu (Keith Nelson) Date: Thu, 15 Feb 2007 08:21:11 -0500 Subject: polyglot children Message-ID: Hello. I am hoping that someone can point me toward some published accounts of the acquisition to age-level fluency of four or more languages by any child by about age 6 years. Of course, the better documented the account the better, but I would look at anything from journal and books to videos to biography/autobiography etc. If you know of a family who currently has a child in the midst of such multiple languages who would like to share their experiences with me that would be of great interest too. Thanks ! Keith Nelson -- Keith Nelson Professor of Psychology Penn State University 423 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 From emasst85 at yahoo.com Sat Feb 17 10:09:09 2007 From: emasst85 at yahoo.com (elham mahjub) Date: Sat, 17 Feb 2007 02:09:09 -0800 Subject: subscription Message-ID: mahjub elham --------------------------------- Want to start your own business? Learn how on Yahoo! Small Business. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sc.purdy at auckland.ac.nz Sun Feb 18 01:15:24 2007 From: sc.purdy at auckland.ac.nz (Suzanne Purdy) Date: Sun, 18 Feb 2007 14:15:24 +1300 Subject: Summary of information on SLI Message-ID: http://psyweb.psy.ox.ac.uk/oscci/dbhtml/dbrefs.htm maybe the bishop and leonard book is in the library and has the SLI defn? ________________________________ From: info-childes at mail.talkbank.org on behalf of zhang li1231 Sent: Sat 2/17/2007 7:02 PM To: info-childes Subject: Summary of information on SLI Dear all: Thanks so much for the information you've provided for me about how to elicit SLI children's spontaneous speech and some useful literature on this area. As for how to elicit children's speech,Dongsun Yim suggested that I should use different settings such as school,kitchen,bathing. Mariana Sigstad suggested that the best way to elicit speech is to depend on children's interest. And the first thing I should do is to pair myself with the child. Facts indicate that these ideas have been of much help to me. As for the literature, Prof. Bishop has given me a great help. She suggested me to log on the following website which contains almost all of her research on SLI including books, tests and articles from year 1995-2007.These articles are about the cause, etiology, characteristics of SLI. In addition, there are some articles about language problems of children with autism or mental retardation. http://psyweb.psy.ox.ac.uk/oscci/dbhtml/dbrefs.htm Elly College of Preschool and Special Education East China Normal University -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Feb 18 11:16:50 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 18 Feb 2007 19:16:50 +0800 Subject: MOR grammar updates for Chinese and Italian Message-ID: Dear Info-CHILDES, I would like to report some recent changes in support for morphological analysis for Mandarin, Cantonese, and Italian. The basic goal here is to have complete and consistent automatic %mor analysis for all languages in CHILDES. For both Mandarin and Cantonese , we are dropping reliance on romanizations in favor of reliance on Hanzi script, since Hanzi is much less ambiguous than romanizations. For Cantonese, this has meant revising the corpora to place the Chinese characters on the main line. After that, I verified that all of the words in the corpora were recognized by the Cantonese MOR. The final step involves building a training corpus for automatic disambiguation using POST. That step should be complete in the next few weeks. Once that is done, I will add %mor lines to the Cantonese corpora. For Chinese (Mandarin), the work of building a training corpus was done by Twila Tardif and her students, along with earlier help from Chienju Chang. Using that training corpus, I have now succeeded in creating an unambiguous %mor line for the Chang and Zhou corpora. I have also placed the Beijng and Context corpora into a romanization form that will allow us to eventually conduct a full automatic MOR analysis. For Italian, I revised the MOR grammar to provide full analysis of all words in the Tonelli corpus. Then, Livia Tonelli and Maurizio Fabris constructed a training corpus and we used the resultant POST disambiguator to provide a full %mor line for the Tonelli corpus. I would like to encourage people working with Cantonese, Mandarin, and Italian to make use of these highly functional new tools. To make sure that your encodings are in line with the grammars currently available, you need to occasionally run this command mor +xl *.cha This creates a thing called a minilex. The goal here is to have your minilex file empty. If you run mor +xl and the resultant file is empty, then you know that all of the forms you are entering in your corpus are recognized by MOR and that part of speech analysis will be fully automatic. If you find words in your minilex, then you can either fix these words in the transcript or else add them to the MOR grammar. This would also be a great time to contribute to CHILDES any corpora you have available in Chinese or Italian. Good luck with the use of these tools, --Brian MacWhinney From t.marinis at reading.ac.uk Wed Feb 21 16:21:44 2007 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Wed, 21 Feb 2007 16:21:44 +0000 Subject: Child Language Seminar 2007: Final Call for Papers - submission deadline: 1 March Message-ID: ******************************************************************************************* Final Call for Papers - 30th Anniversary of the Child Language Seminar ******************************************************************************************* Child Language Seminar 18-20 July 2007 University of Reading, England Submission deadline is 1 March 2007 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). --------------------------------------------------------------------------------------- NEW INFORMATION - Keynote presentations --------------------------------------------------------------------------------------- To mark the 30th Anniversary of the CLS, this year we have added a half-day (18 July) with two thematic sessions, while keeping the remaining two days (19-20 July) open to all avenues of research on child language development. The thematic sessions will be on topics related to the keynote presentations. The exact topics of the thematic sessions will be decided on the basis of the abstracts we will receive. Keynote presentations: Anne Baker & Jan de Jong: The nature of bilingual Specific Language Impairment Department of Language and Literature Universiteit van Amsterdam Dorothy Bishop: Unraveling causal links between deficits in children with language disorders Department of Experimental Psychology University of Oxford Philip Dale: What genetics can offer the study of language acquisition and what it can?t Department of Speech & Hearing Sciences The University of New Mexico, Albuquerque Catherine Snow: Teaching all-purpose academic vocabulary to middle-grade students: Wielding a subtle school-reform lever Harvard Graduate School of Education Harvard University 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mdonahue at uic.edu Thu Feb 22 11:10:05 2007 From: mdonahue at uic.edu (Donahue, Mavis L.) Date: Thu, 22 Feb 2007 11:10:05 -0000 Subject: epiphanies Message-ID: Dear CHILDES colleagues: Greetings! Paula Menyuk and I are exploring some issues in the history of research on child language. We?re writing to ask you to share with us your opinions on two questions: (1) What article or book was most influential in your early research career? (2) Do you think our progress in research on child language has been slow and incremental, or that certain events abruptly triggered a paradigm shift? (Note that this is not unlike the question of how language develops in children.) In particular, we?re looking for descriptions of ?epiphanies? or ?flashbulb moments? when you may have recognized key support for your theoretical position, or alternatively, that there was a crack in your paradigm. Please send these to me directly (mdonahue at uic.edu), and I?ll post the ideas to our CHILDES list later. As an example, below is a particularly wry and compelling narrative from Starkey Duncan at the University of Chicago, describing his own flashbulb moment: (from Duncan, S. J. (1995). Individual differences in face-to-face interaction. In P.E. Shrout & S. T. Fiske (Eds), Personality research, methods, and theory (pp. 241-256). Hillsdale, NJ: Erlbaum.) ?The experience of working with our correlational results led to one of the most memorable moments of my career?an indelible ?flashbulb? recollection. At the end of a lengthy and arduous process of videotaping interactions, recording actions, and running correlations, (Donald) Fiske and I were in a position to reap the fruits of our labors: interpreting our results. Thoroughly immersed in this process, we were sitting one day in my office discussing a set of results related to correlations of (a) a participant?s rate of gazing at the partner with (b) the participant?s total time with the speaking turn in the conversation. (These correlations are in Table 5.1 in Duncan & Fiske, 1977). The results were intriguingly unexpected and highly consistent across conditions. For example, ?rate of gazing while speaking? was negatively correlated with speaking time, whereas ?rate of gazing while not speaking? was positively correlated with speaking time. That is, the more frequently a participant gazed at the partner while speaking, the less speaking time the participant had. The more frequently a participant gazed at the partner while listening to the partner, the more speaking time the participant had. The same action appeared to have opposite interactional consequences depending on whether the participant was the speaker or the auditor. This was the sort of unexpected relationship for which we were looking. What could this tell us about conversations and more generally about interaction process? Fiske and I discussed the various possible sources of these results. Were the results associated with a participant?s shifting gaze toward or away from the partner? That is, to obtain a count of two gazes at the partner, a participant must gaze at the partner, gaze away and then gaze toward again. Which of these were contributing to the correlations? Were the shifts of gaze located near the beginning or end of a speaking turn, and for which variable? For example, perhaps the ?gazing while speaking? results involved shifts near the end of speaking turns, whereas the "gazing while not speaking? results involved shifts near the beginning of speaking turns. There were many questions of this sort. At some point in our conversation, the unforgettable moment occurred. We both fell silent and looked at each other with the same, unspoken thought in mind: None of these questions, necessary for interpreting the results, could be answered with our data because the data contained no information on interaction sequences. Meaningful interpretation of the results were impossible. It is an unforgettable experience to witness, as it were, a large project of this sort slowly and utterly collapsing. The image comes to mind of the standard cartoon situation in which a light tap on a large vase causes increasingly large, spreading cracks until the entire vase collapses in pieces, leaving exposed the villain hiding inside. Absent from my memory of that moment, however, is any element of humor (p. 247-248).? ********************************* Dr. Mavis L. Donahue Professor Department of Special Education College of Education 1040 W. Harrison Street, m/c 147 University of Illinois at Chicago Chicago, IL 60607 312-996-8139 (voice) 312-996-5651 (fax) From edwards at mail.fpg.unc.edu Thu Feb 22 15:23:50 2007 From: edwards at mail.fpg.unc.edu (Anne Edwards) Date: Thu, 22 Feb 2007 10:23:50 -0500 Subject: video for a narrative task In-Reply-To: <62290.86.153.137.41.1172142605.squirrel@webmail.uic.edu> Message-ID: We would like to use a short video for a narrative task that is appropriate for a 3-4 year old developmental age level and will be shown to children up to 13 years old. Any suggestions for videos? Many thanks, Anne Edwards Project Coordinator Carolina Communication Project FPG Child Development Institute > From edwards at mail.fpg.unc.edu Thu Feb 22 16:39:58 2007 From: edwards at mail.fpg.unc.edu (Anne Edwards) Date: Thu, 22 Feb 2007 11:39:58 -0500 Subject: video for a narrative task -revised Message-ID: Thanks for your feedback. I may need to clarify. We would like to use a short video for a narrative task that is appropriate for 6-12 yr old children with mental retardation. The children's developmental age levels range from 3-6 years old. Any suggestions for videos? Thanks again, Anne Edwards Project Coordinator Carolina Communication Project FPG Child Development Institute From roberts at mail.fpg.unc.edu Thu Feb 22 17:59:32 2007 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Thu, 22 Feb 2007 12:59:32 -0500 Subject: video for a narrative task -revised In-Reply-To: <45DDC75E.6050606@mail.fpg.unc.edu> Message-ID: SEE BELOW. PLEASE SEND OUT ASAP SINCE EARLIER ONE WAS SENT WENT BACK TO 3-4 THANKS > Does anyone have suggestions for a short (max 5 minute) video for a > narrative task that is appropriate for a 3-4 year old developmental > level to be used with 6-12 yr old children with mental retardation. > Thanks again, > > Anne Edwards > Project Coordinator > Carolina Communication Project > FPG Child Development Institute > -- 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 jordan.zlatev at ling.lu.se Fri Feb 23 14:35:18 2007 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Fri, 23 Feb 2007 15:35:18 +0100 Subject: First CFP: Conference of the Swedish Association for Language and Cognition Message-ID: The First Conference of the Swedish Association for Language and Cognition (SALC) Lund, Nov 29 - Dec 1, 2007 http://www.salc-sssk.org/ The First Conference of the Swedish Association for Language and Cognition (SALC) will be held at the Centre for Languages and Literature, Lund University between Nov 29 and Dec 1, 2007. The conference will involve research investigating the dependence of language on structures and processes of general cognition (e.g. perception, memory and reasoning) and social cognition (e.g. joint attention and imitation), as well as affecting such structures and processes. The conference is intended to be a forum for the exchange of ideas between disciplines, fields of study and theoretical frameworks, involving researchers in Sweden and abroad. The annual meeting of SALC will be held on Dec 1 2007, to which all members are warmly invited. The programme will consist of oral presentations, a poster session, a discussion panel, as well as invited plenary talks by the following speakers: * Susan Goldin-Meadow, Department of Psychology, University of Chicago * Esa Itkonen, Department of Linguistics, University of Turku * Chris Sinha, Department of Psychology, University of Portsmouth * ?sten Dahl, Department of Linguistics, Stockholm University * Peter G?rdenfors, Department of Cognitive Science, Lund University We invite the submission of abstracts for oral or poster presentations related to, but not limited to the following topics: * semantic analysis and cognition * discourse analysis and cognition * grammar and cognition * pragmatics and cognition * language, semiotics and cognition * linguistic typology and cognition * language and cognitive development * language and cognitive impairment * language, action and perception * language and social cognition * language and cognitive evolution * language change and cogniton * language and gesture * language and consciousness * linguistic relativity and linguistic mediation Abstract submission One-page abstracts (of no more than 500 words, including references) should be sent as an attachment (MS Word preferred) to Marlene Johansson Falck, at marlene at magicspelling.com by June 1st 2007. Please make these anonymous (only title and text) and include affiliation, email and telephone in the body of the email. Please indicate whether an oral or poster presentation is preferred, and whether a poster presentation is acceptable if the space of the program does not allow for an oral presentation. If you do not receive a confirmation within 2 days, please resend your abstract. Abstracts will then be reviewed by members of the Scientific Committee (see below), and notification of acceptance will be sent by August 1. Registration fees, including conference participation, book of abstracts, and coffee/snacks * Faculty: 50 euro/450 SEK (40 euro/360 SEK for SALC members) * Students: 40 euro/360 SEK (30 euro/270 SEK for SALC members) Registration can be done online, to be announced in the Second Call for Papers. Important dates * Feb 23 2007: First Call for Papers * June 1 2007: Deadline for Abstract Submission * August 1 2007: Notification of acceptance * October 1 2007: Conference program announced * Nov 29 (afternoon) - Dec 1 2007 (whole day): SALC Conference Scientific Committee * J?hanna Bar_dal, Department of Linguistics, University of Bergen * Ingar Brinck, Department of Philosophy, Lund University * Alan Cienki Department of Language and Communication, Vrije Universiteit, Amsterdam * ?sten Dahl, Department of Linguistics, Stockholm University * Caroline David, D?partement d'?tudes anglophones, Universit? Paul-Val?ry, Montpellier III * Per Durst-Andersen, Centre for Language, Cognition and Mentality, Copenhagen Business School * Elisabeth Engberg-Pedersen, Department of Nordic Studies and Linguistics, University of Copenhagen * Adam Glaz, Department of English UMCS, Lublin * Peter G?rdenfors, Department of Cognitive Science, Lund University * Anders Hougaard, Institute of Language and Communication, University of Southern Denmark * Esa Itkonen, Department of Linguistics, University of Turku * Christer Johansson, Department of Linguistics, University of Bergen * Suzanne Kemmer, Department of Linguistics, Rice University * Maria Koptjevskaja Tamm, Department of Linguistics, Stockholm University * Maarten Leemens, English Linguistics, Universit? de Lille3 * Cornelia Mueller, Department for Cultural Studies, Europa-Universit?t Viadrina Frankfurt (Oder) * Chris Sinha, Department of Psychology, University of Portsmouth * G?ran Sonesson, Department of Semiotics, Lund University Organizing Committee * Jordan Zlatev, Lund University and Ume? University * Mats Andr?n, Lund University * Marlene Johansson Falck, Stockholm University * Carita Lundmark, Mid Sweden University * Ulf Magnusson, Lule? University of Technology * Carita Paradis, V?xj? University *************************************************** Jordan Zlatev, Associate Professor Department of Linguistics Center for Languages and Literature Lund University Box 201 221 00 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev.html *************************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 5352 bytes Desc: not available URL: From mfleck at cs.uiuc.edu Fri Feb 23 15:28:57 2007 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Fri, 23 Feb 2007 09:28:57 -0600 Subject: video for a narrative task -revised In-Reply-To: <45DDC75E.6050606@mail.fpg.unc.edu> Message-ID: Episodes of the (oldish) British TV show "Pingu" might be useful. Very familiar family scenarios for about that age range, but the family are penguins who speak in some mystery language. Not widely distributed in the US so unlikely to be familiar to your audience. Margaret Anne Edwards wrote: > Thanks for your feedback. I may need to clarify. We would like to use > a short video for a narrative task that is appropriate for 6-12 yr old > children with mental retardation. The children's developmental age > levels range from 3-6 years old. Any suggestions for videos? > Thanks again, > > Anne Edwards > Project Coordinator > Carolina Communication Project > FPG Child Development Institute > From mfleck at cs.uiuc.edu Mon Feb 26 15:31:16 2007 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Mon, 26 Feb 2007 09:31:16 -0600 Subject: video for a narrative task -revised In-Reply-To: Message-ID: The whole of red balloon may be longer than you want. And the plot towards the end may be a bit hard and/or too disturbing for some of your audience. But excerpts from the early parts should stand on their own ok. You might also find that excerpts from "My neighbor Totoro" or "Kiki's Delivery Service" can stand on their own without the sound track. These two, like "Red Balloon" aren't well known to random US kids but they are to a subset (e.g. academics). So you'd need to check if you need the video to be unfamiliar. Margaret Fleck, UIUC Daniel Goldin wrote: > The snowman -- silent kids film, about 15 minutes > The red balloon -- short film about a boy in paris and a red balloon. > > On 2/22/07, Joanne Roberts wrote: > >> >> SEE BELOW. PLEASE SEND OUT ASAP SINCE EARLIER ONE WAS SENT WENT BACK >> TO 3-4 THANKS >> >> >> > Does anyone have suggestions for a short (max 5 minute) video for a >> > narrative task that is appropriate for a 3-4 year old developmental >> > level to be used with 6-12 yr old children with mental retardation. >> > Thanks again, >> > >> > Anne Edwards >> > Project Coordinator >> > Carolina Communication Project >> > FPG Child Development Institute >> > >> >> -- >> 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 Evan.J.Kidd at manchester.ac.uk Wed Feb 28 11:23:09 2007 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Wed, 28 Feb 2007 11:23:09 +0000 Subject: artificial grammar learning task for 4 - 6-year-olds Message-ID: Dear list members, I'm looking for a good artificial grammar learning task that can be used effectively with 4 - 6-year-olds. Could anyone recommend any? I'll post a summary if there are enough responses. Cheers, Evan From michael at georgetown.edu Wed Feb 28 17:52:25 2007 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 28 Feb 2007 12:52:25 -0500 Subject: Neurocognition of Developmental Language Disorders: CBBC Workshop at Georgetown University Message-ID: The Center for the Brain Basis of Cognition at Georgetown University Presents The Neurocognition of Developmental Language Disorders A CBBC Workshop Goal: The workshop aims to bring together a wide range of people ? researchers, funders and students ? who are interested in various cognitive and neural aspects of Specific Language Impairment and related disorders (e.g., dyslexia, autism, FOXP2-related disorders). Location: New Research Building Auditorium, Georgetown University, Washington DC Date: Friday, May 4th, 2007, 8:30am to 6:30 pm Note: The date of the workshop is timed to allow workshop participants to also attend the Cognitive Neuroscience Society meeting, which begins in the evening of the following day (May 5th) in New York City. Speakers: Angela Friederici, Marc Joanisse, Mabel Rice, Michael Ullman, Faraneh Vargha-Khadem, Susan Ellis Weismer Organizers: Cristina Sanz and Michael Ullman For further information on the workshop, and for registration, please go to http://cbbc.georgetown.edu/workshops/2007DLD.html Attend the workshop & enjoy Washington DC in spring! -------------- next part -------------- An HTML attachment was scrubbed... URL: