From macw at cmu.edu Mon Jan 1 01:40:24 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Dec 2006 20:40:24 -0500 Subject: book award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2007. Books published in 2005 or 2006 that have had or promise to have a profound impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s), and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by February 10 to Jean Mandler at jmandler at ucsd.edu or at Department of Cognitive Science, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0515. From S.Bol at mmu.ac.uk Tue Jan 2 13:09:07 2007 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Tue, 2 Jan 2007 13:09:07 +0000 Subject: pretend play narrative In-Reply-To: <28001.730@mail.talkbank.org> Message-ID: Hi, I'd like to recommend the delightfully titled article below: You Can Be the Baby Brother, But You Aren't Born Yet: Preschool Girls' Negotiation for Power and Access in Pretend Play Sheldon, Amy Research on Language and Social Interaction, 1996, 29, 1, 57-80 enjoy, Simone Dear all, I am a graduate student from China. I am very interested in the different narratives of the children who act the different roles in the pretend play and going to do some research on Chinese speaking children. However, the literatures I collected mostly are researchs on narrative with Projective Doll Play and individual symbolic play of children. I did not find any literature about the narrative constructed together by peers with their cooperative pretend play. If convenient, would you please provide me some information about the literatures on cooperative pretend play narrative or relative articles ? Thanks a lot for help! Best Regards, Shirley Simone Bol Senior Lecturer Speech Pathology Programme Faculty of Health, Social Care and Education Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA tel. 0161-2472772 fax 0161-2476328 "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " From cathymcclure at yahoo.com Wed Jan 3 01:01:52 2007 From: cathymcclure at yahoo.com (Cathy McClure) Date: Tue, 2 Jan 2007 17:01:52 -0800 Subject: ILA Conference, "The Emergence of Language in the Child and in the Species" Message-ID: CALL FOR PAPERS 52nd Annual Conference of the INTERNATIONAL LINGUISTIC ASSOCIATION March 30 – April 1, 2007 Hunter College, City University of New York, New York, NY THE EMERGENCE OF LANGUAGE IN THE CHILD AND IN THE SPECIES Plenary Speakers W. Tecumseh Fitch, University of St. Andrews John L. Locke, Lehman College, City University of New York D. Kimbrough Oller, University of Memphis Human language is the product of evolved mechanisms that develop in supportive environments. To understand language, we need to improve present understandings of evolutionary and developmental processes responsible for its emergence. This conference proposes to bring together leading scholars in the broad area of language and communication, with a focus on developmental and evolutionary issues. Abstracts are welcome in such areas as: • language acquisition in children • computational modeling • evolution of language • comparative studies • gesture and sign language • biology of language and cognition While papers on the main topic are particularly welcome, individuals are encouraged to submit abstracts on any subject in theoretical and applied linguistics. Abstracts should be anonymous, titled, single-spaced and not more than 425 words in length. Please send abstract as a camera-ready attachment (in a Microsoft Word file, if possible) to the conference coordinator, Johanna Woltjer (jwoltjer at earthlink.net). Within the email, indicate your name, affiliation, address, email address, title of paper, and audio-visual equipment needed. Alternatively, the abstract and speaker information may be sent via regular mail to J. Woltjer, 511 W.112th St., New York, NY 10025-1634, USA. Those wishing to propose panels or special sessions should contact the conference chair, Kathleen McClure (cathymcclure at yahoo.com). Time allotted will be 20 minutes for delivery of the paper plus 5 minutes discussion. Deadline for receipt of abstracts is January 22, 2007. For up-coming conference information, see ILA website (ilaword.org). Conference sponsors: International Linguistic Association (ILA) Department of English, Hunter College, City University of New York Department of Speech-Language-Hearing Sciences, Lehman College, City University of New York __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From mskcusb at mscc.huji.ac.il Wed Jan 3 15:04:42 2007 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Wed, 3 Jan 2007 17:04:42 +0200 Subject: pretend play narrative Message-ID: The following might be of help as well: Blum-Kulka, S. Huck-Taglicht and Avni, H. (2004). The social and discursive spectrum of peer talk. Thematic issue of Discourse Studies: Peer talk and pragmatic development. Vol, 6 (3):307-329. Blum-Kulka, S. (2005). Modes of meaning-making in children's conversational storytelling. In: J. Thornborrow & J. Coates (eds.). The sociolinguistics of narrative. John Benjamins. best, Shoshana Blum-Kulka ----- Original Message ----- From: "Simone Bol" To: Sent: Tuesday, January 02, 2007 3:09 PM Subject: Re: pretend play narrative > Hi, > > I'd like to recommend the delightfully titled article below: > > You Can Be the Baby Brother, But You Aren't Born Yet: Preschool Girls' > Negotiation for Power and Access in Pretend Play > Sheldon, Amy > Research on Language and Social Interaction, 1996, 29, 1, 57-80 > > enjoy, > > Simone > > > > > Dear all, > I am a graduate student from China. > I am very interested in the different narratives of the children who act > the > different roles in the pretend play and going to do some research on > Chinese > speaking children. However, the literatures I collected mostly are > researchs > on narrative with Projective Doll Play and individual symbolic play of > children. I did not find any literature about the narrative constructed > together by peers with their cooperative pretend play. > If convenient, would you please provide me some information about the > literatures on cooperative pretend play narrative or relative articles ? > Thanks a lot for help! > > Best Regards, > Shirley > > Simone Bol > Senior Lecturer > Speech Pathology Programme > Faculty of Health, Social Care and Education > Manchester Metropolitan University > Elizabeth Gaskell Campus > Hathersage Road > Manchester M13 0JA > tel. 0161-2472772 > fax 0161-2476328 > > > "Before acting on this email or opening any attachments you > should read the Manchester Metropolitan University's email > disclaimer available on its website > http://www.mmu.ac.uk/emaildisclaimer " From scasey at ucsd.edu Thu Jan 4 07:41:19 2007 From: scasey at ucsd.edu (Shannon Casey) Date: Wed, 3 Jan 2007 23:41:19 -0800 Subject: infant cries Message-ID: Did anyone see the Oprah episode or the Today show with a woman named Priscilla Dunstan talking about different types of cries that she has identified? I have read about being able to distinguish cries before, but I couldn't in my own infant - only "upset" and "very upset". I am asking because baby cries is not my area (obviously) and I was wondering if anyone who is familiar with cries agrees with her interpretation. She has a DVD of cry examples and I would like to be able to provide examples in class. -Shannon Casey From cchaney at sfsu.edu Thu Jan 4 19:43:29 2007 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 4 Jan 2007 11:43:29 -0800 Subject: infant cries In-Reply-To: Message-ID: You can listen on-line at http://www2.oprah.com/tows/slide/ 200611/20061113/slide_20061113_350_101.jhtml On Jan 3, 2007, at 11:41 PM, Shannon Casey wrote: > Priscilla Dunstan Carolyn Chaney cchaney at sfsu.edu > "Tell me, what is it you plan to do with your one wild and precious > life?" > --Mary Oliver > -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Jan 4 19:45:02 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Jan 2007 03:45:02 +0800 Subject: infant cries In-Reply-To: Message-ID: Dear Shannon, We know that infants have a variety of stereotyped cries (pleasure, pain, birth, hunger) and that new ones get added in the first months. But no one has ever reported neh, owh, heh, eairh, and eh as the inventory before Dunstan. You can do a google search for "Priscilla Dunstan infant cries" and you will find a Wikipedia article summarizing her views, along with a cogent criticism of her claims. Given the criticisms provided there, I think that one would want to have some independent confirmation from a researcher working with infant cries that would support this five-cries theory. Otherwise ....... --Brian MacWhinney On Jan 4, 2007, at 3:41 PM, Shannon Casey wrote: > Did anyone see the Oprah episode or the Today show with a woman named > Priscilla Dunstan talking about different types of cries that she has > identified? I have read about being able to distinguish cries > before, but I > couldn't in my own infant - only "upset" and "very upset". > > I am asking because baby cries is not my area (obviously) and I was > wondering if anyone who is familiar with cries agrees with her > interpretation. She has a DVD of cry examples and I would like to > be able > to provide examples in class. > > -Shannon Casey > > > From macw at cmu.edu Mon Jan 8 02:58:12 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 8 Jan 2007 10:58:12 +0800 Subject: updating English %mor Message-ID: Dear Info-CHILDES, I have just now finished updating the %mor lines for the various English corpora in CHILDES. The original %mor lines were created about 15 months ago and there have been improvements in MOR coding, tagging, the lexicon, and POST in the meantime. These new codes will be used for an upcoming parser competition sponsored by the Association for Computational Linguistics (ACL), so that was an additional motivation for completing this updating. In addition, I have updated the English MOR grammar on the server. In the current version, all errors are marked directly on the main line, using replacements and the [*] notation, as in this example broked [: broke] [* +ed-sup] Also, the distinction between interjections (that often appear alone) and communicators (that often attach to utterances) is made a bit clearer. More generally, derivational structure is analysed further in the new version, particularly for diminutives and items that change parts of speech through derivation. By the way, is there a word for this? -- Brian MacWhinney From C.C.Levelt at let.leidenuniv.nl Tue Jan 9 10:52:16 2007 From: C.C.Levelt at let.leidenuniv.nl (C_C_Levelt) Date: Tue, 9 Jan 2007 11:52:16 +0100 Subject: PhD position Leiden University Message-ID: The Leiden University Centre for Linguistics (LUCL) offers a paid PhD position PhD position (Application number 6-273) As part of the research-project "A psycholinguistic model for phonological development", funded by NWO (Principal investigator: Dr. Clara Levelt, one paid PhD position (Dutch: promovendus/a) is available. Knowledge of Dutch is required, in order to be able to work with Dutch child language data. To apply, send a one-page letter of motivation, CV, grade lists, full contact details for three scholars who could be asked to write a recommendation letter for you, and any further documentation (BA, MA and/or M.Phil theses, relevant articles or term papers). An earlier appointment date is negotiable. The deadline for application is February 15, 2007 (See also direct web link for this project: http://www.lucl.leidenuniv.nl/index.php3? m=&c=447). For more information on the project, contact Clara Levelt: c.c.levelt at let.leidenuniv.nl --------------------------- The position is embedded in the research and training programme of LUCL, which is part of the National Dutch Graduate School of Linguistics (LOT). PhD students are appointed for a maximum of four years in orderto complete a PhD dissertation. Before-tax salaries range from EUR 1956 (monthly) in the first year to EUR 2502 in the fourth. Candidates must hold a graduate degree (MA, M.Sc or M.Phil) in linguistics, a language programme, psychology or mathematics or show proof that they will have acquired one no later than the appointment date. For information about LUCL, consult LUCL's home page, http:// www.lucl.nl, or contact Dr. J.M. van de Weijer, tel.: (+31) 71-5272205/2125 e-mail: j.m.van.de.weijer at let.leidenuniv.nl. Address for all applications (applications *cannot* be sent by email or fax): Faculteit der Letteren Personnel Department c/o Mrs M.J.P. Okker-de Jager P.O. Box 9515 2300 RA Leiden The Netherlands Please state the relevant application number clearly on the cover letter. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.crutchley at hud.ac.uk Mon Jan 15 13:23:29 2007 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Mon, 15 Jan 2007 13:23:29 -0000 Subject: acquisition of opposition Message-ID: Dear all I'm posting the request below on behalf of my English Language colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been able to find any work on the acquisition of opposites and I felt sure that if anyone knew, it would be the info-childes list! Many thanks for any ideas. Alison "I am writing a book on unconventional opposites as created in particular contexts - such as the news, poetry etc., and I keep coming up against the question of to what extent the conventional opposites (good-bad, tall-short etc) are in some sense deeply psychologically embedded. I also have only anecdotal evidence to point to the assumption that children have to be taught about opposites - rather than the whole idea of opposites being something innate. Whilst I have done some library searching, I have not been able to turn up anything explicitly investigating either the process or chronology of opposition-acquisition or the cognitive-related issues such as whether there is a stage at which opposites may more easily be acquired. Is anybody able to point me towards research of this kind? If not, perhaps there is a project out there waiting to be done? Thanks! Lesley" From bpearson at research.umass.edu Mon Jan 15 14:50:18 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Mon, 15 Jan 2007 09:50:18 -0500 Subject: acquisition of opposition In-Reply-To: <15354B5A074595428080E99CE0DBB87293C8DE@murphy.AD.HUD.AC.UK> Message-ID: Dear Lesley, This is not the answer to your query, but you (or someone who has an answer for you closer to your topic) might be interested in the Semantics section of the DELV (Diagnostic Evaluation of Linguistic Variation), by Seymour, Roeper & de Villiers (2005). There is a subtest which is based on children's developing capacity to make a more and more fine-tuned contrast set (elicited by a picture): "he's not walking, he's _____"(crawling); then about the same picture, "he's not going UP the steps, he's going _______"(down) the steps; or another picture: she's not sitting ON the chair, she's sitting ______ (under) the chair, etc. The test is for 4 to 9 year olds--and the skill develops over that age range (and no doubt, before that range). One could use the test to explore the question--or Kristen Asplin (with Jill de Villiers, Laura Wagner, and me) is looking at the pilot data on over a 1000 children, with no conclusions yet. Stay tuned! Best, Barbara Pearson On Jan 15, 2007, at 8:23 AM, Alison Crutchley wrote: > > Dear all > > I'm posting the request below on behalf of my English Language > colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been able > to find any work on the acquisition of opposites and I felt sure that > if > anyone knew, it would be the info-childes list! Many thanks for any > ideas. Alison > > "I am writing a book on unconventional opposites as created in > particular contexts - such as the news, poetry etc., and I keep coming > up against the question of to what extent the conventional opposites > (good-bad, tall-short etc) are in some sense deeply psychologically > embedded. I also have only anecdotal evidence to point to the > assumption > that children have to be taught about opposites - rather than the whole > idea of opposites being something innate. Whilst I have done some > library searching, I have not been able to turn up anything explicitly > investigating either the process or chronology of > opposition-acquisition > or the cognitive-related issues such as whether there is a stage at > which opposites may more easily be acquired. Is anybody able to point > me > towards research of this kind? If not, perhaps there is a project out > there waiting to be done? > > Thanks! > Lesley" > > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From velleman at comdis.umass.edu Mon Jan 15 15:13:10 2007 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Mon, 15 Jan 2007 10:13:10 -0500 Subject: faculty positions Message-ID: FACULTY POSITIONS Asst Prof: 2 full-time tenure-track positions in Speech-Language Pathology (SLP) in the Department of Communication Disorders, University of Massachusetts Amherst; starting date 9/1/07. Qualifications include Ph.D. and CCC-SLP. Search #R13379: expertise in the area of adult language disorders required. Search #R13380: expertise in the areas of dysphagia (adult and pediatric) and/or multi-cultural/linguistic diversity required. Additional expertise in one or more of the following areas is desirable: pragmatic disorders, craniofacial anomalies or neuro- developmental disorders. Responsibilities for both positions include teaching undergraduate and graduate courses, participating in shared department activities, and establishing an independent research program. Salary is competitive at the Assistant Professor level. For full consideration, applications should be received by 2-1-07. The University of Massachusetts Amherst is an Affirmative Action & Equal Opportunity Employer. The department is committed to increasing the diversity of its faculty and student body. Send a letter of application, detailed vita, three letters of recommendation and official transcripts of all academic training to: Search #R13379 or Search #R13380, Dr. Shelley Velleman, Chair, Search Committee, Department of Communication Disorders, 358 North Pleasant Street, University of Massachusetts Amherst, Amherst, MA 01003-9296. Department Voice mail: 413-545-0131; Fax: 413-545-0803; Department Secretary e-mail: jholhut at comdis.umass.edu. -------------- next part -------------- An HTML attachment was scrubbed... URL: From solene.arnault at etu.univ-poitiers.fr Mon Jan 15 16:12:23 2007 From: solene.arnault at etu.univ-poitiers.fr (ARNAULT SOLENE) Date: Mon, 15 Jan 2007 17:12:23 +0100 Subject: Wh- and Qu- question acquisition Message-ID: -- Dear all, I'm working on wh- and qu- question acquisition among bilingual (English/French) children. At present, I am still assembling my corpus but I would like to know if any of you could give me some advice, since it's my first research project... Thank you in advance. Regards, Solene From kdekorsak at ucdavis.edu Mon Jan 15 18:31:56 2007 From: kdekorsak at ucdavis.edu (Kristina De Korsak) Date: Mon, 15 Jan 2007 10:31:56 -0800 Subject: acquisition of opposition In-Reply-To: <47cd3d0b05cb5de9a4fdfaa0d97412c4@research.umass.edu> Message-ID: Dear all, This is not the answer to the query either, but may be of interest as well. This article explores the possibility of semantic universals (nearly all of which are opposites such as good/bad, big/small). Wierzbicka,A. (2005). Universal human concepts as a tool for exploring bilingual lives. International Journal of Bilingualism. Vol, 9, number 1, 7-26. Kingston Press Ltd. Best wishes, Kristia de Korsak Le 15 janv. 07 à 06:50, Barbara Zurer Pearson a écrit : > Dear Lesley, > > This is not the answer to your query, but you (or someone who has > an answer for you closer to your topic) might be interested in the > Semantics section of the DELV (Diagnostic Evaluation of Linguistic > Variation), by Seymour, Roeper & de Villiers (2005). There is a > subtest which is based on children's developing capacity to make a > more and more fine-tuned contrast set (elicited by a picture): > "he's not walking, he's _____"(crawling); then about the same > picture, "he's not going UP the steps, he's going _______"(down) > the steps; or another picture: she's not sitting ON the chair, > she's sitting ______ (under) the chair, etc. > > The test is for 4 to 9 year olds--and the skill develops over that > age range (and no doubt, before that range). One could use the > test to explore the question--or Kristen Asplin (with Jill de > Villiers, Laura Wagner, and me) is looking at the pilot data on > over a 1000 children, with no conclusions yet. Stay tuned! > > Best, > Barbara Pearson > > > On Jan 15, 2007, at 8:23 AM, Alison Crutchley wrote: > >> >> Dear all >> >> I'm posting the request below on behalf of my English Language >> colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been >> able >> to find any work on the acquisition of opposites and I felt sure >> that if >> anyone knew, it would be the info-childes list! Many thanks for any >> ideas. Alison >> >> "I am writing a book on unconventional opposites as created in >> particular contexts - such as the news, poetry etc., and I keep >> coming >> up against the question of to what extent the conventional opposites >> (good-bad, tall-short etc) are in some sense deeply psychologically >> embedded. I also have only anecdotal evidence to point to the >> assumption >> that children have to be taught about opposites - rather than the >> whole >> idea of opposites being something innate. Whilst I have done some >> library searching, I have not been able to turn up anything >> explicitly >> investigating either the process or chronology of opposition- >> acquisition >> or the cognitive-related issues such as whether there is a stage at >> which opposites may more easily be acquired. Is anybody able to >> point me >> towards research of this kind? If not, perhaps there is a project out >> there waiting to be done? >> >> Thanks! >> Lesley" >> >> >> > ***************************************** > Barbara Zurer Pearson, Ph.D > Research Associate, Project Manager > University of Massachusetts > Amherst MA 01003 > > Tel: 413.545.5023 > > bpearson at research.umass.edu > http://www.umass.edu/aae/ > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kdekorsak at ucdavis.edu Mon Jan 15 19:00:19 2007 From: kdekorsak at ucdavis.edu (Kristina de Korsak) Date: Mon, 15 Jan 2007 11:00:19 -0800 Subject: devices for recording children Message-ID: Dear all, Sorry for the delay in posting this summary, it has taken quite a while to sort out which route I was going to take. I have posted the summary below and a list/description of what I ended up doing. Thanks again to everyone who sent their comments/suggestions! Best wishes, Kristina de Korsak My (Kristina's) solution: A new computer (iMac) with imovie Canon digital video recorder (which I had already) A good quality omnidirectional microphone A M-audio Firewire 410 mixer Various Firewire cables All of the audio (mic) is captured on high quality resolution and feeds into the camera which then feeds into the computer. The mixer is also connected to the computer. This way I have wonderful sound, great picture resolution, and do not have to synchronize afterwards, all within my budget. SUMMARY: My own setup is to record video separate from audio and later synchronize both. Using video equipment for capturing audio is (IMHO) a bad idea if you are after quality. For audio I use a Marantz PMD-660 Solid State Recorder (http://www.d-mpro.com/users/folder.asp? FolderID=3629&CatID=19&SubCatID=188) Solid State recorders are in my view the best type of recorder for the field because they have no moving parts that can break, record onto a compact flash card that then you can download to your Mac/PC through a USB connection. It can record up to 16bit/48kHz uncompressed PCM (a 1GB CF card will allow you to record 2h 58minutes at this maximum quality - in my experience, each 30 minutes of recording take up around 200 MB). It can also record compressed, and lower quality. If you're recording three siblings, however, you may want something that allows you to separate all channels (absolute must for phonetic analysis, I'd say). With the PMD-660 you only have two. And if you want lapel (lavalier) mics to allow your kids to run, you will have to have a wireless setup, and with three mics I believe you increase your chances of interference greatly. Also, don't underestimate clipping (signal distortion from high-volume input) and other input problems. You will have to monitor input volumes to the mics concurrently for three kids. That IS a daunting task. Again, with the Marantz you can only do two. My question would be: are you sure you cannot get by with one good omnidirectional mic? You won't be able to separate the channels but it will be: - much less costly - much easier to set up (never underestimate the amount of time you'll waste for every recording session setting up and packing up) - much easier to monitor while you're taping. The whole set up could cost (in the US, I don't know where you are): -400-500 U$S for a video camera -100-150 U$S for a good omnidirectional mic - 400-500 U$S for the Marantz PMD-660 - 80-100U$S for a 1GB, high-speed Compact Flash Card. - plus 2-3U$S per 60-minute mini DV tape for the camera, or equivalent in CD-Rs (never use RWs for sensitive data). If you want lavalier mics, add at the very least 300 U$S (but I'd say that is probably optimistic). Consider restricting the kids to play in a single room, otherwise, being in separate spaces seems to be what creates extra complexity for the recording. It may not be worth it. The details of the obsolete equipment I used are different but the principle was to get crisp recordings of each, given that there would be other noise and conversational overlap. Each child wore a cordless lavalier microphone clipped on to a vest in the back pocket of which was a wireless transmitter. Their output was recorded to a cassette tape on a separate tape recorder. They were also videotaped in VHS format. The three children's audio outputs were mixed together onto the video sound track at the time of recording by a sound engineer. The sound was marvelous as a result. I assume it's not feasible for you to have an audio engineer. But you may be able to videotape them digitally with good enough results. Or inquire about the feasibility of recording a back up digital audio file for each and synchronizing with video, post recording. I don't recommend just doing an audio recording. I eventually digitized my VHS tapes and only work with the data in digital format. The best advice I got at the time I designed my study was from an audio engineer hidden away in a unit at my university, who worked in a service capacity with other units involved in sound recordings. Before beginning, try out every single aspect from recording to sound mixing. Know your equipment and the software you'll need later before you begin. One thing you'll like is software that lets you create a word document for transcription and on the same screen import the video with full audio. I think that's Final Cut Pro. I'll send you the url for a paper that can show you some of the neat things you can do with good software. You may be able to find it yourself. It's at the UTexas-Austin gesture conference proceedings website. It may be through Jurgen Streeck's website in the School of Communication: authors are Belbas & Sheldon. From pcnorton at yahoo.com Tue Jan 16 02:26:15 2007 From: pcnorton at yahoo.com (Pam Norton) Date: Mon, 15 Jan 2007 18:26:15 -0800 Subject: Solution for Recording Snafu? In-Reply-To: <8801.39131@mail.talkbank.org> Message-ID: Hello all, I am in the processing of transcribing interviews for my doctoral thesis and unfortunately have found out way too late that I must have had the recorder on "double" time and the speech is very fast. Is there any way to fix this problem? Thanks for your help! Pam Norton -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Wed Jan 17 03:27:41 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Wed, 17 Jan 2007 11:27:41 +0800 Subject: Profiling morpho-syntactic and discourse development Message-ID: Dear all, Could you let me know which are the current instruments for profiling morpho-syntactic development, and whether any such instruments have been developed for discourse development? I'm particularly interested in normed instruments to be used by speech pathologists. One extra question: is David Crystal's LARSP still widely used? Grateful in advance Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Wed Jan 17 17:56:25 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 17 Jan 2007 11:56:25 -0600 Subject: 28th Annual SRCLD Message-ID: The 28th annual Symposium on Research in Child Language Disorders (SRCLD) will be held June 7-9, 2007 in Madison, Wisconsin at the elegant Monona Terrace Convention Center on Lake Monona. The deadline for program submissions and travel awards is February 1, 2007. Submission information and the online submission form can be found at www.srcld.org under Call For Papers. Click on Travel Awards for general information and for online or downloadable travel award applications. Our plenary speakers this year include: Carolyn Mervis, Laurence Leonard, Paul Yoder, Julie Washington, Helen Tager-Flusberg, Marin Fujiki and Bonnie Brinton. A pre-conference tutorial is scheduled for Thursday, June 7th at 9:00 presented by Truman Coggins and Lesley Olswang from the University of Washington. We are looking forward to seeing you in Madison at the 2007 SRCLD. 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 kmandriacchi at facstaff.wisc.edu Wed Jan 17 18:25:07 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 17 Jan 2007 12:25:07 -0600 Subject: SRCLD contact information Message-ID: If you did not receive a post card from SRCLD in the mail in October we either do not have your contact information or it is not up to date in our database. If you would like me to update your contact information for invitations to and correspondence about future SRCLD conferences please email me with your first and last name, affiliation, department, street, city, state, zip code, country, phone and fax. Or if you would like to be removed from the SRCLD database, please contact me. 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 abbeduto at Waisman.Wisc.Edu Thu Jan 18 20:21:36 2007 From: abbeduto at Waisman.Wisc.Edu (Len J. Abbeduto) Date: Thu, 18 Jan 2007 14:21:36 -0600 Subject: novel word learning tasks Message-ID: Hello all: I was hoping for some guidance from colleagues who have used novel word learning tasks with young children (e.g., tasks used by Baldwin, Tomasello, and others). I would like to administer a battery of several such tasks to children who are in the developmental range of roughly a 2- to 5-year-old. This means that I will essentially be asking these children to learn multiple novel words over the course of 1 or 2 testing sessions. (Of course, I also will be testing their mastery along the way.) So, my question: How many novel words can I introduce before children become overwhelmed and confused so that their performance deteriorates relative to tasks in which they are exposed to only one or two words? I would welcome any citations to published work or even people's anecdotal experiences. Thank you in advance. best, Len Abbeduto Leonard Abbeduto, Ph.D. Professor, Educational Psychology, Associate Director for Behavioral Sciences, Waisman Center, & Director, University Center for Excellence in Developmental Disabilities, Waisman Center Waisman Center University of Wisconsin-Madison Madison, WI 53705 phone: (608) 263-1737 fax: (608 263-7710 From ellmcf at nus.edu.sg Sat Jan 20 07:43:20 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 20 Jan 2007 15:43:20 +0800 Subject: Profiling morpho-syntactic and discourse development - Summary Message-ID: Dear all, Below is a summary of the responses to my query, with a very sincere *Thank You* to Isabelle Barrière, Ruth Berman, Paul Fletcher, Judith Johnston and Tom Roeper. These are some of the instruments in current use: CELF (Psychological Corporation). For English- and Spanish-speaking children, used by SLPs. Information available from http://harcourtassessment.com/HAIWEB/Cultures/en-us/default Creative Curriculum Development. For English and Spanish. Includes a teachers' observation instrument, and discourse assessment. DELV (Psychological Corporation). Developed for AAE by Harry Seymour, Jill deVilliers, and Tom Roeper. Information available from http://www.umass.edu/aae/ ERRNI (Dorothy Bishop -- Psychological Corporation). Normed instrument, accounts for discourse development. NRS report. Tests vocabulary (subtest of Peabody), a few syntactic structures and mathematical abilities in English and Spanish. Used for bilinguals too, though not normed on bilinguals. Does not test discourse abilities. Preschool Language Skills. For English- and Spanish-speaking children, used by SLPs. Rice-Wexler Test of Early Grammatical Impairment.(Psychological Corporation). For morphosyntax, particularly verb morphology. SALT. Description and illustration at www.languageanalysislab.com User-friendly, provides normative data on a wide range of variables, enabling profiling of discourse, length, processing, lexical, morphological and syntactic variables. Own coding required for in-depth analysis, namely, of syntax. Judith Johnston and Funda Acarlar have completed a version of this programme for Turkish speaking children, forthcoming as Acarlar, F. & Johnston, J. (2006) Computer-based analysis of Turkish child language: Clinical and research applications, Journal of Multilingual Communication Disorders, 4, 78-94. TROG-2 (Dorothy Bishop -- Psychological Corporation). Normed for comprehension of grammar. Other comments: Isabelle Barrière suggested references about the lack of standardised assessment tools for discourse and about a coding system for the Frog Story to enable its application across languages, cultures and age-groups. She is currently working on a summary of different assessment instruments aimed at Special Education. Ruth Berman suggested looking at the "Nun studies", viz. Tracy Mitzner and Susan Kemper's, and kindly sent me a paper forthcoming in _Discourse Processes_: Berman & Nir-Sagiv 'Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox'. Judith Johnston's new book addresses assessment instruments in clinical practice, including the use of SALT. Reference (available through Amazon): Johnston, J. (2006) Thinking about child language: Research to practice. Thinking Publications. CDI. Though not addressed in my query, two pointers were certainly relevant: Isabelle Barrière is directing research on templates to code cross-linguistic CDI-gathered data to account for grammatical development and form-meaning mapping. Paul Fletcher (with Twila Tardif et al.) normed CDI for Mandarin in Beijing. Publication is expected this year. About LARSP: I gathered that it may still be used in SLP courses in a few English-speaking European countries, in South Africa and Australasia, but not in America (USA, Canada). Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Sat Jan 20 13:57:04 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Sat, 20 Jan 2007 08:57:04 -0500 Subject: Profiling morpho-syntactic and discourse development - Summary In-Reply-To: Message-ID: Dear Madalena, Apologies for not responding sooner, but now your summary reminds me that I have some relevant experience, too. First, there is also a Harcourt website for the DELV, as well as the one at UMass: harcourtassessment.ca/HAIWEB/ Cultures/en-us/dotCom/DELVInfo.Net+Home.htm or you can use the same website as for the CELF, > http://harcourtassessment.com/HAIWEB/Cultures/en-us/default and click "view all products" and then you'll find it under "D" (for diagnostic). (I don't understand why they have the Criterion Referenced version listed first. The "real" DELV is the Norm-Referenced and the Screening Test.) Having done a large project on frog stories several years ago using my own home-made metric, (stories on CHILDES under "Miami frogs," write-up in Oller & Eilers, 2002), I can REALLY appreciate the shorter, equally accurate system (imho) that DELV collaborator Peter de Villiers (with the DELV authors, Seymour, Roeper & J. de Villiers) built in to the DELV Pragmatics Short Narrative section. I also did an analysis of a large set of speech samples more recently and found that I could have them transcribed into Excel, which suited the way our lab worked very well, and then without *too* much effort, I could prepare them for SALT. From SALT, they can go into CHAT (with a SALT IN command) or into Computerized Profiling, (and of course SALT :). CP is a free program developed by Steve Long downloadable at http://www.computerizedprofiling.org/ It has a number of built-in assessments, *including the LARSP* so I recently became re-acquainted with the LARSP. I didn't use all the components of CP, but was satisfied with everything but the IPSyn (Inventory of Productive Syntax by Hollis Scarborough), which I ended up doing by hand. Perhaps CLAN now has an IPSyn program. I was communicating with Brian M. about it at the time, and he was developing something, but I haven't needed it since then, so I haven't followed up. Best, Barbara Pearson On Jan 20, 2007, at 2:43 AM, Madalena Cruz-Ferreira wrote: > > Dear all, >   > Below is a summary of the responses to my query, with a very sincere > *Thank You* to Isabelle Barrière, Ruth Berman, Paul Fletcher, Judith > Johnston and Tom Roeper. >   >   > These are some of the instruments in current use: >   > CELF (Psychological Corporation). > For English- and Spanish-speaking children, used by SLPs. > Information available from > http://harcourtassessment.com/HAIWEB/Cultures/en-us/default >   > Creative Curriculum Development. > For English and Spanish. Includes a teachers' observation instrument, > and discourse assessment. >   > DELV (Psychological Corporation). > Developed for AAE by Harry Seymour, Jill deVilliers, and Tom Roeper. > Information available from http://www.umass.edu/aae/ >   > ERRNI (Dorothy Bishop -- Psychological Corporation). > Normed instrument, accounts for discourse development. >   > NRS report. > Tests vocabulary (subtest of Peabody), a few syntactic structures and > mathematical abilities in English and Spanish. Used for bilinguals > too, though not normed on bilinguals. Does not test discourse > abilities. >   > Preschool Language Skills. > For English- and Spanish-speaking children, used by SLPs. >   > Rice-Wexler Test of Early Grammatical Impairment.(Psychological > Corporation). > For morphosyntax, particularly verb morphology. >   > SALT. > Description and illustration at www.languageanalysislab.com > User-friendly, provides normative data on a wide range of variables, > enabling profiling of discourse, length, processing, lexical, > morphological and syntactic variables. Own coding required for > in-depth analysis, namely, of syntax. > Judith Johnston and Funda Acarlar have completed a version of this > programme for Turkish speaking children, forthcoming as Acarlar, F. & > Johnston, J. (2006) Computer-based analysis of Turkish child > language:  Clinical and research applications, Journal of Multilingual > Communication Disorders, 4, 78-94. >   > TROG-2 (Dorothy Bishop -- Psychological Corporation). > Normed for comprehension of grammar. >   >   > Other comments: >   > Isabelle Barrière suggested references about the lack of standardised > assessment tools for discourse and about a coding system for the Frog > Story to enable its application across languages, cultures and > age-groups. > She is currently working on a summary of different assessment > instruments aimed at Special Education. >   > Ruth Berman suggested looking at the "Nun studies", viz. Tracy Mitzner > and Susan Kemper's, and kindly sent me a paper forthcoming in > _Discourse Processes_: Berman &   > Nir-Sagiv 'Comparing Narrative and Expository Text Construction Across > Adolescence: > A Developmental Paradox'. >   > Judith Johnston's new book addresses assessment instruments in > clinical practice, including the use of SALT. Reference (available > through Amazon): > Johnston, J. (2006)  Thinking about child language: Research to > practice. Thinking Publications. >   > CDI. > Though not addressed in my query, two pointers were certainly relevant: > Isabelle Barrière is directing research on templates to code > cross-linguistic CDI-gathered data to account for grammatical > development and form-meaning mapping. > Paul Fletcher (with Twila Tardif et al.) normed CDI for Mandarin in > Beijing. Publication is expected this year. >   >   > About LARSP: > I gathered that it may still be used in SLP courses in a few > English-speaking European countries, in South Africa and Australasia, > but not in America (USA, Canada). >   > > > Madalena > ====================================== > Madalena Cruz-Ferreira > Dept. English Language and Literature > National University of Singapore > ellmcf at nus.edu.sg > http://profile.nus.edu.sg/fass/ellmcf/ > ====================================== ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From ellmcf at nus.edu.sg Sun Jan 21 04:25:44 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sun, 21 Jan 2007 12:25:44 +0800 Subject: Profiling morpho-syntactic and discourse development - Addendum Message-ID: Gabriela Simon-Cereijido warned about the limited psychometric validity of the CELF and Preschool Language Skills for morphosyntax and discourse with Spanish speakers. She pointed me to this paper, which discusses a morphosyntax measure that is valid for bilingual Spanish-dominant children in the US: Gutierrez-Clellen, V.F, M.A. Restrepo & G. Simon-Cereijido (2006), Evaluating the Discriminant Accuracy of a Grammatical Measure With Spanish-Speaking Children. JSLHR 49(6):1209-1223. Many thanks! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From mcconvell at ozemail.com.au Mon Jan 22 00:39:53 2007 From: mcconvell at ozemail.com.au (mcconvell at ozemail.com.au) Date: Mon, 22 Jan 2007 09:39:53 +0900 Subject: Reuse of video data for other research Message-ID: ---------------------------------------------------------------- This message was sent using MyMail From gina.conti-ramsden at manchester.ac.uk Thu Jan 25 10:49:54 2007 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-ramsden) Date: Thu, 25 Jan 2007 10:49:54 +0000 Subject: Position at Manchester: Speech and Language Therapy In-Reply-To: Message-ID: > > Dear colleagues, > > Please advertise amongst your colleagues the available position of > LECTURER/SENIOR LECTURER IN SPEECH AND LANGUAGE THERAPY at the University of > Manchester. > > Many thanks, > Gina Conti-Ramsden > > The University of Manchester > > Faculty of Medical and Human Sciences > > School of Psychological Sciences > > Lecturer/Senior Lecturer in Speech and Language Therapy > > > (Ref: MHS/025/07) > > Salary range =A328,930 - =A366,063 per annum > > We wish to appoint a Lecturer/ Senior Lecturer in Speech and Language Therap= > y to > join our expanding and dynamic group. You will contribute to the flourishing > undergraduate programmes in Speech and Language Therapy and in Audiology and > you will join a highly active group of researchers with an international > reputation and a broad portfolio of funded projects. You will be > research-active with a record of publication and will expand your research a= > nd > teaching portfolio in your own area of interest. > > > Applications are invited from qualified speech and language therapists with > appropriate experience from an academic or a health service background. > > This post is subject to an initial probationary period of three years. > > Informal enquiries: please contact Dr Anne Hesketh, 0161 275 3375, email > anne.hesketh at manchester.ac.uk or Si=E2n Davies, 0161 275 3376, email > sian.e.davies at manchester.ac.uk > > Application forms and further particulars are available at > http://www.manchester.ac.uk/vacancies or from The Directorate of Human > Resources, Faculty of Medical and Human Sciences, email: > mhs-hr at manchester.ac.uk. Tel: 0161 275 8835. Quote ref MHS/025/07 > > Closing date: Wednesday 7th March 2007. > > > Interviews will be held on Tuesday 20 March 2007. > > The University will actively foster a culture of inclusion and diversity and > will seek to achieve true equality of opportunity for all members of its > community. > > > > gina.conti-ramsden at manchester.ac.uk > School of Psychological Sciences > Human Communication and Deafness > The University of Manchester > Humanities Building > Manchester M13 9PL > Tel. 0161-275-3514 > Tel. 0161-275-3965 > Secretary, Hilda Procter, Tel.0161-275-3932 > htpp://www.psych-sci.manchester.ac.uk/ > > From dolores888 at hotmail.com Sun Jan 28 22:38:00 2007 From: dolores888 at hotmail.com (dolores ma) Date: Sun, 28 Jan 2007 23:38:00 +0100 Subject: "hollingshead ses scale" Message-ID: Dear colleagues, I would appreciate that you would send me the next reprints: -"hollingshead ses scale" -Hollingshead, A. B. Four factor index of social status (Yale University, Department of Sociology, 1975). Thank you Dolores _________________________________________________________________ Grandes éxitos, superhéroes, imitaciones, cine y TV... http://es.msn.kiwee.com/ Lo mejor para tu móvil. From p.monaghan at psych.york.ac.uk Mon Jan 29 09:35:28 2007 From: p.monaghan at psych.york.ac.uk (Padraic Monaghan) Date: Mon, 29 Jan 2007 09:35:28 -0000 Subject: childes mailing list: postdoc position in computational modelling of reading development Message-ID: We have a vacancy for a postdoctoral researcher in the Department of Psychology at the University of York on computational modelling of visual word processing. The Department of Psychology at the University of York has achieved the highest possible ratings for research and teaching in the UK. The Department has facilities for computational, experimental, and imaging research of the highest calibre. York is also a very very nice place to live. The project will be run in concert with Jo Arciuli at Charles Sturt University in Bathurst, Australia. The successful candidate will have a good first degree in Psychology, Linguistics, Computer Science or a related-discipline. The candidate will also preferably have a PhD with experience of computational modeling, psycholinguistics, and cognitive psychology. The post is for 11 months commencing 1 April 2007. Salary is £25,633 per annum. The closing date for applications is 16 February, further details and information on applying are here: http://www.york.ac.uk/univ/mis/cfm/vacancies/vac_detail.cfm?vacno=DR0749&mode=standard Please address informal enquiries to Padraic Monaghan pjm21 at york.ac.uk Thanks. From bartsch at zas.gwz-berlin.de Mon Jan 29 15:12:48 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Mon, 29 Jan 2007 15:12:48 GMT Subject: AFLiCo Conference - Announcement Message-ID: ******************************** Apologies for cross-posting ********************************* Second International Conference of the French Association for Cognitive Linguistics (AFLiCo), with special thematic sessions on “Typology, Gesture, and Sign” University of Lille 3, Lille, France 10-12 May 2007 http://aflico.asso.univ-lille3.fr/colloque2007/ ******************************************** !!! REGISTRATION IS NOW OPEN !!! !!! DEADLINE: APRIL 1, 2007 !!! ******************************************** INVITED SPEAKERS (see the conference web site for titles and abstracts) Jean-Marc COLLETTA (Univ. de Grenoble, France) William CROFT (Univ. of New Mexico, Albuquerque, USA) Christan CUXAC (Univ. Paris 8, France) Susan GOLDIN-MEADOW (Univ of Chicago, Chicago, USA) Nini HOITING (Royal Effatha-Guyot Group Haren, Netherlands) Scott LIDDELL (Gallaudet Univ., Washington, DC, USA) Irit MEIR (Univ. of Haifa, Israel) Dan SLOBIN (Univ. of California, Berkeley, USA) Eve SWEETSER (Univ. of California, Berkeley, USA) Phyllis WILCOX (Univ. of New Mexico, Albuquerque, USA) Sherman WILCOX (Univ. of New Mexico, Albuquerque, USA) PROGRAMME A provisional programme is downloadable from the conference web site. There will be 4 parallel sessions, of which one is always a thematic session (devoted to sign, gesture or typology), depending on the day. The other sessions deal with different topics in cognitive linguistics. There will also be two special thematic sessions, one on the Lexical-Grammar interface (Lexical bootstrapping), the other on metonymy in gesture. There will also be a poster session on the first two days. CONFERENCE VENUE The conference is hosted by the University of Lille3, France. All talks will be held in the B building. For more info on how to come to Lille or to campus, please check the conference web site. LANGUAGES The official languages of the conference are French, English and French Sign Language (LSF), the latter at least for the first two days. Given the overall international character of the participants, English will generally be preferred. REGISTRATION To register, please download the registration form from the website and send it back, together with your payment, to the conference secretary Emmanuelle Jablonski. To simplify the administration, we strongly encourage you to send us the spread sheet file (MS-Excel or OpenOffice) via email (emmanuelle.jablonski AT univ-lille3.fr). Alternatively, you send the printed form, duly filled out, via regular mail (Université Lille 3, UMR 8163 STL, BP 60149, 59653 Villeneuve d'Ascq Cedex, France). Your registration will only be valid after your payment has been received. (See below for methods of payment). REGISTRATION FEE Upon registration, you will have to specify on the form which fee applies to you. To encourage deaf people to attend the conference, especially the first two days, when the sessions on sign language will be held, a special formula has been set up for them (not open to others): - Regular : 80 euros - Student : 40 euros - Member AFLiCo : 60 euros (membership effective at time of registration !) - AFLiCo student : 30 euros (membership effective at time of registration !) - Deaf person attending Thursday, May 10 & Friday May 11: 50 euros The conference fee covers the organisational costs of the conference and also includes a conference bag, a book of abstracts, name tag, coffee breaks, the concert, and a guided city tour (see below). Lunches and the conference dinner are not included but are offered at a modest price. It is strongly recommended to take the lunches offered by the conference, as it will be difficult to find other places to eat on campus (esp. on Saturday). METHOD OF PAYMENT Unfortunately, no payment on site can be accepted! - Bon de commande (French institutions only) - Cheque (French cheques only) -- see registration form for details - Money order or transfer -- see registration form for details - Others (please contact the secretary) SATELLITE EVENT On the day before the conference, May 9, 9h00 – 18h00, there will be a workshop on “Language and Space”, with renowned invited speakers (see the conference web site for full details). The regular fee for this conference is 30 euros (including lunch and coffee), but people also registered for the AFLiCo conference only pay 15 euros. Registration for the workshop is to be done via the same form as that for the conference. SOCIAL PROGRAMME (1) WELCOME RECEPTION & REGISTRATION: Wednesday, May 9, 17h00 – 20h00 Given the tight conference schedule and given that many participants will already have arrived, registration will be on the day before the conference. We plan to have a small welcome reception (pending funding). (2) CONFERENCE Dinner: Thursday, May 10, 20h30, Restaurant “Le Flore”, Lille. The organisers have opted for a dinner formula that is affordable to all, so that also people on limited funding (particularly students) can also attend. The integration of students and young scholars is one of the main aims of the conference and of AFLiCo. The diner will be held in the centre of Lille, in the restaurant “Le Flore” (Place Rihour), and will offer a menu of specialties of the North of France. The price for the diner is 30 euros (unlimited beverages during the meal). (3) CONCERT with French-Flemish Renaissance music, Friday May 11 , 21h00 If all goes as planned, this concert will be a unique occasion to hear magnificent polyphonic Renaissance music from the region. It will further have a nice personal touch, in that it will be brought by the vocal ensemble OrSeCante from Leuven, Belgium, the choir of which one of the conference organisers, Maarten Lemmens, has been a member since 1991. The choir is specialized in Renaissance and Baroque music. The concert would be free for the conference participants, but open to the general public who will be asked a small entrance fee. (4) GUIDED TOUR IN OLD LILLE, Sunday May 12, 10h00-12h00 To offer visitors a view of the beautiful city of Lille and its rich history, the organisers plan to have a guided tour of old Lille, the day after the conference. Whether this guided tour takes place depends on the number of people who sign up and on funding (once again, alas!). As already indicated, the welcome reception, the concert and the guided tour are not yet fully confirmed, still awaiting funding. We nevertheless ask that you indicate on the registration form whether you intend to participate in these events. CONTACT - organisers : aflico AT univ-lille3.fr - secretary : emmanuelle.jablonski AT univ-lille3.fr ***************************************************************** 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 stephane.dufau at univ-provence.fr Mon Jan 29 17:49:25 2007 From: stephane.dufau at univ-provence.fr (Stephane Dufau) Date: Mon, 29 Jan 2007 18:49:25 +0100 Subject: postdoc position in computational modeling - reading acquisition In-Reply-To: <2051.144.32.163.159.1170063328.squirrel@psycix.york.ac.uk> Message-ID: Computational modeling in the south of France A two year postdoctoral position is open at the Laboratoire de Psychologie Cognitive, a CNRS lab at the University of Provence, Marseille, France (http://www.up.univmrs.fr/wlpc). The person hired on this position will participate in a largescale project on modeling reading acquisition, and will be specifically involved in developing and testing both supervised and unsupervised learning algorithms applied to the development of orthographic representations and spellingsound correspondences during the process of learning to read. The ideal candidate will have appropriate programming skills (C, Matlab) and experience in developing neural network simulations of cognitive processes, with a Ph.D in cognitive science or cognitive psychology. Send application with CV plus names and contact information for two referees to: Jonathan Grainger Director Laboratoire de Psychologie Cognitive Université de Provence 3 pl. Victor Hugo 13331 Marseille France jonathan.grainger at up.univmrs.fr From hitomi-murata at mri.biglobe.ne.jp Tue Jan 30 10:44:07 2007 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Tue, 30 Jan 2007 19:44:07 +0900 Subject: The 8thTokyo Conference on Psycholinguistics (TCP 2007) Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be sponsoring the eighth Tokyo Conference on Psycholinguistics (TCP2007) on March 16 and 17, 2007 to be held at Kita-kan Hall, Keio University, Mita. The invited speakers are Prof. Thomas Roeper (University of Massachusetts, Amherst) and Prof. Christopher Tancredi (University of Tokyo). Below you fill find the conference program. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ (Program) 10:00-10:05 Opening Yukio Otsu (Keio University) 10:05-10:50 (Long Presentation) “Bilingualism and Cognitive Development: Evidence from Scalar Implicatures” Michael Siegal (University of Sheffield, University of Trieste), Ayumi Matsuo and Clair Pond (University of Sheffield) Chair: Miwa Isobe (Keio University) 10:50-11:35 (Long Presentation) “Non-Syntactic Factors in Processing the ‘Not-Because’ Ambiguity in English” Yukiko Koizumi and Dianne Bradley (City University of New York) Chair: Miwa Isobe (Keio University) Lunch 13:00:13:30 (Short Presentation) “On the Existence of Subject Scrambling: An fNIRS Study” Koji Sugisaki, Yukika Nishimura, Noriko Hattori, Yasushi Inokuchi, Yoshihiro Nishimura, Mariko Ogawa, Waro Taki, Shinichi Unoh, Tetsuro Yamamoto, Etsuko Yoshida, Seiki Ayano (Mie University) and Yuji Okazaki (Mie University and Tokyo Metropolitan Matsuzawa　Hospital) Chair: Tetsuya Sano (Meiji Gakuin University) 13:30-14:15 (Long Presentation) “On Agreement and Movement” Maria Garraffa (University of Siena) Chair: Tetsuya Sano (Meiji Gakuin University) Break 14:35-15:05 (Short Presentation) “An Economy-Based Analysis of Optional Movement in German” Jiro Inaba Chair: Akira Watanabe (University of Tokyo) 15:05-15:35 (Short Presentation) “On the Syntax of Two Types of Transitive V-te ar- Constructions in Japanese” Masashi Nomura (Chukyo University) Chair: Akira Watanabe (University of Tokyo) 15:35-16:05 (Short Presentation) “A ‘Project Both’ Perspective on Head-Internal Relative Clauses” Hiroki Narita (Sophia University) Chair: Akira Watanabe (University of Tokyo) Break 16:20-17:20 (Invited Lecture) “Multi-Model Modality” Christopher Tancredi (University of Tokyo) Chair: Hisatsugu Kitahara (Keio University) RECEPTION Day 2 (March 17, 2007) 10:00-10:45 (Long Presentation) “Scope Resolution and Overt Questions: A Test for the QAR” Andrea Gualmini (McGill University) Chair: Koji Sugisaki (Mie University) 10:45-11:30 (Long Presentation) “How Different Can (It) Be for English and Japanese Children?” Nigel Duffield, Ayumi Matsuo, Ruth Churchill and Gary Wood (University of Sheffield) Chair: Koji Sugisaki (Mie University) Lunch 12:30-14:00 Poster Session “Experimental Crosslinguistic Constructions Reveal Universal Principles in Language Acquisition” Lamya Al-Abdulkarim (King Saud University) “The Flexibility of Children’s Language Processing System” Doreen Bryant (University of Tuebingen) “Language Access and Mentalizing Abilities: Evidence from Bilingually and Orally Instructed Deaf Children in Estonia, Sweden and Italy” Marek Meristo, Kerstin W. Falkman, Erland Hjelmquist (Goteborg University), Mariantonia Tedoldi, Luca Surian, (University of Trieste) and Michael Siegal (University of Sheffield, University of Trieste) 14:00-14:45 (Long Presentation) “Does Lexical Stress Constrain L2 Word Recognition? Annie Tremblay (University of Hawai'i) Chair: Yoko Sugioka (Keio University) 14:45-15:15 (Short Presentation) “Acquisition of Telicity by Japanese Learners of English” Keiko Kaku and Nina Kazanina (University of Ottawa) Chair: Utako Minai (RIKEN Brain Science Institute) 15:15-15:45 (Short Presentation) “The Definiteness Effect and the Universal Quantifier” Luisa Meroni, Andrea Gualmini (McGill University) and Stephen Crain (Macquarie University) Chair: Utako Minai (RIKEN Brain Science Institute) Break 16:00-17:00 (Invited Lecture) “Building Interfaces in Acquisition: Exhaustivity, Point of View, and Implicatures" Thomas Roeper (University of Massachusetts, Amherst) Chair: Yukio Otsu (Keio University) Alternate: “What Happens If a Complex NP Universal Accommodates Hotondo-Modification?” Yukio Furukawa (McGill University) ------------------------------------------------------ From hitomi-murata at mri.biglobe.ne.jp Tue Jan 30 12:28:23 2007 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Tue, 30 Jan 2007 21:28:23 +0900 Subject: WORKSHOP ON LANGUAGE, MIND AND THE BRAIN Message-ID: Dear Colleague, The 21st Century COE Program Keio University Graduate School, Centre for Integrated Research on the Mind will be sponsoring the workshop called, WORKSHOP ON LANGUAGE, MIND AND THE BRAIN on March 18, 2007 to be held at Kita-kan Hall, Keio University, Mita. The purpose of this workshop is to explore multidisciplinary links between research in linguistic theory investigating linguistic functions and research in the cognitive sciences and brain sciences explicating functions of the mind and brain. We hope to achieve this goal by presenting research findings from each of the three research areas and providing a forum for joint discussion. The invited speaker are Prof. Alec Marantz (New York University, MIT), Prof. Liina Pylkkanen (New York University) and Prof. Thomas Roeper (University of Mssachusetts,Amherst). Below you will find the Workshop program. (Program) March 18, 2007 10:00-10:10 Opening Yukio Otsu (Keio University) 10:10-11:00 "Wh-island in Child Japanese" Yukio Otsu (Keio University) 11:00-11:50 "Structure Dependence in Child Japanese" Koji Sugisaki (Mie University) 13:00-13:50 "Recursion and Theory of Mind: Locating Language in a Multi-Modular Brain" Thomas Roeper (University of Massachusetts, Amherst) 13:50-14:40 "Behavioral and Brain Studies on Japanese Passives and Unaccusatives" Masayuki Komachi, Tohru Seraku, Tomoko Monou, Shozo Kojima and Yukio Otsu (Keio University) 　 15:00-15:50 "Semantics in the Composing Brain: Neural Correlates of Type Mismatch Resolution" Liina Pylkkanen (New York University) 15:50-16:40 "Morphology in the Decomposing Brain: Correlational Analyses of Single Trial MEG Data" Alec Marantz (New York University, MIT) 16:40-17:40 Discussion Christopher Tancredi (University of Tokyo) For details, visit our web site: http://www.otsu.icl.keio.ac.jp/ ----------------------------------------------------------------- From ramoseli at fiu.edu Wed Jan 31 19:24:31 2007 From: ramoseli at fiu.edu (Eliane Ramos) Date: Wed, 31 Jan 2007 14:24:31 -0500 Subject: Faculty position at Florida International University Message-ID: Tenure track assistant/associate professor faculty position in the Department of Communication Sciences & Disorders at Florida International University located in the Miami metropolitan area. The Department is located in the College of Nursing and Health Sciences and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, Health Sciences and Nursing. Responsibilities will include teaching undergraduate and graduate level courses, student advisement and research. Qualified applicants must have Ph.D. in Speech-Language Pathology or related areas. Preference will be given to candidates who specialize in speech and language development/disorders and bilingual acquisition. Individuals that are bilingual Spanish/English or Creole/English are strongly encouraged to apply. The Miami metropolitan area is an ideal location for researchers interested in bilingual issues. The department is committed to the outstanding academic and clinical preparation of multicultural populations. Salary is negotiable based on rank. This a nine month position to begin Fall 2007. Opportunity for summer employment in future years is anticipated. For consideration interested applicants should submit a letter of interest, curriculum vita and 3 letters of recommendation to: Alfredo Ardila, Ph.D. Chair, Search & Screen Committee Department of Communication Sciences and Disorders Florida International University University Park Campus Room HLS 139 Miami, Fl 33199 Telephone: (305) 348-2750 Fax Number: (305) 348-2740 email: ardilaa at fiu.edu Review of applicants to start March 15, 2007 Florida International University is a member of the State University System of Florida and an Equal Opportunity/Equal Access/ Affirmative Action Employer From silliman at cas.usf.edu Wed Jan 31 20:27:11 2007 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 31 Jan 2007 15:27:11 -0500 Subject: University of South Florida, Assistant Professor Position Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure-track 9-month position, beginning August 2007, contingent upon funding. Minimum qualifications include: (1) an earned research doctorate in Communication Sciences and Disorders or a related discipline by time of appointment (for rank of Assistant Professor; initial appointment as an Instructor may be possible if degree has not been conferred); (2) expertise in child language and literacy development and disorders; and (3) evidence of potential to establish an independent research program that could attract external grant funding. Preferred qualifications include: (1) specialty in either (a) bilingualism, particularly Spanish/English, (b) language variation (e.g., sociolinguistic differences), or (c) the neurogenetic or neurobiological bases of developmental disabilities (e.g., autism spectrum disorder, Down syndrome, etc.); (2) CCC- SLP and eligibility for Florida Licensure. Responsibilities of the position include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and expertise. As the largest Department of Communication Sciences and Disorders in the State of Florida ( http://www.cas.usf.edu/csd ), the Department offers B.A., M.S., Au.D., and Ph.D degrees as well as interdisciplinary preparation with the Departments of Psychology and Special Education. The department maintains a complete community clinic that offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research 1 universities. Founded in 1956, USF is the largest metropolitan university in the Southeastern United States, serving 44,000 students in 12 colleges on four campuses. USF offers over 200 degree programs from the undergraduate to the doctoral level, including the M.D. The faculty numbers more than 2,000 members. For full consideration, we must receive your application materials by February 23, 2007. Applications received after this date will be moved forward only in cases of compelling merit. Send application letter, CV, selected publication reprints or preprints, and three letters of reference to: Stefan A. Frisch, Ph.D., Search Committee Chair, Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave PCD1017, Tampa FL 33620-8150. For questions, please phone 813-974-6563, or email frisch at cas.usf.edu . According to Florida Law, applications and meetings regarding them are open to the public. For ADA accommodations, please contact Peggy Ott at 813-974-9780, or email pott at cas.usf.edu at least five working days prior to need. USF is an AA/EEO institution. Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders and Cognitive and Neural Sciences University of South Florida Tampa, FL 33620 Voice mail: (813) 974-9812 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Jan 1 01:40:24 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Dec 2006 20:40:24 -0500 Subject: book award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2007. Books published in 2005 or 2006 that have had or promise to have a profound impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s), and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by February 10 to Jean Mandler at jmandler at ucsd.edu or at Department of Cognitive Science, University of California San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0515. From S.Bol at mmu.ac.uk Tue Jan 2 13:09:07 2007 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Tue, 2 Jan 2007 13:09:07 +0000 Subject: pretend play narrative In-Reply-To: <28001.730@mail.talkbank.org> Message-ID: Hi, I'd like to recommend the delightfully titled article below: You Can Be the Baby Brother, But You Aren't Born Yet: Preschool Girls' Negotiation for Power and Access in Pretend Play Sheldon, Amy Research on Language and Social Interaction, 1996, 29, 1, 57-80 enjoy, Simone Dear all, I am a graduate student from China. I am very interested in the different narratives of the children who act the different roles in the pretend play and going to do some research on Chinese speaking children. However, the literatures I collected mostly are researchs on narrative with Projective Doll Play and individual symbolic play of children. I did not find any literature about the narrative constructed together by peers with their cooperative pretend play. If convenient, would you please provide me some information about the literatures on cooperative pretend play narrative or relative articles ? Thanks a lot for help! Best Regards, Shirley Simone Bol Senior Lecturer Speech Pathology Programme Faculty of Health, Social Care and Education Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA tel. 0161-2472772 fax 0161-2476328 "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " From cathymcclure at yahoo.com Wed Jan 3 01:01:52 2007 From: cathymcclure at yahoo.com (Cathy McClure) Date: Tue, 2 Jan 2007 17:01:52 -0800 Subject: ILA Conference, "The Emergence of Language in the Child and in the Species" Message-ID: CALL FOR PAPERS 52nd Annual Conference of the INTERNATIONAL LINGUISTIC ASSOCIATION March 30 ? April 1, 2007 Hunter College, City University of New York, New York, NY THE EMERGENCE OF LANGUAGE IN THE CHILD AND IN THE SPECIES Plenary Speakers W. Tecumseh Fitch, University of St. Andrews John L. Locke, Lehman College, City University of New York D. Kimbrough Oller, University of Memphis Human language is the product of evolved mechanisms that develop in supportive environments. To understand language, we need to improve present understandings of evolutionary and developmental processes responsible for its emergence. This conference proposes to bring together leading scholars in the broad area of language and communication, with a focus on developmental and evolutionary issues. Abstracts are welcome in such areas as: ? language acquisition in children ? computational modeling ? evolution of language ? comparative studies ? gesture and sign language ? biology of language and cognition While papers on the main topic are particularly welcome, individuals are encouraged to submit abstracts on any subject in theoretical and applied linguistics. Abstracts should be anonymous, titled, single-spaced and not more than 425 words in length. Please send abstract as a camera-ready attachment (in a Microsoft Word file, if possible) to the conference coordinator, Johanna Woltjer (jwoltjer at earthlink.net). Within the email, indicate your name, affiliation, address, email address, title of paper, and audio-visual equipment needed. Alternatively, the abstract and speaker information may be sent via regular mail to J. Woltjer, 511 W.112th St., New York, NY 10025-1634, USA. Those wishing to propose panels or special sessions should contact the conference chair, Kathleen McClure (cathymcclure at yahoo.com). Time allotted will be 20 minutes for delivery of the paper plus 5 minutes discussion. Deadline for receipt of abstracts is January 22, 2007. For up-coming conference information, see ILA website (ilaword.org). Conference sponsors: International Linguistic Association (ILA) Department of English, Hunter College, City University of New York Department of Speech-Language-Hearing Sciences, Lehman College, City University of New York __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From mskcusb at mscc.huji.ac.il Wed Jan 3 15:04:42 2007 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Wed, 3 Jan 2007 17:04:42 +0200 Subject: pretend play narrative Message-ID: The following might be of help as well: Blum-Kulka, S. Huck-Taglicht and Avni, H. (2004). The social and discursive spectrum of peer talk. Thematic issue of Discourse Studies: Peer talk and pragmatic development. Vol, 6 (3):307-329. Blum-Kulka, S. (2005). Modes of meaning-making in children's conversational storytelling. In: J. Thornborrow & J. Coates (eds.). The sociolinguistics of narrative. John Benjamins. best, Shoshana Blum-Kulka ----- Original Message ----- From: "Simone Bol" To: Sent: Tuesday, January 02, 2007 3:09 PM Subject: Re: pretend play narrative > Hi, > > I'd like to recommend the delightfully titled article below: > > You Can Be the Baby Brother, But You Aren't Born Yet: Preschool Girls' > Negotiation for Power and Access in Pretend Play > Sheldon, Amy > Research on Language and Social Interaction, 1996, 29, 1, 57-80 > > enjoy, > > Simone > > > > > Dear all, > I am a graduate student from China. > I am very interested in the different narratives of the children who act > the > different roles in the pretend play and going to do some research on > Chinese > speaking children. However, the literatures I collected mostly are > researchs > on narrative with Projective Doll Play and individual symbolic play of > children. I did not find any literature about the narrative constructed > together by peers with their cooperative pretend play. > If convenient, would you please provide me some information about the > literatures on cooperative pretend play narrative or relative articles ? > Thanks a lot for help! > > Best Regards, > Shirley > > Simone Bol > Senior Lecturer > Speech Pathology Programme > Faculty of Health, Social Care and Education > Manchester Metropolitan University > Elizabeth Gaskell Campus > Hathersage Road > Manchester M13 0JA > tel. 0161-2472772 > fax 0161-2476328 > > > "Before acting on this email or opening any attachments you > should read the Manchester Metropolitan University's email > disclaimer available on its website > http://www.mmu.ac.uk/emaildisclaimer " From scasey at ucsd.edu Thu Jan 4 07:41:19 2007 From: scasey at ucsd.edu (Shannon Casey) Date: Wed, 3 Jan 2007 23:41:19 -0800 Subject: infant cries Message-ID: Did anyone see the Oprah episode or the Today show with a woman named Priscilla Dunstan talking about different types of cries that she has identified? I have read about being able to distinguish cries before, but I couldn't in my own infant - only "upset" and "very upset". I am asking because baby cries is not my area (obviously) and I was wondering if anyone who is familiar with cries agrees with her interpretation. She has a DVD of cry examples and I would like to be able to provide examples in class. -Shannon Casey From cchaney at sfsu.edu Thu Jan 4 19:43:29 2007 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 4 Jan 2007 11:43:29 -0800 Subject: infant cries In-Reply-To: Message-ID: You can listen on-line at http://www2.oprah.com/tows/slide/ 200611/20061113/slide_20061113_350_101.jhtml On Jan 3, 2007, at 11:41 PM, Shannon Casey wrote: > Priscilla Dunstan Carolyn Chaney cchaney at sfsu.edu > "Tell me, what is it you plan to do with your one wild and precious > life?" > --Mary Oliver > -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Jan 4 19:45:02 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Jan 2007 03:45:02 +0800 Subject: infant cries In-Reply-To: Message-ID: Dear Shannon, We know that infants have a variety of stereotyped cries (pleasure, pain, birth, hunger) and that new ones get added in the first months. But no one has ever reported neh, owh, heh, eairh, and eh as the inventory before Dunstan. You can do a google search for "Priscilla Dunstan infant cries" and you will find a Wikipedia article summarizing her views, along with a cogent criticism of her claims. Given the criticisms provided there, I think that one would want to have some independent confirmation from a researcher working with infant cries that would support this five-cries theory. Otherwise ....... --Brian MacWhinney On Jan 4, 2007, at 3:41 PM, Shannon Casey wrote: > Did anyone see the Oprah episode or the Today show with a woman named > Priscilla Dunstan talking about different types of cries that she has > identified? I have read about being able to distinguish cries > before, but I > couldn't in my own infant - only "upset" and "very upset". > > I am asking because baby cries is not my area (obviously) and I was > wondering if anyone who is familiar with cries agrees with her > interpretation. She has a DVD of cry examples and I would like to > be able > to provide examples in class. > > -Shannon Casey > > > From macw at cmu.edu Mon Jan 8 02:58:12 2007 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 8 Jan 2007 10:58:12 +0800 Subject: updating English %mor Message-ID: Dear Info-CHILDES, I have just now finished updating the %mor lines for the various English corpora in CHILDES. The original %mor lines were created about 15 months ago and there have been improvements in MOR coding, tagging, the lexicon, and POST in the meantime. These new codes will be used for an upcoming parser competition sponsored by the Association for Computational Linguistics (ACL), so that was an additional motivation for completing this updating. In addition, I have updated the English MOR grammar on the server. In the current version, all errors are marked directly on the main line, using replacements and the [*] notation, as in this example broked [: broke] [* +ed-sup] Also, the distinction between interjections (that often appear alone) and communicators (that often attach to utterances) is made a bit clearer. More generally, derivational structure is analysed further in the new version, particularly for diminutives and items that change parts of speech through derivation. By the way, is there a word for this? -- Brian MacWhinney From C.C.Levelt at let.leidenuniv.nl Tue Jan 9 10:52:16 2007 From: C.C.Levelt at let.leidenuniv.nl (C_C_Levelt) Date: Tue, 9 Jan 2007 11:52:16 +0100 Subject: PhD position Leiden University Message-ID: The Leiden University Centre for Linguistics (LUCL) offers a paid PhD position PhD position (Application number 6-273) As part of the research-project "A psycholinguistic model for phonological development", funded by NWO (Principal investigator: Dr. Clara Levelt, one paid PhD position (Dutch: promovendus/a) is available. Knowledge of Dutch is required, in order to be able to work with Dutch child language data. To apply, send a one-page letter of motivation, CV, grade lists, full contact details for three scholars who could be asked to write a recommendation letter for you, and any further documentation (BA, MA and/or M.Phil theses, relevant articles or term papers). An earlier appointment date is negotiable. The deadline for application is February 15, 2007 (See also direct web link for this project: http://www.lucl.leidenuniv.nl/index.php3? m=&c=447). For more information on the project, contact Clara Levelt: c.c.levelt at let.leidenuniv.nl --------------------------- The position is embedded in the research and training programme of LUCL, which is part of the National Dutch Graduate School of Linguistics (LOT). PhD students are appointed for a maximum of four years in orderto complete a PhD dissertation. Before-tax salaries range from EUR 1956 (monthly) in the first year to EUR 2502 in the fourth. Candidates must hold a graduate degree (MA, M.Sc or M.Phil) in linguistics, a language programme, psychology or mathematics or show proof that they will have acquired one no later than the appointment date. For information about LUCL, consult LUCL's home page, http:// www.lucl.nl, or contact Dr. J.M. van de Weijer, tel.: (+31) 71-5272205/2125 e-mail: j.m.van.de.weijer at let.leidenuniv.nl. Address for all applications (applications *cannot* be sent by email or fax): Faculteit der Letteren Personnel Department c/o Mrs M.J.P. Okker-de Jager P.O. Box 9515 2300 RA Leiden The Netherlands Please state the relevant application number clearly on the cover letter. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.crutchley at hud.ac.uk Mon Jan 15 13:23:29 2007 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Mon, 15 Jan 2007 13:23:29 -0000 Subject: acquisition of opposition Message-ID: Dear all I'm posting the request below on behalf of my English Language colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been able to find any work on the acquisition of opposites and I felt sure that if anyone knew, it would be the info-childes list! Many thanks for any ideas. Alison "I am writing a book on unconventional opposites as created in particular contexts - such as the news, poetry etc., and I keep coming up against the question of to what extent the conventional opposites (good-bad, tall-short etc) are in some sense deeply psychologically embedded. I also have only anecdotal evidence to point to the assumption that children have to be taught about opposites - rather than the whole idea of opposites being something innate. Whilst I have done some library searching, I have not been able to turn up anything explicitly investigating either the process or chronology of opposition-acquisition or the cognitive-related issues such as whether there is a stage at which opposites may more easily be acquired. Is anybody able to point me towards research of this kind? If not, perhaps there is a project out there waiting to be done? Thanks! Lesley" From bpearson at research.umass.edu Mon Jan 15 14:50:18 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Mon, 15 Jan 2007 09:50:18 -0500 Subject: acquisition of opposition In-Reply-To: <15354B5A074595428080E99CE0DBB87293C8DE@murphy.AD.HUD.AC.UK> Message-ID: Dear Lesley, This is not the answer to your query, but you (or someone who has an answer for you closer to your topic) might be interested in the Semantics section of the DELV (Diagnostic Evaluation of Linguistic Variation), by Seymour, Roeper & de Villiers (2005). There is a subtest which is based on children's developing capacity to make a more and more fine-tuned contrast set (elicited by a picture): "he's not walking, he's _____"(crawling); then about the same picture, "he's not going UP the steps, he's going _______"(down) the steps; or another picture: she's not sitting ON the chair, she's sitting ______ (under) the chair, etc. The test is for 4 to 9 year olds--and the skill develops over that age range (and no doubt, before that range). One could use the test to explore the question--or Kristen Asplin (with Jill de Villiers, Laura Wagner, and me) is looking at the pilot data on over a 1000 children, with no conclusions yet. Stay tuned! Best, Barbara Pearson On Jan 15, 2007, at 8:23 AM, Alison Crutchley wrote: > > Dear all > > I'm posting the request below on behalf of my English Language > colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been able > to find any work on the acquisition of opposites and I felt sure that > if > anyone knew, it would be the info-childes list! Many thanks for any > ideas. Alison > > "I am writing a book on unconventional opposites as created in > particular contexts - such as the news, poetry etc., and I keep coming > up against the question of to what extent the conventional opposites > (good-bad, tall-short etc) are in some sense deeply psychologically > embedded. I also have only anecdotal evidence to point to the > assumption > that children have to be taught about opposites - rather than the whole > idea of opposites being something innate. Whilst I have done some > library searching, I have not been able to turn up anything explicitly > investigating either the process or chronology of > opposition-acquisition > or the cognitive-related issues such as whether there is a stage at > which opposites may more easily be acquired. Is anybody able to point > me > towards research of this kind? If not, perhaps there is a project out > there waiting to be done? > > Thanks! > Lesley" > > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From velleman at comdis.umass.edu Mon Jan 15 15:13:10 2007 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Mon, 15 Jan 2007 10:13:10 -0500 Subject: faculty positions Message-ID: FACULTY POSITIONS Asst Prof: 2 full-time tenure-track positions in Speech-Language Pathology (SLP) in the Department of Communication Disorders, University of Massachusetts Amherst; starting date 9/1/07. Qualifications include Ph.D. and CCC-SLP. Search #R13379: expertise in the area of adult language disorders required. Search #R13380: expertise in the areas of dysphagia (adult and pediatric) and/or multi-cultural/linguistic diversity required. Additional expertise in one or more of the following areas is desirable: pragmatic disorders, craniofacial anomalies or neuro- developmental disorders. Responsibilities for both positions include teaching undergraduate and graduate courses, participating in shared department activities, and establishing an independent research program. Salary is competitive at the Assistant Professor level. For full consideration, applications should be received by 2-1-07. The University of Massachusetts Amherst is an Affirmative Action & Equal Opportunity Employer. The department is committed to increasing the diversity of its faculty and student body. Send a letter of application, detailed vita, three letters of recommendation and official transcripts of all academic training to: Search #R13379 or Search #R13380, Dr. Shelley Velleman, Chair, Search Committee, Department of Communication Disorders, 358 North Pleasant Street, University of Massachusetts Amherst, Amherst, MA 01003-9296. Department Voice mail: 413-545-0131; Fax: 413-545-0803; Department Secretary e-mail: jholhut at comdis.umass.edu. -------------- next part -------------- An HTML attachment was scrubbed... URL: From solene.arnault at etu.univ-poitiers.fr Mon Jan 15 16:12:23 2007 From: solene.arnault at etu.univ-poitiers.fr (ARNAULT SOLENE) Date: Mon, 15 Jan 2007 17:12:23 +0100 Subject: Wh- and Qu- question acquisition Message-ID: -- Dear all, I'm working on wh- and qu- question acquisition among bilingual (English/French) children. At present, I am still assembling my corpus but I would like to know if any of you could give me some advice, since it's my first research project... Thank you in advance. Regards, Solene From kdekorsak at ucdavis.edu Mon Jan 15 18:31:56 2007 From: kdekorsak at ucdavis.edu (Kristina De Korsak) Date: Mon, 15 Jan 2007 10:31:56 -0800 Subject: acquisition of opposition In-Reply-To: <47cd3d0b05cb5de9a4fdfaa0d97412c4@research.umass.edu> Message-ID: Dear all, This is not the answer to the query either, but may be of interest as well. This article explores the possibility of semantic universals (nearly all of which are opposites such as good/bad, big/small). Wierzbicka,A. (2005). Universal human concepts as a tool for exploring bilingual lives. International Journal of Bilingualism. Vol, 9, number 1, 7-26. Kingston Press Ltd. Best wishes, Kristia de Korsak Le 15 janv. 07 ? 06:50, Barbara Zurer Pearson a ?crit : > Dear Lesley, > > This is not the answer to your query, but you (or someone who has > an answer for you closer to your topic) might be interested in the > Semantics section of the DELV (Diagnostic Evaluation of Linguistic > Variation), by Seymour, Roeper & de Villiers (2005). There is a > subtest which is based on children's developing capacity to make a > more and more fine-tuned contrast set (elicited by a picture): > "he's not walking, he's _____"(crawling); then about the same > picture, "he's not going UP the steps, he's going _______"(down) > the steps; or another picture: she's not sitting ON the chair, > she's sitting ______ (under) the chair, etc. > > The test is for 4 to 9 year olds--and the skill develops over that > age range (and no doubt, before that range). One could use the > test to explore the question--or Kristen Asplin (with Jill de > Villiers, Laura Wagner, and me) is looking at the pilot data on > over a 1000 children, with no conclusions yet. Stay tuned! > > Best, > Barbara Pearson > > > On Jan 15, 2007, at 8:23 AM, Alison Crutchley wrote: > >> >> Dear all >> >> I'm posting the request below on behalf of my English Language >> colleague, Lesley Jeffries (l.jeffries at hud.ac.uk). She hasn't been >> able >> to find any work on the acquisition of opposites and I felt sure >> that if >> anyone knew, it would be the info-childes list! Many thanks for any >> ideas. Alison >> >> "I am writing a book on unconventional opposites as created in >> particular contexts - such as the news, poetry etc., and I keep >> coming >> up against the question of to what extent the conventional opposites >> (good-bad, tall-short etc) are in some sense deeply psychologically >> embedded. I also have only anecdotal evidence to point to the >> assumption >> that children have to be taught about opposites - rather than the >> whole >> idea of opposites being something innate. Whilst I have done some >> library searching, I have not been able to turn up anything >> explicitly >> investigating either the process or chronology of opposition- >> acquisition >> or the cognitive-related issues such as whether there is a stage at >> which opposites may more easily be acquired. Is anybody able to >> point me >> towards research of this kind? If not, perhaps there is a project out >> there waiting to be done? >> >> Thanks! >> Lesley" >> >> >> > ***************************************** > Barbara Zurer Pearson, Ph.D > Research Associate, Project Manager > University of Massachusetts > Amherst MA 01003 > > Tel: 413.545.5023 > > bpearson at research.umass.edu > http://www.umass.edu/aae/ > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kdekorsak at ucdavis.edu Mon Jan 15 19:00:19 2007 From: kdekorsak at ucdavis.edu (Kristina de Korsak) Date: Mon, 15 Jan 2007 11:00:19 -0800 Subject: devices for recording children Message-ID: Dear all, Sorry for the delay in posting this summary, it has taken quite a while to sort out which route I was going to take. I have posted the summary below and a list/description of what I ended up doing. Thanks again to everyone who sent their comments/suggestions! Best wishes, Kristina de Korsak My (Kristina's) solution: A new computer (iMac) with imovie Canon digital video recorder (which I had already) A good quality omnidirectional microphone A M-audio Firewire 410 mixer Various Firewire cables All of the audio (mic) is captured on high quality resolution and feeds into the camera which then feeds into the computer. The mixer is also connected to the computer. This way I have wonderful sound, great picture resolution, and do not have to synchronize afterwards, all within my budget. SUMMARY: My own setup is to record video separate from audio and later synchronize both. Using video equipment for capturing audio is (IMHO) a bad idea if you are after quality. For audio I use a Marantz PMD-660 Solid State Recorder (http://www.d-mpro.com/users/folder.asp? FolderID=3629&CatID=19&SubCatID=188) Solid State recorders are in my view the best type of recorder for the field because they have no moving parts that can break, record onto a compact flash card that then you can download to your Mac/PC through a USB connection. It can record up to 16bit/48kHz uncompressed PCM (a 1GB CF card will allow you to record 2h 58minutes at this maximum quality - in my experience, each 30 minutes of recording take up around 200 MB). It can also record compressed, and lower quality. If you're recording three siblings, however, you may want something that allows you to separate all channels (absolute must for phonetic analysis, I'd say). With the PMD-660 you only have two. And if you want lapel (lavalier) mics to allow your kids to run, you will have to have a wireless setup, and with three mics I believe you increase your chances of interference greatly. Also, don't underestimate clipping (signal distortion from high-volume input) and other input problems. You will have to monitor input volumes to the mics concurrently for three kids. That IS a daunting task. Again, with the Marantz you can only do two. My question would be: are you sure you cannot get by with one good omnidirectional mic? You won't be able to separate the channels but it will be: - much less costly - much easier to set up (never underestimate the amount of time you'll waste for every recording session setting up and packing up) - much easier to monitor while you're taping. The whole set up could cost (in the US, I don't know where you are): -400-500 U$S for a video camera -100-150 U$S for a good omnidirectional mic - 400-500 U$S for the Marantz PMD-660 - 80-100U$S for a 1GB, high-speed Compact Flash Card. - plus 2-3U$S per 60-minute mini DV tape for the camera, or equivalent in CD-Rs (never use RWs for sensitive data). If you want lavalier mics, add at the very least 300 U$S (but I'd say that is probably optimistic). Consider restricting the kids to play in a single room, otherwise, being in separate spaces seems to be what creates extra complexity for the recording. It may not be worth it. The details of the obsolete equipment I used are different but the principle was to get crisp recordings of each, given that there would be other noise and conversational overlap. Each child wore a cordless lavalier microphone clipped on to a vest in the back pocket of which was a wireless transmitter. Their output was recorded to a cassette tape on a separate tape recorder. They were also videotaped in VHS format. The three children's audio outputs were mixed together onto the video sound track at the time of recording by a sound engineer. The sound was marvelous as a result. I assume it's not feasible for you to have an audio engineer. But you may be able to videotape them digitally with good enough results. Or inquire about the feasibility of recording a back up digital audio file for each and synchronizing with video, post recording. I don't recommend just doing an audio recording. I eventually digitized my VHS tapes and only work with the data in digital format. The best advice I got at the time I designed my study was from an audio engineer hidden away in a unit at my university, who worked in a service capacity with other units involved in sound recordings. Before beginning, try out every single aspect from recording to sound mixing. Know your equipment and the software you'll need later before you begin. One thing you'll like is software that lets you create a word document for transcription and on the same screen import the video with full audio. I think that's Final Cut Pro. I'll send you the url for a paper that can show you some of the neat things you can do with good software. You may be able to find it yourself. It's at the UTexas-Austin gesture conference proceedings website. It may be through Jurgen Streeck's website in the School of Communication: authors are Belbas & Sheldon. From pcnorton at yahoo.com Tue Jan 16 02:26:15 2007 From: pcnorton at yahoo.com (Pam Norton) Date: Mon, 15 Jan 2007 18:26:15 -0800 Subject: Solution for Recording Snafu? In-Reply-To: <8801.39131@mail.talkbank.org> Message-ID: Hello all, I am in the processing of transcribing interviews for my doctoral thesis and unfortunately have found out way too late that I must have had the recorder on "double" time and the speech is very fast. Is there any way to fix this problem? Thanks for your help! Pam Norton -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Wed Jan 17 03:27:41 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Wed, 17 Jan 2007 11:27:41 +0800 Subject: Profiling morpho-syntactic and discourse development Message-ID: Dear all, Could you let me know which are the current instruments for profiling morpho-syntactic development, and whether any such instruments have been developed for discourse development? I'm particularly interested in normed instruments to be used by speech pathologists. One extra question: is David Crystal's LARSP still widely used? Grateful in advance Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Wed Jan 17 17:56:25 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 17 Jan 2007 11:56:25 -0600 Subject: 28th Annual SRCLD Message-ID: The 28th annual Symposium on Research in Child Language Disorders (SRCLD) will be held June 7-9, 2007 in Madison, Wisconsin at the elegant Monona Terrace Convention Center on Lake Monona. The deadline for program submissions and travel awards is February 1, 2007. Submission information and the online submission form can be found at www.srcld.org under Call For Papers. Click on Travel Awards for general information and for online or downloadable travel award applications. Our plenary speakers this year include: Carolyn Mervis, Laurence Leonard, Paul Yoder, Julie Washington, Helen Tager-Flusberg, Marin Fujiki and Bonnie Brinton. A pre-conference tutorial is scheduled for Thursday, June 7th at 9:00 presented by Truman Coggins and Lesley Olswang from the University of Washington. We are looking forward to seeing you in Madison at the 2007 SRCLD. 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 kmandriacchi at facstaff.wisc.edu Wed Jan 17 18:25:07 2007 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 17 Jan 2007 12:25:07 -0600 Subject: SRCLD contact information Message-ID: If you did not receive a post card from SRCLD in the mail in October we either do not have your contact information or it is not up to date in our database. If you would like me to update your contact information for invitations to and correspondence about future SRCLD conferences please email me with your first and last name, affiliation, department, street, city, state, zip code, country, phone and fax. Or if you would like to be removed from the SRCLD database, please contact me. 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 abbeduto at Waisman.Wisc.Edu Thu Jan 18 20:21:36 2007 From: abbeduto at Waisman.Wisc.Edu (Len J. Abbeduto) Date: Thu, 18 Jan 2007 14:21:36 -0600 Subject: novel word learning tasks Message-ID: Hello all: I was hoping for some guidance from colleagues who have used novel word learning tasks with young children (e.g., tasks used by Baldwin, Tomasello, and others). I would like to administer a battery of several such tasks to children who are in the developmental range of roughly a 2- to 5-year-old. This means that I will essentially be asking these children to learn multiple novel words over the course of 1 or 2 testing sessions. (Of course, I also will be testing their mastery along the way.) So, my question: How many novel words can I introduce before children become overwhelmed and confused so that their performance deteriorates relative to tasks in which they are exposed to only one or two words? I would welcome any citations to published work or even people's anecdotal experiences. Thank you in advance. best, Len Abbeduto Leonard Abbeduto, Ph.D. Professor, Educational Psychology, Associate Director for Behavioral Sciences, Waisman Center, & Director, University Center for Excellence in Developmental Disabilities, Waisman Center Waisman Center University of Wisconsin-Madison Madison, WI 53705 phone: (608) 263-1737 fax: (608 263-7710 From ellmcf at nus.edu.sg Sat Jan 20 07:43:20 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 20 Jan 2007 15:43:20 +0800 Subject: Profiling morpho-syntactic and discourse development - Summary Message-ID: Dear all, Below is a summary of the responses to my query, with a very sincere *Thank You* to Isabelle Barri?re, Ruth Berman, Paul Fletcher, Judith Johnston and Tom Roeper. These are some of the instruments in current use: CELF (Psychological Corporation). For English- and Spanish-speaking children, used by SLPs. Information available from http://harcourtassessment.com/HAIWEB/Cultures/en-us/default Creative Curriculum Development. For English and Spanish. Includes a teachers' observation instrument, and discourse assessment. DELV (Psychological Corporation). Developed for AAE by Harry Seymour, Jill deVilliers, and Tom Roeper. Information available from http://www.umass.edu/aae/ ERRNI (Dorothy Bishop -- Psychological Corporation). Normed instrument, accounts for discourse development. NRS report. Tests vocabulary (subtest of Peabody), a few syntactic structures and mathematical abilities in English and Spanish. Used for bilinguals too, though not normed on bilinguals. Does not test discourse abilities. Preschool Language Skills. For English- and Spanish-speaking children, used by SLPs. Rice-Wexler Test of Early Grammatical Impairment.(Psychological Corporation). For morphosyntax, particularly verb morphology. SALT. Description and illustration at www.languageanalysislab.com User-friendly, provides normative data on a wide range of variables, enabling profiling of discourse, length, processing, lexical, morphological and syntactic variables. Own coding required for in-depth analysis, namely, of syntax. Judith Johnston and Funda Acarlar have completed a version of this programme for Turkish speaking children, forthcoming as Acarlar, F. & Johnston, J. (2006) Computer-based analysis of Turkish child language: Clinical and research applications, Journal of Multilingual Communication Disorders, 4, 78-94. TROG-2 (Dorothy Bishop -- Psychological Corporation). Normed for comprehension of grammar. Other comments: Isabelle Barri?re suggested references about the lack of standardised assessment tools for discourse and about a coding system for the Frog Story to enable its application across languages, cultures and age-groups. She is currently working on a summary of different assessment instruments aimed at Special Education. Ruth Berman suggested looking at the "Nun studies", viz. Tracy Mitzner and Susan Kemper's, and kindly sent me a paper forthcoming in _Discourse Processes_: Berman & Nir-Sagiv 'Comparing Narrative and Expository Text Construction Across Adolescence: A Developmental Paradox'. Judith Johnston's new book addresses assessment instruments in clinical practice, including the use of SALT. Reference (available through Amazon): Johnston, J. (2006) Thinking about child language: Research to practice. Thinking Publications. CDI. Though not addressed in my query, two pointers were certainly relevant: Isabelle Barri?re is directing research on templates to code cross-linguistic CDI-gathered data to account for grammatical development and form-meaning mapping. Paul Fletcher (with Twila Tardif et al.) normed CDI for Mandarin in Beijing. Publication is expected this year. About LARSP: I gathered that it may still be used in SLP courses in a few English-speaking European countries, in South Africa and Australasia, but not in America (USA, Canada). Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Sat Jan 20 13:57:04 2007 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Sat, 20 Jan 2007 08:57:04 -0500 Subject: Profiling morpho-syntactic and discourse development - Summary In-Reply-To: Message-ID: Dear Madalena, Apologies for not responding sooner, but now your summary reminds me that I have some relevant experience, too. First, there is also a Harcourt website for the DELV, as well as the one at UMass: harcourtassessment.ca/HAIWEB/ Cultures/en-us/dotCom/DELVInfo.Net+Home.htm or you can use the same website as for the CELF, > http://harcourtassessment.com/HAIWEB/Cultures/en-us/default and click "view all products" and then you'll find it under "D" (for diagnostic). (I don't understand why they have the Criterion Referenced version listed first. The "real" DELV is the Norm-Referenced and the Screening Test.) Having done a large project on frog stories several years ago using my own home-made metric, (stories on CHILDES under "Miami frogs," write-up in Oller & Eilers, 2002), I can REALLY appreciate the shorter, equally accurate system (imho) that DELV collaborator Peter de Villiers (with the DELV authors, Seymour, Roeper & J. de Villiers) built in to the DELV Pragmatics Short Narrative section. I also did an analysis of a large set of speech samples more recently and found that I could have them transcribed into Excel, which suited the way our lab worked very well, and then without *too* much effort, I could prepare them for SALT. From SALT, they can go into CHAT (with a SALT IN command) or into Computerized Profiling, (and of course SALT :). CP is a free program developed by Steve Long downloadable at http://www.computerizedprofiling.org/ It has a number of built-in assessments, *including the LARSP* so I recently became re-acquainted with the LARSP. I didn't use all the components of CP, but was satisfied with everything but the IPSyn (Inventory of Productive Syntax by Hollis Scarborough), which I ended up doing by hand. Perhaps CLAN now has an IPSyn program. I was communicating with Brian M. about it at the time, and he was developing something, but I haven't needed it since then, so I haven't followed up. Best, Barbara Pearson On Jan 20, 2007, at 2:43 AM, Madalena Cruz-Ferreira wrote: > > Dear all, > ? > Below is a summary of the responses to my query, with a very sincere > *Thank You* to Isabelle Barri?re, Ruth Berman, Paul Fletcher, Judith > Johnston and Tom Roeper. > ? > ? > These are some of the instruments in current use: > ? > CELF (Psychological Corporation). > For English- and Spanish-speaking children, used by SLPs. > Information available from > http://harcourtassessment.com/HAIWEB/Cultures/en-us/default > ? > Creative Curriculum Development. > For English and Spanish. Includes a teachers' observation instrument, > and discourse assessment. > ? > DELV (Psychological Corporation). > Developed for AAE by Harry Seymour, Jill deVilliers, and Tom Roeper. > Information available from http://www.umass.edu/aae/ > ? > ERRNI (Dorothy Bishop -- Psychological Corporation). > Normed instrument, accounts for discourse development. > ? > NRS report. > Tests vocabulary (subtest of Peabody), a few syntactic structures and > mathematical abilities in English and Spanish. Used for bilinguals > too, though not normed on bilinguals. Does not test discourse > abilities. > ? > Preschool Language Skills. > For English- and Spanish-speaking children, used by SLPs. > ? > Rice-Wexler Test of Early Grammatical Impairment.(Psychological > Corporation). > For morphosyntax, particularly verb morphology. > ? > SALT. > Description and illustration at www.languageanalysislab.com > User-friendly, provides normative data on a wide range of variables, > enabling profiling of discourse, length, processing, lexical, > morphological and syntactic variables. Own coding required for > in-depth analysis, namely, of syntax. > Judith Johnston and Funda Acarlar have completed a version of this > programme for Turkish speaking children, forthcoming as Acarlar, F. & > Johnston, J. (2006) Computer-based analysis of Turkish child > language:? Clinical and research applications, Journal of Multilingual > Communication Disorders, 4, 78-94. > ? > TROG-2 (Dorothy Bishop -- Psychological Corporation). > Normed for comprehension of grammar. > ? > ? > Other comments: > ? > Isabelle Barri?re suggested references about the lack of standardised > assessment tools for discourse and about a coding system for the Frog > Story to enable its application across languages, cultures and > age-groups. > She is currently working on a summary of different assessment > instruments aimed at Special Education. > ? > Ruth Berman suggested looking at the "Nun studies", viz. Tracy Mitzner > and Susan Kemper's, and kindly sent me a paper forthcoming in > _Discourse Processes_: Berman & ? > Nir-Sagiv 'Comparing Narrative and Expository Text Construction Across > Adolescence: > A Developmental Paradox'. > ? > Judith Johnston's new book addresses assessment instruments in > clinical practice, including the use of SALT. Reference (available > through Amazon): > Johnston, J. (2006)? Thinking about child language: Research to > practice. Thinking Publications. > ? > CDI. > Though not addressed in my query, two pointers were certainly relevant: > Isabelle Barri?re is directing research on templates to code > cross-linguistic CDI-gathered data to account for grammatical > development and form-meaning mapping. > Paul Fletcher (with Twila Tardif et al.) normed CDI for Mandarin in > Beijing. Publication is expected this year. > ? > ? > About LARSP: > I gathered that it may still be used in SLP courses in a few > English-speaking European countries, in South Africa and Australasia, > but not in America (USA, Canada). > ? > > > Madalena > ====================================== > Madalena Cruz-Ferreira > Dept. English Language and Literature > National University of Singapore > ellmcf at nus.edu.sg > http://profile.nus.edu.sg/fass/ellmcf/ > ====================================== ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 bpearson at research.umass.edu http://www.umass.edu/aae/ From ellmcf at nus.edu.sg Sun Jan 21 04:25:44 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sun, 21 Jan 2007 12:25:44 +0800 Subject: Profiling morpho-syntactic and discourse development - Addendum Message-ID: Gabriela Simon-Cereijido warned about the limited psychometric validity of the CELF and Preschool Language Skills for morphosyntax and discourse with Spanish speakers. She pointed me to this paper, which discusses a morphosyntax measure that is valid for bilingual Spanish-dominant children in the US: Gutierrez-Clellen, V.F, M.A. Restrepo & G. Simon-Cereijido (2006), Evaluating the Discriminant Accuracy of a Grammatical Measure With Spanish-Speaking Children. JSLHR 49(6):1209-1223. Many thanks! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From mcconvell at ozemail.com.au Mon Jan 22 00:39:53 2007 From: mcconvell at ozemail.com.au (mcconvell at ozemail.com.au) Date: Mon, 22 Jan 2007 09:39:53 +0900 Subject: Reuse of video data for other research Message-ID: ---------------------------------------------------------------- This message was sent using MyMail From gina.conti-ramsden at manchester.ac.uk Thu Jan 25 10:49:54 2007 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-ramsden) Date: Thu, 25 Jan 2007 10:49:54 +0000 Subject: Position at Manchester: Speech and Language Therapy In-Reply-To: Message-ID: > > Dear colleagues, > > Please advertise amongst your colleagues the available position of > LECTURER/SENIOR LECTURER IN SPEECH AND LANGUAGE THERAPY at the University of > Manchester. > > Many thanks, > Gina Conti-Ramsden > > The University of Manchester > > Faculty of Medical and Human Sciences > > School of Psychological Sciences > > Lecturer/Senior Lecturer in Speech and Language Therapy > > > (Ref: MHS/025/07) > > Salary range =A328,930 - =A366,063 per annum > > We wish to appoint a Lecturer/ Senior Lecturer in Speech and Language Therap= > y to > join our expanding and dynamic group. You will contribute to the flourishing > undergraduate programmes in Speech and Language Therapy and in Audiology and > you will join a highly active group of researchers with an international > reputation and a broad portfolio of funded projects. You will be > research-active with a record of publication and will expand your research a= > nd > teaching portfolio in your own area of interest. > > > Applications are invited from qualified speech and language therapists with > appropriate experience from an academic or a health service background. > > This post is subject to an initial probationary period of three years. > > Informal enquiries: please contact Dr Anne Hesketh, 0161 275 3375, email > anne.hesketh at manchester.ac.uk or Si=E2n Davies, 0161 275 3376, email > sian.e.davies at manchester.ac.uk > > Application forms and further particulars are available at > http://www.manchester.ac.uk/vacancies or from The Directorate of Human > Resources, Faculty of Medical and Human Sciences, email: > mhs-hr at manchester.ac.uk. Tel: 0161 275 8835. Quote ref MHS/025/07 > > Closing date: Wednesday 7th March 2007. > > > Interviews will be held on Tuesday 20 March 2007. > > The University will actively foster a culture of inclusion and diversity and > will seek to achieve true equality of opportunity for all members of its > community. > > > > gina.conti-ramsden at manchester.ac.uk > School of Psychological Sciences > Human Communication and Deafness > The University of Manchester > Humanities Building > Manchester M13 9PL > Tel. 0161-275-3514 > Tel. 0161-275-3965 > Secretary, Hilda Procter, Tel.0161-275-3932 > htpp://www.psych-sci.manchester.ac.uk/ > > From dolores888 at hotmail.com Sun Jan 28 22:38:00 2007 From: dolores888 at hotmail.com (dolores ma) Date: Sun, 28 Jan 2007 23:38:00 +0100 Subject: "hollingshead ses scale" Message-ID: Dear colleagues, I would appreciate that you would send me the next reprints: -"hollingshead ses scale" -Hollingshead, A. B. Four factor index of social status (Yale University, Department of Sociology, 1975). Thank you Dolores _________________________________________________________________ Grandes ?xitos, superh?roes, imitaciones, cine y TV... http://es.msn.kiwee.com/ Lo mejor para tu m?vil. From p.monaghan at psych.york.ac.uk Mon Jan 29 09:35:28 2007 From: p.monaghan at psych.york.ac.uk (Padraic Monaghan) Date: Mon, 29 Jan 2007 09:35:28 -0000 Subject: childes mailing list: postdoc position in computational modelling of reading development Message-ID: We have a vacancy for a postdoctoral researcher in the Department of Psychology at the University of York on computational modelling of visual word processing. The Department of Psychology at the University of York has achieved the highest possible ratings for research and teaching in the UK. The Department has facilities for computational, experimental, and imaging research of the highest calibre. York is also a very very nice place to live. The project will be run in concert with Jo Arciuli at Charles Sturt University in Bathurst, Australia. The successful candidate will have a good first degree in Psychology, Linguistics, Computer Science or a related-discipline. The candidate will also preferably have a PhD with experience of computational modeling, psycholinguistics, and cognitive psychology. The post is for 11 months commencing 1 April 2007. Salary is ?25,633 per annum. The closing date for applications is 16 February, further details and information on applying are here: http://www.york.ac.uk/univ/mis/cfm/vacancies/vac_detail.cfm?vacno=DR0749&mode=standard Please address informal enquiries to Padraic Monaghan pjm21 at york.ac.uk Thanks. From bartsch at zas.gwz-berlin.de Mon Jan 29 15:12:48 2007 From: bartsch at zas.gwz-berlin.de (bartsch at zas.gwz-berlin.de) Date: Mon, 29 Jan 2007 15:12:48 GMT Subject: AFLiCo Conference - Announcement Message-ID: ******************************** Apologies for cross-posting ********************************* Second International Conference of the French Association for Cognitive Linguistics (AFLiCo), with special thematic sessions on ?Typology, Gesture, and Sign? University of Lille 3, Lille, France 10-12 May 2007 http://aflico.asso.univ-lille3.fr/colloque2007/ ******************************************** !!! REGISTRATION IS NOW OPEN !!! !!! DEADLINE: APRIL 1, 2007 !!! ******************************************** INVITED SPEAKERS (see the conference web site for titles and abstracts) Jean-Marc COLLETTA (Univ. de Grenoble, France) William CROFT (Univ. of New Mexico, Albuquerque, USA) Christan CUXAC (Univ. Paris 8, France) Susan GOLDIN-MEADOW (Univ of Chicago, Chicago, USA) Nini HOITING (Royal Effatha-Guyot Group Haren, Netherlands) Scott LIDDELL (Gallaudet Univ., Washington, DC, USA) Irit MEIR (Univ. of Haifa, Israel) Dan SLOBIN (Univ. of California, Berkeley, USA) Eve SWEETSER (Univ. of California, Berkeley, USA) Phyllis WILCOX (Univ. of New Mexico, Albuquerque, USA) Sherman WILCOX (Univ. of New Mexico, Albuquerque, USA) PROGRAMME A provisional programme is downloadable from the conference web site. There will be 4 parallel sessions, of which one is always a thematic session (devoted to sign, gesture or typology), depending on the day. The other sessions deal with different topics in cognitive linguistics. There will also be two special thematic sessions, one on the Lexical-Grammar interface (Lexical bootstrapping), the other on metonymy in gesture. There will also be a poster session on the first two days. CONFERENCE VENUE The conference is hosted by the University of Lille3, France. All talks will be held in the B building. For more info on how to come to Lille or to campus, please check the conference web site. LANGUAGES The official languages of the conference are French, English and French Sign Language (LSF), the latter at least for the first two days. Given the overall international character of the participants, English will generally be preferred. REGISTRATION To register, please download the registration form from the website and send it back, together with your payment, to the conference secretary Emmanuelle Jablonski. To simplify the administration, we strongly encourage you to send us the spread sheet file (MS-Excel or OpenOffice) via email (emmanuelle.jablonski AT univ-lille3.fr). Alternatively, you send the printed form, duly filled out, via regular mail (Universit? Lille 3, UMR 8163 STL, BP 60149, 59653 Villeneuve d'Ascq Cedex, France). Your registration will only be valid after your payment has been received. (See below for methods of payment). REGISTRATION FEE Upon registration, you will have to specify on the form which fee applies to you. To encourage deaf people to attend the conference, especially the first two days, when the sessions on sign language will be held, a special formula has been set up for them (not open to others): - Regular : 80 euros - Student : 40 euros - Member AFLiCo : 60 euros (membership effective at time of registration !) - AFLiCo student : 30 euros (membership effective at time of registration !) - Deaf person attending Thursday, May 10 & Friday May 11: 50 euros The conference fee covers the organisational costs of the conference and also includes a conference bag, a book of abstracts, name tag, coffee breaks, the concert, and a guided city tour (see below). Lunches and the conference dinner are not included but are offered at a modest price. It is strongly recommended to take the lunches offered by the conference, as it will be difficult to find other places to eat on campus (esp. on Saturday). METHOD OF PAYMENT Unfortunately, no payment on site can be accepted! - Bon de commande (French institutions only) - Cheque (French cheques only) -- see registration form for details - Money order or transfer -- see registration form for details - Others (please contact the secretary) SATELLITE EVENT On the day before the conference, May 9, 9h00 ? 18h00, there will be a workshop on ?Language and Space?, with renowned invited speakers (see the conference web site for full details). The regular fee for this conference is 30 euros (including lunch and coffee), but people also registered for the AFLiCo conference only pay 15 euros. Registration for the workshop is to be done via the same form as that for the conference. SOCIAL PROGRAMME (1) WELCOME RECEPTION & REGISTRATION: Wednesday, May 9, 17h00 ? 20h00 Given the tight conference schedule and given that many participants will already have arrived, registration will be on the day before the conference. We plan to have a small welcome reception (pending funding). (2) CONFERENCE Dinner: Thursday, May 10, 20h30, Restaurant ?Le Flore?, Lille. The organisers have opted for a dinner formula that is affordable to all, so that also people on limited funding (particularly students) can also attend. The integration of students and young scholars is one of the main aims of the conference and of AFLiCo. The diner will be held in the centre of Lille, in the restaurant ?Le Flore? (Place Rihour), and will offer a menu of specialties of the North of France. The price for the diner is 30 euros (unlimited beverages during the meal). (3) CONCERT with French-Flemish Renaissance music, Friday May 11 , 21h00 If all goes as planned, this concert will be a unique occasion to hear magnificent polyphonic Renaissance music from the region. It will further have a nice personal touch, in that it will be brought by the vocal ensemble OrSeCante from Leuven, Belgium, the choir of which one of the conference organisers, Maarten Lemmens, has been a member since 1991. The choir is specialized in Renaissance and Baroque music. The concert would be free for the conference participants, but open to the general public who will be asked a small entrance fee. (4) GUIDED TOUR IN OLD LILLE, Sunday May 12, 10h00-12h00 To offer visitors a view of the beautiful city of Lille and its rich history, the organisers plan to have a guided tour of old Lille, the day after the conference. Whether this guided tour takes place depends on the number of people who sign up and on funding (once again, alas!). As already indicated, the welcome reception, the concert and the guided tour are not yet fully confirmed, still awaiting funding. We nevertheless ask that you indicate on the registration form whether you intend to participate in these events. CONTACT - organisers : aflico AT univ-lille3.fr - secretary : emmanuelle.jablonski AT univ-lille3.fr ***************************************************************** 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 stephane.dufau at univ-provence.fr Mon Jan 29 17:49:25 2007 From: stephane.dufau at univ-provence.fr (Stephane Dufau) Date: Mon, 29 Jan 2007 18:49:25 +0100 Subject: postdoc position in computational modeling - reading acquisition In-Reply-To: <2051.144.32.163.159.1170063328.squirrel@psycix.york.ac.uk> Message-ID: Computational modeling in the south of France A two year postdoctoral position is open at the Laboratoire de Psychologie Cognitive, a CNRS lab at the University of Provence, Marseille, France (http://www.up.univmrs.fr/wlpc). The person hired on this position will participate in a largescale project on modeling reading acquisition, and will be specifically involved in developing and testing both supervised and unsupervised learning algorithms applied to the development of orthographic representations and spellingsound correspondences during the process of learning to read. The ideal candidate will have appropriate programming skills (C, Matlab) and experience in developing neural network simulations of cognitive processes, with a Ph.D in cognitive science or cognitive psychology. Send application with CV plus names and contact information for two referees to: Jonathan Grainger Director Laboratoire de Psychologie Cognitive Universit? de Provence 3 pl. Victor Hugo 13331 Marseille France jonathan.grainger at up.univmrs.fr From hitomi-murata at mri.biglobe.ne.jp Tue Jan 30 10:44:07 2007 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Tue, 30 Jan 2007 19:44:07 +0900 Subject: The 8thTokyo Conference on Psycholinguistics (TCP 2007) Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be sponsoring the eighth Tokyo Conference on Psycholinguistics (TCP2007) on March 16 and 17, 2007 to be held at Kita-kan Hall, Keio University, Mita. The invited speakers are Prof. Thomas Roeper (University of Massachusetts, Amherst) and Prof. Christopher Tancredi (University of Tokyo). Below you fill find the conference program. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ (Program) 10:00-10:05 Opening Yukio Otsu (Keio University) 10:05-10:50 (Long Presentation) ?Bilingualism and Cognitive Development: Evidence from Scalar Implicatures? Michael Siegal (University of Sheffield, University of Trieste), Ayumi Matsuo and Clair Pond (University of Sheffield) Chair: Miwa Isobe (Keio University) 10:50-11:35 (Long Presentation) ?Non-Syntactic Factors in Processing the ?Not-Because? Ambiguity in English? Yukiko Koizumi and Dianne Bradley (City University of New York) Chair: Miwa Isobe (Keio University) Lunch 13:00:13:30 (Short Presentation) ?On the Existence of Subject Scrambling: An fNIRS Study? Koji Sugisaki, Yukika Nishimura, Noriko Hattori, Yasushi Inokuchi, Yoshihiro Nishimura, Mariko Ogawa, Waro Taki, Shinichi Unoh, Tetsuro Yamamoto, Etsuko Yoshida, Seiki Ayano (Mie University) and Yuji Okazaki (Mie University and Tokyo Metropolitan Matsuzawa?Hospital) Chair: Tetsuya Sano (Meiji Gakuin University) 13:30-14:15 (Long Presentation) ?On Agreement and Movement? Maria Garraffa (University of Siena) Chair: Tetsuya Sano (Meiji Gakuin University) Break 14:35-15:05 (Short Presentation) ?An Economy-Based Analysis of Optional Movement in German? Jiro Inaba Chair: Akira Watanabe (University of Tokyo) 15:05-15:35 (Short Presentation) ?On the Syntax of Two Types of Transitive V-te ar- Constructions in Japanese? Masashi Nomura (Chukyo University) Chair: Akira Watanabe (University of Tokyo) 15:35-16:05 (Short Presentation) ?A ?Project Both? Perspective on Head-Internal Relative Clauses? Hiroki Narita (Sophia University) Chair: Akira Watanabe (University of Tokyo) Break 16:20-17:20 (Invited Lecture) ?Multi-Model Modality? Christopher Tancredi (University of Tokyo) Chair: Hisatsugu Kitahara (Keio University) RECEPTION Day 2 (March 17, 2007) 10:00-10:45 (Long Presentation) ?Scope Resolution and Overt Questions: A Test for the QAR? Andrea Gualmini (McGill University) Chair: Koji Sugisaki (Mie University) 10:45-11:30 (Long Presentation) ?How Different Can (It) Be for English and Japanese Children?? Nigel Duffield, Ayumi Matsuo, Ruth Churchill and Gary Wood (University of Sheffield) Chair: Koji Sugisaki (Mie University) Lunch 12:30-14:00 Poster Session ?Experimental Crosslinguistic Constructions Reveal Universal Principles in Language Acquisition? Lamya Al-Abdulkarim (King Saud University) ?The Flexibility of Children?s Language Processing System? Doreen Bryant (University of Tuebingen) ?Language Access and Mentalizing Abilities: Evidence from Bilingually and Orally Instructed Deaf Children in Estonia, Sweden and Italy? Marek Meristo, Kerstin W. Falkman, Erland Hjelmquist (Goteborg University), Mariantonia Tedoldi, Luca Surian, (University of Trieste) and Michael Siegal (University of Sheffield, University of Trieste) 14:00-14:45 (Long Presentation) ?Does Lexical Stress Constrain L2 Word Recognition? Annie Tremblay (University of Hawai'i) Chair: Yoko Sugioka (Keio University) 14:45-15:15 (Short Presentation) ?Acquisition of Telicity by Japanese Learners of English? Keiko Kaku and Nina Kazanina (University of Ottawa) Chair: Utako Minai (RIKEN Brain Science Institute) 15:15-15:45 (Short Presentation) ?The Definiteness Effect and the Universal Quantifier? Luisa Meroni, Andrea Gualmini (McGill University) and Stephen Crain (Macquarie University) Chair: Utako Minai (RIKEN Brain Science Institute) Break 16:00-17:00 (Invited Lecture) ?Building Interfaces in Acquisition: Exhaustivity, Point of View, and Implicatures" Thomas Roeper (University of Massachusetts, Amherst) Chair: Yukio Otsu (Keio University) Alternate: ?What Happens If a Complex NP Universal Accommodates Hotondo-Modification?? Yukio Furukawa (McGill University) ------------------------------------------------------ From hitomi-murata at mri.biglobe.ne.jp Tue Jan 30 12:28:23 2007 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Tue, 30 Jan 2007 21:28:23 +0900 Subject: WORKSHOP ON LANGUAGE, MIND AND THE BRAIN Message-ID: Dear Colleague, The 21st Century COE Program Keio University Graduate School, Centre for Integrated Research on the Mind will be sponsoring the workshop called, WORKSHOP ON LANGUAGE, MIND AND THE BRAIN on March 18, 2007 to be held at Kita-kan Hall, Keio University, Mita. The purpose of this workshop is to explore multidisciplinary links between research in linguistic theory investigating linguistic functions and research in the cognitive sciences and brain sciences explicating functions of the mind and brain. We hope to achieve this goal by presenting research findings from each of the three research areas and providing a forum for joint discussion. The invited speaker are Prof. Alec Marantz (New York University, MIT), Prof. Liina Pylkkanen (New York University) and Prof. Thomas Roeper (University of Mssachusetts,Amherst). Below you will find the Workshop program. (Program) March 18, 2007 10:00-10:10 Opening Yukio Otsu (Keio University) 10:10-11:00 "Wh-island in Child Japanese" Yukio Otsu (Keio University) 11:00-11:50 "Structure Dependence in Child Japanese" Koji Sugisaki (Mie University) 13:00-13:50 "Recursion and Theory of Mind: Locating Language in a Multi-Modular Brain" Thomas Roeper (University of Massachusetts, Amherst) 13:50-14:40 "Behavioral and Brain Studies on Japanese Passives and Unaccusatives" Masayuki Komachi, Tohru Seraku, Tomoko Monou, Shozo Kojima and Yukio Otsu (Keio University) ? 15:00-15:50 "Semantics in the Composing Brain: Neural Correlates of Type Mismatch Resolution" Liina Pylkkanen (New York University) 15:50-16:40 "Morphology in the Decomposing Brain: Correlational Analyses of Single Trial MEG Data" Alec Marantz (New York University, MIT) 16:40-17:40 Discussion Christopher Tancredi (University of Tokyo) For details, visit our web site: http://www.otsu.icl.keio.ac.jp/ ----------------------------------------------------------------- From ramoseli at fiu.edu Wed Jan 31 19:24:31 2007 From: ramoseli at fiu.edu (Eliane Ramos) Date: Wed, 31 Jan 2007 14:24:31 -0500 Subject: Faculty position at Florida International University Message-ID: Tenure track assistant/associate professor faculty position in the Department of Communication Sciences & Disorders at Florida International University located in the Miami metropolitan area. The Department is located in the College of Nursing and Health Sciences and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, Health Sciences and Nursing. Responsibilities will include teaching undergraduate and graduate level courses, student advisement and research. Qualified applicants must have Ph.D. in Speech-Language Pathology or related areas. Preference will be given to candidates who specialize in speech and language development/disorders and bilingual acquisition. Individuals that are bilingual Spanish/English or Creole/English are strongly encouraged to apply. The Miami metropolitan area is an ideal location for researchers interested in bilingual issues. The department is committed to the outstanding academic and clinical preparation of multicultural populations. Salary is negotiable based on rank. This a nine month position to begin Fall 2007. Opportunity for summer employment in future years is anticipated. For consideration interested applicants should submit a letter of interest, curriculum vita and 3 letters of recommendation to: Alfredo Ardila, Ph.D. Chair, Search & Screen Committee Department of Communication Sciences and Disorders Florida International University University Park Campus Room HLS 139 Miami, Fl 33199 Telephone: (305) 348-2750 Fax Number: (305) 348-2740 email: ardilaa at fiu.edu Review of applicants to start March 15, 2007 Florida International University is a member of the State University System of Florida and an Equal Opportunity/Equal Access/ Affirmative Action Employer From silliman at cas.usf.edu Wed Jan 31 20:27:11 2007 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 31 Jan 2007 15:27:11 -0500 Subject: University of South Florida, Assistant Professor Position Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure-track 9-month position, beginning August 2007, contingent upon funding. Minimum qualifications include: (1) an earned research doctorate in Communication Sciences and Disorders or a related discipline by time of appointment (for rank of Assistant Professor; initial appointment as an Instructor may be possible if degree has not been conferred); (2) expertise in child language and literacy development and disorders; and (3) evidence of potential to establish an independent research program that could attract external grant funding. Preferred qualifications include: (1) specialty in either (a) bilingualism, particularly Spanish/English, (b) language variation (e.g., sociolinguistic differences), or (c) the neurogenetic or neurobiological bases of developmental disabilities (e.g., autism spectrum disorder, Down syndrome, etc.); (2) CCC- SLP and eligibility for Florida Licensure. Responsibilities of the position include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and expertise. As the largest Department of Communication Sciences and Disorders in the State of Florida ( http://www.cas.usf.edu/csd ), the Department offers B.A., M.S., Au.D., and Ph.D degrees as well as interdisciplinary preparation with the Departments of Psychology and Special Education. The department maintains a complete community clinic that offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research 1 universities. Founded in 1956, USF is the largest metropolitan university in the Southeastern United States, serving 44,000 students in 12 colleges on four campuses. USF offers over 200 degree programs from the undergraduate to the doctoral level, including the M.D. The faculty numbers more than 2,000 members. For full consideration, we must receive your application materials by February 23, 2007. Applications received after this date will be moved forward only in cases of compelling merit. Send application letter, CV, selected publication reprints or preprints, and three letters of reference to: Stefan A. Frisch, Ph.D., Search Committee Chair, Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave PCD1017, Tampa FL 33620-8150. For questions, please phone 813-974-6563, or email frisch at cas.usf.edu . According to Florida Law, applications and meetings regarding them are open to the public. For ADA accommodations, please contact Peggy Ott at 813-974-9780, or email pott at cas.usf.edu at least five working days prior to need. USF is an AA/EEO institution. Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders and Cognitive and Neural Sciences University of South Florida Tampa, FL 33620 Voice mail: (813) 974-9812 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: