From ahousen at vub.ac.be Mon Jun 4 19:09:39 2007 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 4 Jun 2007 21:09:39 +0200 Subject: No subject Message-ID: Hello, I will be out of office until June 4th. Your mail will be read when I return. Alex Housen From v.stojanovik at reading.ac.uk Thu Jun 7 13:25:21 2007 From: v.stojanovik at reading.ac.uk (Vesna Stojanovik) Date: Thu, 7 Jun 2007 14:25:21 +0100 Subject: Forthcoming job at Cardiff Message-ID: Lecturer/Senior Lecturer in Speech & Language Therapy £31,840 - £42,791 per annum The Cardiff School of Health Sciences, UWIC seeks a dynamic therapist to join an exceptionally supportive team where the therapy lecturers are also practicing clinicians. The diverse nature of the team provides an opportunity for stimulating debates on a range of issues and from different perspectives. Based at the Llandaff Campus, the Cardiff School of Health Sciences delivers a range of programmes at both undergraduate and postgraduate levels. You will be expected to contribute to the BSc(Hons) Speech and Language Therapy programme and subject to skills and abilities, to contribute to other relevant programmes offered by the School where interprofessional teaching is feasible. Subject to on-going negotiation with a relevant NHS Trust, you may also have the opportunity to continue clinical practice in your discipline area. You should possess a good honours degree or equivalent professional qualification and be a registered member of RCSLT and HPC. You should also have relevant vocational experience, ideally of developmental speech and language disorders, and have had experience of working with speech and language therapy students. A higher degree, consultancy/research experience would be advantageous. For an informal discussion on this post, please contact Dr Sian Munro, Head of Speech and Language Therapy Studies, Tel 029 2041 6881 (e-mail smunro at uwic.ac.uk) Closing date for applications is 6 July, 2007 Interview date is 20 July, 2007 Application forms and further particulars are available from: www.uwic.ac.uk/jobs or Human Resources, UWIC, Llandaff Campus, PO Box 377, Western Avenue, Cardiff, CF5 2SG or Tel: 029 2041 7026 or email: humanresources at uwic.ac.uk UNIVERSITY OF WALES INSTITUTE, CARDIFF ATHROFA PRIFYSGOL CYMRU, CAERDYDD -------------- next part -------------- An HTML attachment was scrubbed... URL: From c.decat at leeds.ac.uk Tue Jun 12 08:57:26 2007 From: c.decat at leeds.ac.uk (Cecile De Cat) Date: Tue, 12 Jun 2007 09:57:26 +0100 Subject: stuttering Message-ID: Hello A little 2;9 year-old I know has suddenly started stuttering, for no apparent reason. His language development had until then been 'normal' and had very good elocution until last month. His stuttering is now quite pervasive. I would be most grateful for any information regarding the following questions (references to publications would be most welcome too): - Has there been any study showing that stuttering could have an impact on language development? - What is known about the cause of stuttering? - Could any of you advice on what to do to help him out of it? Is speech therapy usually sufficient? Many thanks in advance With best wishes, Cecile De Cat -- ******************************************************************** Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ School of Modern Languages and Cultures University of Leeds - LS2 9JT - UK Tel: 0113 34 33 555 Fax: 0113 34 33 566 ********************************************************************* From nratner at hesp.umd.edu Tue Jun 12 13:38:28 2007 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 12 Jun 2007 09:38:28 -0400 Subject: stuttering Message-ID: Stuttering usually has its onset at the time you mention; 80% of it goes away without intervention, although both families and children may be disturbed by its features before it goes away. Risk factors for continued stuttering include a family history of chronic stuttering. If you provide me with a location for the child, I may be able to refer to a good clinic that can evaluate the child and provide concrete recommendations for things that can be done to help the child. A technical book on early stuttering is the recent book by Ehud Yairi and Nicoline Ambrose; there are may other more consumer-oriented materials at the Stuttering Foundation of America website, and a wealth of information (not always carefully sorted, but usually quite reliable, as the site is run by a knowledgable speech-language pathologist) at the StutteringHomePage.com This is an area I work in, so if the family is still concerned after looking at these materials, or does want a referral (the Michael Palin Centre in London is excellent, and probably can make a more local referral), I am happy to chat off-list. Regards, Nan Bernstein Ratner (co-author of the in-press Handbook on Stuttering, sixth edition, Thomson-Delmar) Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) From lieven at eva.mpg.de Tue Jun 12 13:51:40 2007 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 12 Jun 2007 15:51:40 +0200 Subject: stuttering In-Reply-To: Message-ID: I also think that, as Nan says, this is a very typical age of onset and may be a temporary phenomenon related to children's move from a relatively greater emphasis on semi-formulaic and easily produced utterances to a more abstract and complex grammatical system. My impression is that there is more disfluency in our 3-year-old data than in our 2-year-olds though it's not straightforward to separate increasing syntactic complexity from increasing utterance length - if indeed it makes sense to make this a clear distinction. elena lieven Nan Ratner wrote: >Stuttering usually has its onset at the time you mention; 80% of it goes >away without intervention, although both families and children may be >disturbed by its features before it goes away. Risk factors for >continued stuttering include a family history of chronic stuttering. If >you provide me with a location for the child, I may be able to refer to >a good clinic that can evaluate the child and provide concrete >recommendations for things that can be done to help the child. A >technical book on early stuttering is the recent book by Ehud Yairi and >Nicoline Ambrose; there are may other more consumer-oriented materials >at the Stuttering Foundation of America website, and a wealth of >information (not always carefully sorted, but usually quite reliable, as >the site is run by a knowledgable speech-language pathologist) at the >StutteringHomePage.com > >This is an area I work in, so if the family is still concerned after >looking at these materials, or does want a referral (the Michael Palin >Centre in London is excellent, and probably can make a more local >referral), I am happy to chat off-list. > >Regards, >Nan Bernstein Ratner >(co-author of the in-press Handbook on Stuttering, sixth edition, >Thomson-Delmar) > > > >Nan Bernstein Ratner, Professor and Chairman >Department of Hearing and Speech Sciences >0100 Lefrak Hall >University of Maryland >College Park, MD 20742 >nratner at hesp.umd.edu >http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm >301-405-4213 >301-314-2023 (fax) > > > > From miquel.serra at ub.edu Tue Jun 12 14:39:11 2007 From: miquel.serra at ub.edu (Miquel Serra) Date: Tue, 12 Jun 2007 16:39:11 +0200 Subject: stuttering Message-ID: As Elena and Nan say, this is a very natural course of learning at this age. I think we only have to be aware about the voluntary modifications of the natural blocks (pressing over them in different intents) and in the natural repetitions (changing them as in ma - ma - ma - mmma - ma). If this is the case after some weeks I'll try to get preventive help in order to, externally, help fluency. All the best miquel serra -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Tue Jun 12 14:49:13 2007 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 12 Jun 2007 10:49:13 -0400 Subject: stuttering - follow-up Message-ID: Well, I also want to clarify, which I should have done earlier, that what I am talking about IS stuttering, NOT developmental disfluency, which is what I presume Elena refers to. So let's set some guidelines: stuttering will consist of, minimally, part-word repetitions, of more than one iteration per incident, accompanied most typically by prolongation of vowels, liquids, glides and syllabic consonants, and most tellingly, if it is stuttering, blocks, which are fixations in which the child appears "frozen" prior to, or during the articulation of a segment. It is often accompanied by signs of struggle or tension, but not necessarily awareness. If that is what the child demonstrates, it is stuttering. The good news is that 80% of this stuff goes away. We now have longitudinal studies that show this and also list some predictors for recovery. Very few people believe in what used to be called the "continuity hypothesis" - that stuttering is merely developmental disfluency that got worse or didn't go away. It appears to be a different animal entirely, as demonstrated by the Yairi and Ambrose longitudinal work that showed very different patterns for children's developmental disfluency. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> Elena Lieven 06/12/07 9:51 AM >>> I also think that, as Nan says, this is a very typical age of onset and may be a temporary phenomenon related to children's move from a relatively greater emphasis on semi-formulaic and easily produced utterances to a more abstract and complex grammatical system. My impression is that there is more disfluency in our 3-year-old data than in our 2-year-olds though it's not straightforward to separate increasing syntactic complexity from increasing utterance length - if indeed it makes sense to make this a clear distinction. elena lieven Nan Ratner wrote: >Stuttering usually has its onset at the time you mention; 80% of it goes >away without intervention, although both families and children may be >disturbed by its features before it goes away. Risk factors for >continued stuttering include a family history of chronic stuttering. If >you provide me with a location for the child, I may be able to refer to >a good clinic that can evaluate the child and provide concrete >recommendations for things that can be done to help the child. A >technical book on early stuttering is the recent book by Ehud Yairi and >Nicoline Ambrose; there are may other more consumer-oriented materials >at the Stuttering Foundation of America website, and a wealth of >information (not always carefully sorted, but usually quite reliable, as >the site is run by a knowledgable speech-language pathologist) at the >StutteringHomePage.com > >This is an area I work in, so if the family is still concerned after >looking at these materials, or does want a referral (the Michael Palin >Centre in London is excellent, and probably can make a more local >referral), I am happy to chat off-list. > >Regards, >Nan Bernstein Ratner >(co-author of the in-press Handbook on Stuttering, sixth edition, >Thomson-Delmar) > > > >Nan Bernstein Ratner, Professor and Chairman >Department of Hearing and Speech Sciences >0100 Lefrak Hall >University of Maryland >College Park, MD 20742 >nratner at hesp.umd.edu >http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm >301-405-4213 >301-314-2023 (fax) > > > > From cchaney at sfsu.edu Tue Jun 12 16:38:21 2007 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 12 Jun 2007 09:38:21 -0700 Subject: stuttering In-Reply-To: <1181638646.5169.23.camel@localhost.localdomain> Message-ID: Hi Cecile, I have had some experience with stuttering in young children, including my own son, who began to have secondary symptoms of stuttering (such as eye-blinks) almost immediately. I have found that the old notions that this should be ignored and it will go away can be very harmful, because even a two-year-old realizes that something is going very wrong. Ignoring the problem is ignoring the feelings and fears that the young child may have about the frustrating events that accompany speaking. I once treated two preschool children, one whose Dad was certain that chiropractic solutions would be best, and the other whose Mom was happy to talk openly with her son about his feelings about all kinds of things. Guess which boy recovered? First, I recommend that parents acknowledge to the child that talking is hard right now. Reassurance is also important. I told my two- year-old that he was learning so many new words that sometimes they wanted to come all at once. I told him that I was sure that he was going to be just fine, that this was just a normal stage in his development and that we had plenty of time to talk and listen, no need to rush. (Stuttering often worsens in times of excitement, stress, etc). I also nipped those secondary symptoms in the bud by telling him that blinking his eyes or tapping his face would not help and that we just needed to try to talk calmly. Extra patience and open communication were the charms that worked for my son Brian (now age 25 and a verbal charmer). Second, a consultation with a good speech/language pathologist who has experience with childhood stuttering would be a fine idea. Some children do recover spontaneously (as did my son), and others go on to stutter. A good therapist can be a great help. Regards, Carolyn Chaney On Jun 12, 2007, at 1:57 AM, Cecile De Cat wrote: > Hello > > A little 2;9 year-old I know has suddenly started stuttering, for no > apparent reason. His language development had until then been > 'normal' > and had very good elocution until last month. His stuttering is now > quite pervasive. > > I would be most grateful for any information regarding the following > questions (references to publications would be most welcome too): > > - Has there been any study showing that stuttering could have an > impact > on language development? > - What is known about the cause of stuttering? > - Could any of you advice on what to do to help him out of it? Is > speech therapy usually sufficient? > > Many thanks in advance > > With best wishes, > > Cecile De Cat > > > -- > ******************************************************************** > Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ > > Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ > School of Modern Languages and Cultures > University of Leeds - LS2 9JT - UK > Tel: 0113 34 33 555 Fax: 0113 34 33 566 > ********************************************************************* 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 Roberta.Tedeschi at let.uu.nl Thu Jun 14 09:39:18 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Thu, 14 Jun 2007 11:39:18 +0200 Subject: EMLAR IV Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS We are glad to announce the fourth edition of EMLAR (Experimental Methods in Language Acquisition Research). It will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. A series of lectures will be given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CHILDES, CELEX, web-based experiments and E-Prime. The full program of EMLAR IV and details about registration can be found at: For further questions, contact us at: emlar at let dot uu dot nl Deadline for registration: 30-Sep-2007 Lectures: Invited speakers Harald Clahsen (University of Essex) Ewa Dabrowska - t.b.c - (University of Sheffield) Paola Escudero (University of Amsterdam) Paula Fikkert (Radboud University, Nijmegen) Janet van Hell (Radboud University, Nijmegen) Bart Hollebrandse (University of Groningen) Jacqueline van Kampen (Utrecht University) Folkert Kuiken (University of Amsterdam) Alex Perovic (UCL, London) Hugo Quené (Utrecht University) Sharon Unsworth (Utrecht University) Virginia Valian (City University of New York) Charles Yang (University of Pennsylvania) Lectures: Topics On-line sentence processing Language testing methods Comparing methods for L2/L3 research Infant testing ERP Experimental semantics Longitudinal data Language proficiency tests Language testing in atypically developing populations Introduction to experimental design and statistics L1 acquisition Child L2 acquisition Computational modelling of acquisition Workshops: Invited speakers and topics Paul Boersma (University of Amsterdam) - PRAAT Sam Featherston (University of Tübingen) - Web-based experiments Roeland van Hout (Radboud University, Nijmegen) - Advanced SPSS Esther Janse (Utrecht University) - Introductory SPSS Nivja de Jong (University of Amsterdam) - E-prime Jacqueline van Kampen (Utrecht University) - CHILDES Emmanuel Keuleers (University of Antwerpen) - CELEX database Holger Mitterer (Max Planck Institute, Nijmegen) - PRAAT Keren Shatzman (Utrecht University) - Statistics with R Helena Taelman (University of Antwerpen) - CHILDES Exact titles and course descriptions will follow later. Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 From c.decat at leeds.ac.uk Fri Jun 15 10:57:58 2007 From: c.decat at leeds.ac.uk (Cecile De Cat) Date: Fri, 15 Jun 2007 11:57:58 +0100 Subject: stuttering - summary of replies Message-ID: Dear all Please find below a brief summary of the replies I got to my question about the sudden stuttering of a 2;9 year old. Thanks to Jasone Cenoz Nan Bernstein Ratner elena lieven miquel serra Sara Howard Jacqueline Van Kampen Margot Rozendaal Zena Eisenberg Mihaela Pirvulescu Marilyn Nippold Carolyn Chaney David Ward Ed Conture Melanie Schuele - Any child for whom there is any concern/anxiety regarding fluency (either the child's or the parent's/carer's concern) should be referred for an assessment by a speech and language therapist, who can provide information, advice and a professional opinion on what kind of nonfluency/dysfluency appears to be presenting. A good source of information on different types of dysfluency is the website of the British Stamming Association: http://www.stammering.org/ - Stuttering will consist of, minimally, part-word repetitions, of more than one iteration per incident, accompanied most typically by prolongation of vowels, liquids, glides and syllabic consonants, and most tellingly, if it is stuttering, blocks, which are fixations in which the child appears "frozen" prior to, or during the articulation of a segment. It is often accompanied by signs of struggle or tension, but not necessarily awareness. If that is what the child demonstrates, it is stuttering. The good news is that 80% of this stuff goes away. We now have longitudinal studies that show this and also list some predictors for recovery. - The child should be allowed to stutter and to finish his/her sentences without being interrupted or corrected. The stuttering seems to be a neurological development where one aspect of language learning races ahead of the other. - Stuttering usually has its onset at the time you mention (2;9). 80% of it goes away without intervention, although both families and children may be disturbed by its features before it goes away. Risk factors for continued stuttering include a family history of chronic stuttering. - In many cases it is just part of the process of language development and it disappears naturally. - Most children who stutter have language development within normal limits. Stuttering does not impact/restrict their language development. If the child truly is stuttering and continues to do so, I would advise that you contact a speech-language pathologist who is well-trained in the Lidcombe Program for early stuttering. - Ignoring the problem is ignoring the feelings and fears that the young child may have about the frustrating events that accompany speaking. First, I recommend that parents acknowledge to the child that talking is hard right now. Reassurance is also important. I told my two-year-old that he was learning so many new words that sometimes they wanted to come all at once. I told him that I was sure that he was going to be just fine, that this was just a normal stage in his development and that we had plenty of time to talk and listen, no need to rush. (Stuttering often worsens in times of excitement, stress, etc). I also nipped those secondary symptoms in the bud by telling him that blinking his eyes or tapping his face would not help and that we just needed to try to talk calmly. - A technical book on early stuttering is the recent book by Ehud Yairi and Nicoline Ambrose; there are may other more consumer-oriented materials at the Stuttering Foundation of America website, and a wealth of information (not always carefully sorted, but usually quite reliable, as the site is run by a knowledgable speech-language pathologist) at the StutteringHomePage.com - I would contact the Royal College of Speech and Language Therapists for any advice leaflets on the topic (Google it to find the web address), and also check out http://www.stammeringcentre.org/s-index for information. This site has further links to other helpful organisations. -- ******************************************************************** Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ School of Modern Languages and Cultures University of Leeds - LS2 9JT - UK Tel: 0113 34 33 555 Fax: 0113 34 33 566 ********************************************************************* From gina.conti-ramsden at manchester.ac.uk Wed Jun 20 12:53:26 2007 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-ramsden) Date: Wed, 20 Jun 2007 13:53:26 +0100 Subject: Three year post doc Manchester, UK Message-ID: Generator Microsoft Word 11 (filtered medium) Dear Colleagues, Please note and circulate the information for this three year postdoctoral research associate position in Manchester for someone with a strong quantitative data analysis and statistical background. We welcome applications from postdoctoral candidates from the UK and Internationally.  The deadline is July 6th. Many thanks, Gina Conti-Ramsden The University of Manchester Quote ref: MHS/117/07 Internal ref: LR/JE THE UNIVERSITY OF MANCHESTER PARTICULARS OF APPOINTMENT FACULTY OF MEDICAL AND HUMAN SCIENCES SCHOOL OF PSYCHOLOGICAL SCIENCES Human Communication and Deafness and SCHOOL OF MEDICINE RESEARCH ASSOCIATE (Ref:MHS/117/07) 1 The University invites applications for the above post which is tenable for a period of 36 months in the first instance. 2 Applications are invited from a highly motivated postdoctoral individual with a demonstrated interest and excellent skills on data analysis to work on a programme of studies involving children with specific language impairment (SLI) and other developmental disorders including autism. Applicants must have a strong quantitative background with a statistics, psychology or related discipline degree. The postholder will be involved in data analysis of large longitudinal and cross-sectional databases, including complex surveys. Expertise on STATA and SPSS is required. The postholder will have the opportunity to train on advanced statistical methods relevant to particular studies and to become familiar with developmental psychopathology, in particular SLI and Autism. The postholder will also be involved in writing up of results, preparation of manuscript for publication and other research- related and dissemination activities. 3 Salary will be within the range £25,889 - £28,289 per annum according to relevant experience and qualifications. 4 Informal inquiries may be made to Professor Gina Conti-Ramsden (Tel: +44 (0)161 275 3514, Secretary, Jacqueline O' Brien Tel: +44 (0)161 275 3366; Email: gina.conti-ramsden at manchester.ac.uk) and Professor Andrew Pickles (tel. +44 (0) 161 275 5204, email andrew.pickles at manchester.ac.uk ) 5 Applications should be returned by midday July 6th, 2007 to Jacqueline O' Brien Human Communication and Deafness School of Psychological Sciences The University of Manchester Humanities Devas Street Building Oxford Road Manchester M13 9PL Email: Jackie.o' brien at manchester.ac.uk 6 Interviews will be held on Wednesday 18 July 2007. Starting date 1 October 2007 7 If you have not been contacted by the interview date you should assume that, on this occasion, your application has not been successful. We would, however, like to take this opportunity to thank you for your interest in The University of Manchester. WITH THE COMPLIMENTS OF THE DIRECTORATE OF HUMAN RESOURCES THE UNIVERSITY OF MANCHESTER FACULTY OF MEDICAL AND HUMAN SCIENCES SCHOOL OF PSYCHOLOGICAL SCIENCES Human Communication and Deafness and SCHOOL OF MEDICINE POST DOCTORAL RESEARCH ASSOCIATE (REF:MHS/117/07) FURTHER PARTICULARS Job Title: Post Doctoral Research Associate Contract Status: Fixed-term contract for a period of 36 months Hours of Work: Full time (37 hours per week) Salary: £25,889 - £28,290 per annum Location: Human Communication and Deafness, School of Psychological Sciences, and School of Medicine, University of Manchester, Oxford Road, Manchester Responsible to: Programme Management Team; day-to-day will report to Professors Gina Conti-Ramsden and Andrew Pickles The University of Manchester: On 1 October 2004, a new chartered university came into being in Manchester. Bringing together two long-established institutions, UMIST and the Victoria University of Manchester, the new University of Manchester has a unified structure and the size and resources to compete on a global scale. It has an annual turnover of nearly £500 million, a staff of over 9,000 and a student population of some 30,000, of whom a quarter will be postgraduates. World-class teaching and research is undertaken with the aim of equalling the handful of leading UK universities which are truly globally competitive, which are at the forefront of invention and the generation of ' intellectual capital' , and which have the capacity to address some of the most important problems that afflict individuals and communities. The President and Vice-Chancellor, Professor Alan Gilbert (formerly Vice-Chancellor of the University of Melbourne), took up his post in February 2004. Although UMIST and the Victoria University of Manchester have distinct origins, the two institutions have a long history of co-operation with one another. They began working together almost 100 years ago, and for many years students from UMIST were awarded Victoria University of Manchester degrees. The universities are contiguous and their proximity has enabled them to develop a number of joint services, academic programmes and departments. Students from both universities have benefited from shared services for counselling, careers and residential accommodation, while Manchester Materials Science Centre and the Federal School of Business & Management are examples of longstanding academic collaboration. The new institution has a spread of academic disciplines that is unsurpassed in the UK, covering 50 separate research units (as assessed by the Higher Education Funding Councils in the UK). Its learning resources are unrivalled, with the largest non-legal-deposit academic library in the country, more electronic periodicals, databases and reference works than any other library in the UK, and one of the most significant rare book and manuscript collections in the world, housed in the magnificent John Rylands Library, Deansgate. Other exceptional facilities include the Jodrell Bank Observatory, The Manchester Museum and the Whitworth Art Gallery. Learning, teaching and research is further supported by the premier university computer service in Europe. The starting point for the new university is that excellence in research and excellence in teaching are two sides of the same coin. The University of Manchester strives to produce research of international standing and is in an especially strong position to attract research funding. It aims to increase its share of that funding, to work closely with business, industry and the professions, and to bring intellectual, social and economic benefits to the city of Manchester and to the north west of England as a whole. The strength and breadth of the research base will lead to an increased range and flexibility of degree provision and will make it possible to enhance learning and teaching facilities and support services for students. Job Outline: Applications are invited from a highly motivated postdoctoral individual with a demonstrated interest and excellent skills on data analysis to work on a programme of studies involving children with specific language impairment (SLI) and other developmental disorders including autism. Applicants must have a strong quantitative background with a statistics, psychology or related discipline degree. The postholder will be involved in data analysis of large longitudinal and cross-sectional databases, including complex surveys. Expertise on STATA and SPSS is required. The postholder will have opportunity to train on advanced statistical methods relevant to particular studies and to become familiar with developmental psychopathology, in particular SLI and Autism. The postholder will also be involved in writing up of results, preparation of manuscript for publication and other research-related and dissemination activities. Programme of Studies outline Recent work has suggested that children with specific language impairment (SLI) have an increased risk of autism. The magnitude of this risk is considerable, about 10 times what would be expected from the general population. In addition, within SLI there is a subgroup of children (a quarter of individuals) who have some features of the broader autism spectrum disorders (ASD) phenotype without having a full-blown profile of ASD. At present, the natural history of SLI is still poorly described, especially in terms of the distinctive developmental and social elements associated with SLI specifically. Generally, investigations have not taken into account different SLI subtypes and thus have failed to distinguish potential contributions to mean differences in children in the SLI sample who may have had in addition some of the features of Autism Spectrum Disorders (ASD). A programme of inter-related research projects will be carried out. Compared to the main bulk of the literature, the proposed projects have the distinctiveness of going from an interest in SLI and examining the potential contribution of ASD comorbidity. For all projects the number of participants with SLI will be 100 or more (242 at 7 years, 234 at 8 years, 200 at 11 years, 113 at 14 years, 139 at 16 and 17 years). In addition, data from 124 typically developing comparison young people who were stratified according to household income to be representative of the population of England as a whole (based on the 2001-2002 Household Survey Census data) is available at 16 and 17 years. The SLI sample is large and heterogeneous and is representative of children attending language units in the UK in 1995. The study has used a wide ranging test battery at each assessment point including between 6-12 tests of differing psycholinguistic skills at each stage, family history data, diagnostic interview and video data, self, teacher and parent interview and opinion data, educational tests and achievement and varied measures of social-emotional functioning. This complex database is rich in information and has over 5,000 variables to date. A number of comparative databases will also be used involving children with special needs and children with autism. Together the series of studies to be carried out have a common focus on developmental psychopathology and language in particular. Main Duties and Responsibilities: · To plan and carry out in-depth data analysis involving large, complex databases and use of sophisticated methodology. · To carry out literature surveys on topics related to developmental psychopathology. · To contribute to the writing of the project for publication in refereed Journals and for national and international dissemination. · To contribute to the organization and delivery of a specialized conference as well as workshops, seminars. · Any other duties appropriate to the grade and role of the post holder. This job description may be subject to revision following discussion with the person appointed and forms part of the contract of employment. Person Specifications: Essential Desirable Qualifications/ Education Minimum: A Ph.D. in relevant field Experience on the areas of language and/or developmental psychopathology Skills/Training Excellent data analysis skills Excellent general research skills Excellent writing skills Expertise on at least one general data analysis software package (e.g. STATA) In-depth, advanced knowledge of quantitative research methodology; skills in the use of large databases and in complex analysis approaches (e.g. dealing with missing data, adjusting for non-independent observations) Experience Demonstrated experience on data analysis Experience with longitudinal data and complex surveys Experience of writing up for publication and dissemination Personal Attributes Ability to work independently, show initiative and scientific curiosity Ability to organise their own time and work to tight deadlines Effective organisational skills Good communication skills working with Senior staff to work at a very high standard Other requirements None of note This job description may be subject to revision following discussion with the person appointed and forms part of the contract of employment. gina.conti-ramsden at manchester.ac.uk School of Psychological Sciences Human Communication and Deafness The University of Manchester Humanities Devas Street Building Oxford Road Manchester M13 9PL Tel. 0161-275-3514 Tel. 0161-275-3965 Secretary, Jackie O'Brien, Tel.0161-275-3366/3932 htpp://www.psych-sci.manchester.ac.uk/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ludovica.serratrice at manchester.ac.uk Thu Jun 21 09:42:11 2007 From: ludovica.serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 21 Jun 2007 10:42:11 +0100 Subject: Second Call for Papers IASCL 2008 Message-ID: International Congress for the Study of Child Language Call for Papers Call Deadline: 15-Oct-2007 Second Call for Papers Key Deadline Dates Abstract Submissions Open: 15th April 2007 Abstract Submissions Closed: 15th October 2007 Notification of Acceptance: 15th February 2008 1st Authors and Chairs to be Registered: 28th April 2008 Abstract Format and Content In response to feedback from the participants at the 2005 conference in Berlin submissions of abstracts are invited in one of two formats: symposia or posters. Note that the 2008 conference will not feature independent oral paper presentations outside the symposia. Posters will have an equal status to symposia presentations: they will have their own time slots at the conference and will not be presented in parallel with symposia. Submission Instructions for Symposia and Poster Abstracts: - All abstracts must be submitted electronically at the conference website at http://www.in-conference.org.uk/IASCL/abstracts.html - The abstract submission site will be open between 15 April 2007 and 15 October 2007. Late abstracts will not be considered. - If you are unable to submit your proposal electronically please contact In Conference by e-mail IASCL at in-conference.org.uk well in advance of 15th October. - Notifications of acceptance/rejection decisions will be sent to the symposium organiser or the first author of a poster submission by 15 February 2008. - Abstracts for both symposia and poster presentations will be double-blind peer-reviewed by 3 referees. - The symposium organiser is responsible for ensuring the symposium chair and first authors of individual papers are registered by 28th April 2008. The first author of a poster submission must also be registered by the same date. Accepted symposia or posters that do not comply with this rule will be removed from the programme. - Please note that a maximum of 1 first-authored paper/poster and a maximum of 2 papers/posters in any authorship status will be selected for presentation by each author. - No changes in authorship will be possible after the review process is completed. - All abstracts must be submitted in English. Topics We invite you to submit symposia or posters of original, previously unpublished research on all aspects of child language. A. Symposia Symposia are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. They are offered in 2-hour sessions, we suggest each individual paper should be 20 minutes including discussion time. Each symposium session will have an organiser and a chair. Details on the organiser and the chair should be included in the submission; the organiser and the chair can be the same person. The organiser of each symposium is the person responsible for: -securing the cooperation of all the participants who are to be involved in the symposium before the proposal is submitted deciding on the internal structure of the symposium. -Important: The organiser will be the only person who receives the information on the symposium and it is their responsibility to pass this information onto the individual paper authors. The chair of each symposium is the person responsible for chairing the session. Format and Content of Symposia Submissions: - Abstracts must represent original, unpublished research. - Proposals for symposia will include a summary of all studies with a clearly defined common theme. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. - The symposium summary and individual paper abstracts should not be longer than 500 words each. - The symposium proposal and each abstract therein should be clearly titled and include the individual paper titles, individual authors' names (including information about the organiser and the chair) and professional affiliations. B. Posters Format and Content of Poster Submissions: - Abstracts must represent original, unpublished research. - Each submission should be clearly titled and include the names of the authors and professional affiliations - Each abstract should not exceed 500 words: The abstract should include enough detail to allow reviewers to judge the scientific merits of the study. Local Organising Academic Committee - Antonella Sorace (University of Edinburgh) - Mits Ota (University of Edinburgh) - Barbora Skarabela (University of Edinburgh) If you require any further information please contact the IASCL Organisers: In Conference Ltd IASCL Conference Organisers 10B Broughton Street Lane Edinburgh EH1 3LY Telephone: +44 (0) 131 556 9245 Fax: +44 (0) 131 556 9638 E-Mail: IASCL at in-conference.org.uk Web: www.in-conference.org.uk From lhansen at language.sdu.dk Thu Jun 28 09:52:17 2007 From: lhansen at language.sdu.dk (=?iso-8859-1?Q?Laila_Kj=E6rb=E6k_Hansen?=) Date: Thu, 28 Jun 2007 11:52:17 +0200 Subject: Norwegian Child Speech Corpus Message-ID: Dear all I would be very grateful for any information regarding a Norwegian (Bokmål) child speech corpus (about 1;0-2;5 years old) preferably transcribed and tagged with word class and inflectional form. I am studying the acquisition of nominal morphology of Danish and Norwegian children. Best wishes, Laila Kjærbæk Hansen Center for Child Language, University of Southern Denmark -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Thu Jun 28 19:09:17 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 29 Jun 2007 03:09:17 +0800 Subject: New book - Cross-linguistic speech acquisition Message-ID: Dear all, Here is a new book that will certainly interest many of us. Sharynne McLeod, Ed. (2007), _ The International Guide to Speech Acquisition_, Thomson Delmar Learning. Blurb. Ideal for speech-language pathologists working with children from a wide variety of language backgrounds, this comprehensive resource guide will allow them to identify children who are having speech difficulties, and provide age-appropriate prevention and intervention targets. The text has been carefully compiled to provide a description of many major English dialects, comparing them with General American English. It also contains comprehensive information about typical speech acquisition for over 20 other languages. This resource guide was written by over 70 recognized authorities from around the world. Book URL: http://www.delmarlearning.com/browse_product_detail.aspx?catid=27763&isbn=1418053600 If you're interested in ordering the book, there are two order forms, one for Australia and one for the USA, the latter with a 20% discount. You can contact Sharynne for these, at smcleod at csu.edu.au Best 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/ ====================================== From silliman at cas.usf.edu Fri Jun 29 03:38:01 2007 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Thu, 28 Jun 2007 23:38:01 -0400 Subject: how to be a speech-language pathologist? In-Reply-To: <882414.36411.qm@web15107.mail.cnb.yahoo.com> Message-ID: Jane �C Your question is a complicated one because, in the United States, requirements for certification as a speech-language pathologist requires receiving a Master��s degree from a graduate program accredited by the American Speech-Language Hearing Association. Here is some general information plus a web link to the American Speech-Language Hearing Association. Through this link your will find the knowledge and skills that individuals must demonstrate in order to receive their graduate degree. In addition, individuals must pass a national examination and complete a Clinical Fellowship Year in order to apply for national certification. General Information: A. A minimum of 75 semester credit hours culminating in a master��s, doctoral, or other recognized post-baccalaureate degree. The graduate education in speech-language pathology must be initiated and completed in a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association. B. Skills in oral and written communication and demonstrated knowledge of ethical standards, research principles, and current professional and regulatory issues. C. Practicum experiences that encompass the breadth of the current scope of practice with both adults and children (with no specific clock-hour requirements for given disorders or settings) resulting in a minimum of 400 clock hours of supervised practicum, of which at least 375 hours must be in direct client/patient contact and 25 in clinical observation. D. A 36-week speech- language pathology clinical fellowship that establishes a collaboration between the clinical fellow and a mentor. E. A maintenance of certification requirement (Standard VII) that went into effect on January 1, 2005 (based on approved continuing education credits). Web link: http://www.asha.org/about/membership-certification/handbooks/slp/slp_standards.htm#Std_IV Sincerely, Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders & Cognitive & Neural Sciences PCD1017 University of South Florida Tampa, FL 33620-8150 Voice mail: (813) 974-9812 FAX: (813) 974-0822 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm ________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Jane Sent: Thursday, June 28, 2007 10:47 PM To: info-childes at mail.talkbank.org Subject: how to be a speech-language pathologist? Dear all: I am a teacher of deaf children in China. I have got my Master's Degree last year and want to be a speech-language pathologists. Presently, there havn't been a recogization which can offer corresponding corriculumns and qualification.So I decide to learn by myself. However, I don't know the knowledge a speech- language pathologist should have specificly. Would anybody give me some suggestions ? Thank you very mush. Best Wishes to All Jane ________________________________ ��ע�Ż��������-3.5G������20M������ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Fri Jun 29 05:03:46 2007 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 29 Jun 2007 15:03:46 +1000 Subject: how to be a speech-language pathologist? In-Reply-To: <882414.36411.qm@web15107.mail.cnb.yahoo.com> Message-ID: Dear Jane, I would like to add to the helpful information Elaine has provided about the United States requirements for certification as a speech-language pathologist (SLP). http://www.asha.org/about/membership-certification/handbooks/slp/ There are Speech-Language Pathology (SLP) programs available at the University of Hong Kong: http://www.hku.hk/speech/ and at the National University of Singapore: http://www.med.nus.edu.sg/dgms/SLP.shtml Because Speech-Language Pathology (SLP) is a clinical profession with very high standards in most places that it exists, part of the curriculum involves closely supervised, and closely "regulated" clinical practice, actually assessing treating patients with communication disorders. This is one reason why self-directed academic study of "the knowledge" of speech-language pathology and related disciplines such as anatomy, neurology, linguistics, psychology, etc. cannot lead to a recognised professional qualification in SLP. Here are other links that may be of help or interest to you: http://www.speech-language-therapy.com/Asia.htm http://www.shrs.uq.edu.au/asiapacific/ http://home.comcast.net/~bilingualslp/ http://www.comdisinternational.com/welcome.htm http://www.ling.mq.edu.au/postgraduate/coursework/slpa.htm http://www.speech-language-therapy.com/slpworld.htm This is about the knowledge, clinical preparation and skills a person needs to be an SLP in Australia: http://www.speechpathologyaustralia.org.au/Content.aspx?p=78 Best wishes, Caroline Caroline Bowen PhD CPSP Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://speech-language-therapy.com/ t: 61 2 4757 1136 ________________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Jane Sent: Friday, 29 June 2007 12:47 PM To: info-childes at mail.talkbank.org Subject: how to be a speech-language pathologist? Dear all:    I am a teacher of deaf children in China. I have got my Master's Degree last year and want to be a speech-language pathologists. Presently, there havn't been a recogization which can offer corresponding corriculumns and qualification.So I decide to learn by myself.    However, I don't know the knowledge a speech- language pathologist should have specificly. Would anybody give me some suggestions ? Thank you very mush.    Best Wishes to All Jane From ahousen at vub.ac.be Mon Jun 4 19:09:39 2007 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 4 Jun 2007 21:09:39 +0200 Subject: No subject Message-ID: Hello, I will be out of office until June 4th. Your mail will be read when I return. Alex Housen From v.stojanovik at reading.ac.uk Thu Jun 7 13:25:21 2007 From: v.stojanovik at reading.ac.uk (Vesna Stojanovik) Date: Thu, 7 Jun 2007 14:25:21 +0100 Subject: Forthcoming job at Cardiff Message-ID: Lecturer/Senior Lecturer in Speech & Language Therapy ?31,840 - ?42,791 per annum The Cardiff School of Health Sciences, UWIC seeks a dynamic therapist to join an exceptionally supportive team where the therapy lecturers are also practicing clinicians. The diverse nature of the team provides an opportunity for stimulating debates on a range of issues and from different perspectives. Based at the Llandaff Campus, the Cardiff School of Health Sciences delivers a range of programmes at both undergraduate and postgraduate levels. You will be expected to contribute to the BSc(Hons) Speech and Language Therapy programme and subject to skills and abilities, to contribute to other relevant programmes offered by the School where interprofessional teaching is feasible. Subject to on-going negotiation with a relevant NHS Trust, you may also have the opportunity to continue clinical practice in your discipline area. You should possess a good honours degree or equivalent professional qualification and be a registered member of RCSLT and HPC. You should also have relevant vocational experience, ideally of developmental speech and language disorders, and have had experience of working with speech and language therapy students. A higher degree, consultancy/research experience would be advantageous. For an informal discussion on this post, please contact Dr Sian Munro, Head of Speech and Language Therapy Studies, Tel 029 2041 6881 (e-mail smunro at uwic.ac.uk) Closing date for applications is 6 July, 2007 Interview date is 20 July, 2007 Application forms and further particulars are available from: www.uwic.ac.uk/jobs or Human Resources, UWIC, Llandaff Campus, PO Box 377, Western Avenue, Cardiff, CF5 2SG or Tel: 029 2041 7026 or email: humanresources at uwic.ac.uk UNIVERSITY OF WALES INSTITUTE, CARDIFF ATHROFA PRIFYSGOL CYMRU, CAERDYDD -------------- next part -------------- An HTML attachment was scrubbed... URL: From c.decat at leeds.ac.uk Tue Jun 12 08:57:26 2007 From: c.decat at leeds.ac.uk (Cecile De Cat) Date: Tue, 12 Jun 2007 09:57:26 +0100 Subject: stuttering Message-ID: Hello A little 2;9 year-old I know has suddenly started stuttering, for no apparent reason. His language development had until then been 'normal' and had very good elocution until last month. His stuttering is now quite pervasive. I would be most grateful for any information regarding the following questions (references to publications would be most welcome too): - Has there been any study showing that stuttering could have an impact on language development? - What is known about the cause of stuttering? - Could any of you advice on what to do to help him out of it? Is speech therapy usually sufficient? Many thanks in advance With best wishes, Cecile De Cat -- ******************************************************************** Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ School of Modern Languages and Cultures University of Leeds - LS2 9JT - UK Tel: 0113 34 33 555 Fax: 0113 34 33 566 ********************************************************************* From nratner at hesp.umd.edu Tue Jun 12 13:38:28 2007 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 12 Jun 2007 09:38:28 -0400 Subject: stuttering Message-ID: Stuttering usually has its onset at the time you mention; 80% of it goes away without intervention, although both families and children may be disturbed by its features before it goes away. Risk factors for continued stuttering include a family history of chronic stuttering. If you provide me with a location for the child, I may be able to refer to a good clinic that can evaluate the child and provide concrete recommendations for things that can be done to help the child. A technical book on early stuttering is the recent book by Ehud Yairi and Nicoline Ambrose; there are may other more consumer-oriented materials at the Stuttering Foundation of America website, and a wealth of information (not always carefully sorted, but usually quite reliable, as the site is run by a knowledgable speech-language pathologist) at the StutteringHomePage.com This is an area I work in, so if the family is still concerned after looking at these materials, or does want a referral (the Michael Palin Centre in London is excellent, and probably can make a more local referral), I am happy to chat off-list. Regards, Nan Bernstein Ratner (co-author of the in-press Handbook on Stuttering, sixth edition, Thomson-Delmar) Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) From lieven at eva.mpg.de Tue Jun 12 13:51:40 2007 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 12 Jun 2007 15:51:40 +0200 Subject: stuttering In-Reply-To: Message-ID: I also think that, as Nan says, this is a very typical age of onset and may be a temporary phenomenon related to children's move from a relatively greater emphasis on semi-formulaic and easily produced utterances to a more abstract and complex grammatical system. My impression is that there is more disfluency in our 3-year-old data than in our 2-year-olds though it's not straightforward to separate increasing syntactic complexity from increasing utterance length - if indeed it makes sense to make this a clear distinction. elena lieven Nan Ratner wrote: >Stuttering usually has its onset at the time you mention; 80% of it goes >away without intervention, although both families and children may be >disturbed by its features before it goes away. Risk factors for >continued stuttering include a family history of chronic stuttering. If >you provide me with a location for the child, I may be able to refer to >a good clinic that can evaluate the child and provide concrete >recommendations for things that can be done to help the child. A >technical book on early stuttering is the recent book by Ehud Yairi and >Nicoline Ambrose; there are may other more consumer-oriented materials >at the Stuttering Foundation of America website, and a wealth of >information (not always carefully sorted, but usually quite reliable, as >the site is run by a knowledgable speech-language pathologist) at the >StutteringHomePage.com > >This is an area I work in, so if the family is still concerned after >looking at these materials, or does want a referral (the Michael Palin >Centre in London is excellent, and probably can make a more local >referral), I am happy to chat off-list. > >Regards, >Nan Bernstein Ratner >(co-author of the in-press Handbook on Stuttering, sixth edition, >Thomson-Delmar) > > > >Nan Bernstein Ratner, Professor and Chairman >Department of Hearing and Speech Sciences >0100 Lefrak Hall >University of Maryland >College Park, MD 20742 >nratner at hesp.umd.edu >http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm >301-405-4213 >301-314-2023 (fax) > > > > From miquel.serra at ub.edu Tue Jun 12 14:39:11 2007 From: miquel.serra at ub.edu (Miquel Serra) Date: Tue, 12 Jun 2007 16:39:11 +0200 Subject: stuttering Message-ID: As Elena and Nan say, this is a very natural course of learning at this age. I think we only have to be aware about the voluntary modifications of the natural blocks (pressing over them in different intents) and in the natural repetitions (changing them as in ma - ma - ma - mmma - ma). If this is the case after some weeks I'll try to get preventive help in order to, externally, help fluency. All the best miquel serra -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Tue Jun 12 14:49:13 2007 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 12 Jun 2007 10:49:13 -0400 Subject: stuttering - follow-up Message-ID: Well, I also want to clarify, which I should have done earlier, that what I am talking about IS stuttering, NOT developmental disfluency, which is what I presume Elena refers to. So let's set some guidelines: stuttering will consist of, minimally, part-word repetitions, of more than one iteration per incident, accompanied most typically by prolongation of vowels, liquids, glides and syllabic consonants, and most tellingly, if it is stuttering, blocks, which are fixations in which the child appears "frozen" prior to, or during the articulation of a segment. It is often accompanied by signs of struggle or tension, but not necessarily awareness. If that is what the child demonstrates, it is stuttering. The good news is that 80% of this stuff goes away. We now have longitudinal studies that show this and also list some predictors for recovery. Very few people believe in what used to be called the "continuity hypothesis" - that stuttering is merely developmental disfluency that got worse or didn't go away. It appears to be a different animal entirely, as demonstrated by the Yairi and Ambrose longitudinal work that showed very different patterns for children's developmental disfluency. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> Elena Lieven 06/12/07 9:51 AM >>> I also think that, as Nan says, this is a very typical age of onset and may be a temporary phenomenon related to children's move from a relatively greater emphasis on semi-formulaic and easily produced utterances to a more abstract and complex grammatical system. My impression is that there is more disfluency in our 3-year-old data than in our 2-year-olds though it's not straightforward to separate increasing syntactic complexity from increasing utterance length - if indeed it makes sense to make this a clear distinction. elena lieven Nan Ratner wrote: >Stuttering usually has its onset at the time you mention; 80% of it goes >away without intervention, although both families and children may be >disturbed by its features before it goes away. Risk factors for >continued stuttering include a family history of chronic stuttering. If >you provide me with a location for the child, I may be able to refer to >a good clinic that can evaluate the child and provide concrete >recommendations for things that can be done to help the child. A >technical book on early stuttering is the recent book by Ehud Yairi and >Nicoline Ambrose; there are may other more consumer-oriented materials >at the Stuttering Foundation of America website, and a wealth of >information (not always carefully sorted, but usually quite reliable, as >the site is run by a knowledgable speech-language pathologist) at the >StutteringHomePage.com > >This is an area I work in, so if the family is still concerned after >looking at these materials, or does want a referral (the Michael Palin >Centre in London is excellent, and probably can make a more local >referral), I am happy to chat off-list. > >Regards, >Nan Bernstein Ratner >(co-author of the in-press Handbook on Stuttering, sixth edition, >Thomson-Delmar) > > > >Nan Bernstein Ratner, Professor and Chairman >Department of Hearing and Speech Sciences >0100 Lefrak Hall >University of Maryland >College Park, MD 20742 >nratner at hesp.umd.edu >http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm >301-405-4213 >301-314-2023 (fax) > > > > From cchaney at sfsu.edu Tue Jun 12 16:38:21 2007 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 12 Jun 2007 09:38:21 -0700 Subject: stuttering In-Reply-To: <1181638646.5169.23.camel@localhost.localdomain> Message-ID: Hi Cecile, I have had some experience with stuttering in young children, including my own son, who began to have secondary symptoms of stuttering (such as eye-blinks) almost immediately. I have found that the old notions that this should be ignored and it will go away can be very harmful, because even a two-year-old realizes that something is going very wrong. Ignoring the problem is ignoring the feelings and fears that the young child may have about the frustrating events that accompany speaking. I once treated two preschool children, one whose Dad was certain that chiropractic solutions would be best, and the other whose Mom was happy to talk openly with her son about his feelings about all kinds of things. Guess which boy recovered? First, I recommend that parents acknowledge to the child that talking is hard right now. Reassurance is also important. I told my two- year-old that he was learning so many new words that sometimes they wanted to come all at once. I told him that I was sure that he was going to be just fine, that this was just a normal stage in his development and that we had plenty of time to talk and listen, no need to rush. (Stuttering often worsens in times of excitement, stress, etc). I also nipped those secondary symptoms in the bud by telling him that blinking his eyes or tapping his face would not help and that we just needed to try to talk calmly. Extra patience and open communication were the charms that worked for my son Brian (now age 25 and a verbal charmer). Second, a consultation with a good speech/language pathologist who has experience with childhood stuttering would be a fine idea. Some children do recover spontaneously (as did my son), and others go on to stutter. A good therapist can be a great help. Regards, Carolyn Chaney On Jun 12, 2007, at 1:57 AM, Cecile De Cat wrote: > Hello > > A little 2;9 year-old I know has suddenly started stuttering, for no > apparent reason. His language development had until then been > 'normal' > and had very good elocution until last month. His stuttering is now > quite pervasive. > > I would be most grateful for any information regarding the following > questions (references to publications would be most welcome too): > > - Has there been any study showing that stuttering could have an > impact > on language development? > - What is known about the cause of stuttering? > - Could any of you advice on what to do to help him out of it? Is > speech therapy usually sufficient? > > Many thanks in advance > > With best wishes, > > Cecile De Cat > > > -- > ******************************************************************** > Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ > > Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ > School of Modern Languages and Cultures > University of Leeds - LS2 9JT - UK > Tel: 0113 34 33 555 Fax: 0113 34 33 566 > ********************************************************************* 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 Roberta.Tedeschi at let.uu.nl Thu Jun 14 09:39:18 2007 From: Roberta.Tedeschi at let.uu.nl (Tedeschi, Roberta) Date: Thu, 14 Jun 2007 11:39:18 +0200 Subject: EMLAR IV Message-ID: EMLAR IV 6th-8th November 2007, Utrecht Institute of Linguistics OTS We are glad to announce the fourth edition of EMLAR (Experimental Methods in Language Acquisition Research). It will take place in Utrecht (The Netherlands) from the 6th till the 8th of November 2007 with a brand new program. The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. A series of lectures will be given by experts in various domains of language acquisition research. Lectures cover language testing methods, statistics, computational modelling of acquisition, longitudinal studies, language proficiency tests and sentence processing among other things. Participants are also offered practical sessions on PRAAT, SPSS (introductory and advanced), statistics with R, CHILDES, CELEX, web-based experiments and E-Prime. The full program of EMLAR IV and details about registration can be found at: For further questions, contact us at: emlar at let dot uu dot nl Deadline for registration: 30-Sep-2007 Lectures: Invited speakers Harald Clahsen (University of Essex) Ewa Dabrowska - t.b.c - (University of Sheffield) Paola Escudero (University of Amsterdam) Paula Fikkert (Radboud University, Nijmegen) Janet van Hell (Radboud University, Nijmegen) Bart Hollebrandse (University of Groningen) Jacqueline van Kampen (Utrecht University) Folkert Kuiken (University of Amsterdam) Alex Perovic (UCL, London) Hugo Quen? (Utrecht University) Sharon Unsworth (Utrecht University) Virginia Valian (City University of New York) Charles Yang (University of Pennsylvania) Lectures: Topics On-line sentence processing Language testing methods Comparing methods for L2/L3 research Infant testing ERP Experimental semantics Longitudinal data Language proficiency tests Language testing in atypically developing populations Introduction to experimental design and statistics L1 acquisition Child L2 acquisition Computational modelling of acquisition Workshops: Invited speakers and topics Paul Boersma (University of Amsterdam) - PRAAT Sam Featherston (University of T?bingen) - Web-based experiments Roeland van Hout (Radboud University, Nijmegen) - Advanced SPSS Esther Janse (Utrecht University) - Introductory SPSS Nivja de Jong (University of Amsterdam) - E-prime Jacqueline van Kampen (Utrecht University) - CHILDES Emmanuel Keuleers (University of Antwerpen) - CELEX database Holger Mitterer (Max Planck Institute, Nijmegen) - PRAAT Keren Shatzman (Utrecht University) - Statistics with R Helena Taelman (University of Antwerpen) - CHILDES Exact titles and course descriptions will follow later. Organisation Sergio Baauw Natalie Boll Jacqueline van Kampen Tom Lentz Hannah De Mulder Roberta Tedeschi ----------------------------------------------- Roberta Tedeschi UIL OTS, Utrecht University Janskerkhof 13 - 3512 BL Utrecht (Netherlands) +31 030 2538304 From c.decat at leeds.ac.uk Fri Jun 15 10:57:58 2007 From: c.decat at leeds.ac.uk (Cecile De Cat) Date: Fri, 15 Jun 2007 11:57:58 +0100 Subject: stuttering - summary of replies Message-ID: Dear all Please find below a brief summary of the replies I got to my question about the sudden stuttering of a 2;9 year old. Thanks to Jasone Cenoz Nan Bernstein Ratner elena lieven miquel serra Sara Howard Jacqueline Van Kampen Margot Rozendaal Zena Eisenberg Mihaela Pirvulescu Marilyn Nippold Carolyn Chaney David Ward Ed Conture Melanie Schuele - Any child for whom there is any concern/anxiety regarding fluency (either the child's or the parent's/carer's concern) should be referred for an assessment by a speech and language therapist, who can provide information, advice and a professional opinion on what kind of nonfluency/dysfluency appears to be presenting. A good source of information on different types of dysfluency is the website of the British Stamming Association: http://www.stammering.org/ - Stuttering will consist of, minimally, part-word repetitions, of more than one iteration per incident, accompanied most typically by prolongation of vowels, liquids, glides and syllabic consonants, and most tellingly, if it is stuttering, blocks, which are fixations in which the child appears "frozen" prior to, or during the articulation of a segment. It is often accompanied by signs of struggle or tension, but not necessarily awareness. If that is what the child demonstrates, it is stuttering. The good news is that 80% of this stuff goes away. We now have longitudinal studies that show this and also list some predictors for recovery. - The child should be allowed to stutter and to finish his/her sentences without being interrupted or corrected. The stuttering seems to be a neurological development where one aspect of language learning races ahead of the other. - Stuttering usually has its onset at the time you mention (2;9). 80% of it goes away without intervention, although both families and children may be disturbed by its features before it goes away. Risk factors for continued stuttering include a family history of chronic stuttering. - In many cases it is just part of the process of language development and it disappears naturally. - Most children who stutter have language development within normal limits. Stuttering does not impact/restrict their language development. If the child truly is stuttering and continues to do so, I would advise that you contact a speech-language pathologist who is well-trained in the Lidcombe Program for early stuttering. - Ignoring the problem is ignoring the feelings and fears that the young child may have about the frustrating events that accompany speaking. First, I recommend that parents acknowledge to the child that talking is hard right now. Reassurance is also important. I told my two-year-old that he was learning so many new words that sometimes they wanted to come all at once. I told him that I was sure that he was going to be just fine, that this was just a normal stage in his development and that we had plenty of time to talk and listen, no need to rush. (Stuttering often worsens in times of excitement, stress, etc). I also nipped those secondary symptoms in the bud by telling him that blinking his eyes or tapping his face would not help and that we just needed to try to talk calmly. - A technical book on early stuttering is the recent book by Ehud Yairi and Nicoline Ambrose; there are may other more consumer-oriented materials at the Stuttering Foundation of America website, and a wealth of information (not always carefully sorted, but usually quite reliable, as the site is run by a knowledgable speech-language pathologist) at the StutteringHomePage.com - I would contact the Royal College of Speech and Language Therapists for any advice leaflets on the topic (Google it to find the web address), and also check out http://www.stammeringcentre.org/s-index for information. This site has further links to other helpful organisations. -- ******************************************************************** Dr. Cecile De Cat http://www.personal.leeds.ac.uk/~lnpcd/ Dpt of Linguistics & Phonetics http://www.leeds.ac.uk/linguistics/ School of Modern Languages and Cultures University of Leeds - LS2 9JT - UK Tel: 0113 34 33 555 Fax: 0113 34 33 566 ********************************************************************* From gina.conti-ramsden at manchester.ac.uk Wed Jun 20 12:53:26 2007 From: gina.conti-ramsden at manchester.ac.uk (Gina Conti-ramsden) Date: Wed, 20 Jun 2007 13:53:26 +0100 Subject: Three year post doc Manchester, UK Message-ID: Generator Microsoft Word 11 (filtered medium) Dear Colleagues, Please note and circulate the information for this three year postdoctoral research associate position in Manchester for someone with a strong quantitative data analysis and statistical background. We welcome applications from postdoctoral candidates from the UK and Internationally.? The deadline is July 6th. Many thanks, Gina Conti-Ramsden The University of Manchester Quote ref: MHS/117/07 Internal ref: LR/JE THE UNIVERSITY OF MANCHESTER PARTICULARS OF APPOINTMENT FACULTY OF MEDICAL AND HUMAN SCIENCES SCHOOL OF PSYCHOLOGICAL SCIENCES Human Communication and Deafness and SCHOOL OF MEDICINE RESEARCH ASSOCIATE (Ref:MHS/117/07) 1 The University invites applications for the above post which is tenable for a period of 36 months in the first instance. 2 Applications are invited from a highly motivated postdoctoral individual with a demonstrated interest and excellent skills on data analysis to work on a programme of studies involving children with specific language impairment (SLI) and other developmental disorders including autism. Applicants must have a strong quantitative background with a statistics, psychology or related discipline degree. The postholder will be involved in data analysis of large longitudinal and cross-sectional databases, including complex surveys. Expertise on STATA and SPSS is required. The postholder will have the opportunity to train on advanced statistical methods relevant to particular studies and to become familiar with developmental psychopathology, in particular SLI and Autism. The postholder will also be involved in writing up of results, preparation of manuscript for publication and other research- related and dissemination activities. 3 Salary will be within the range ?25,889 - ?28,289 per annum according to relevant experience and qualifications. 4 Informal inquiries may be made to Professor Gina Conti-Ramsden (Tel: +44 (0)161 275 3514, Secretary, Jacqueline O' Brien Tel: +44 (0)161 275 3366; Email: gina.conti-ramsden at manchester.ac.uk) and Professor Andrew Pickles (tel. +44 (0) 161 275 5204, email andrew.pickles at manchester.ac.uk ) 5 Applications should be returned by midday July 6th, 2007 to Jacqueline O' Brien Human Communication and Deafness School of Psychological Sciences The University of Manchester Humanities Devas Street Building Oxford Road Manchester M13 9PL Email: Jackie.o' brien at manchester.ac.uk 6 Interviews will be held on Wednesday 18 July 2007. Starting date 1 October 2007 7 If you have not been contacted by the interview date you should assume that, on this occasion, your application has not been successful. We would, however, like to take this opportunity to thank you for your interest in The University of Manchester. WITH THE COMPLIMENTS OF THE DIRECTORATE OF HUMAN RESOURCES THE UNIVERSITY OF MANCHESTER FACULTY OF MEDICAL AND HUMAN SCIENCES SCHOOL OF PSYCHOLOGICAL SCIENCES Human Communication and Deafness and SCHOOL OF MEDICINE POST DOCTORAL RESEARCH ASSOCIATE (REF:MHS/117/07) FURTHER PARTICULARS Job Title: Post Doctoral Research Associate Contract Status: Fixed-term contract for a period of 36 months Hours of Work: Full time (37 hours per week) Salary: ?25,889 - ?28,290 per annum Location: Human Communication and Deafness, School of Psychological Sciences, and School of Medicine, University of Manchester, Oxford Road, Manchester Responsible to: Programme Management Team; day-to-day will report to Professors Gina Conti-Ramsden and Andrew Pickles The University of Manchester: On 1 October 2004, a new chartered university came into being in Manchester. Bringing together two long-established institutions, UMIST and the Victoria University of Manchester, the new University of Manchester has a unified structure and the size and resources to compete on a global scale. It has an annual turnover of nearly ?500 million, a staff of over 9,000 and a student population of some 30,000, of whom a quarter will be postgraduates. World-class teaching and research is undertaken with the aim of equalling the handful of leading UK universities which are truly globally competitive, which are at the forefront of invention and the generation of ' intellectual capital' , and which have the capacity to address some of the most important problems that afflict individuals and communities. The President and Vice-Chancellor, Professor Alan Gilbert (formerly Vice-Chancellor of the University of Melbourne), took up his post in February 2004. Although UMIST and the Victoria University of Manchester have distinct origins, the two institutions have a long history of co-operation with one another. They began working together almost 100 years ago, and for many years students from UMIST were awarded Victoria University of Manchester degrees. The universities are contiguous and their proximity has enabled them to develop a number of joint services, academic programmes and departments. Students from both universities have benefited from shared services for counselling, careers and residential accommodation, while Manchester Materials Science Centre and the Federal School of Business & Management are examples of longstanding academic collaboration. The new institution has a spread of academic disciplines that is unsurpassed in the UK, covering 50 separate research units (as assessed by the Higher Education Funding Councils in the UK). Its learning resources are unrivalled, with the largest non-legal-deposit academic library in the country, more electronic periodicals, databases and reference works than any other library in the UK, and one of the most significant rare book and manuscript collections in the world, housed in the magnificent John Rylands Library, Deansgate. Other exceptional facilities include the Jodrell Bank Observatory, The Manchester Museum and the Whitworth Art Gallery. Learning, teaching and research is further supported by the premier university computer service in Europe. The starting point for the new university is that excellence in research and excellence in teaching are two sides of the same coin. The University of Manchester strives to produce research of international standing and is in an especially strong position to attract research funding. It aims to increase its share of that funding, to work closely with business, industry and the professions, and to bring intellectual, social and economic benefits to the city of Manchester and to the north west of England as a whole. The strength and breadth of the research base will lead to an increased range and flexibility of degree provision and will make it possible to enhance learning and teaching facilities and support services for students. Job Outline: Applications are invited from a highly motivated postdoctoral individual with a demonstrated interest and excellent skills on data analysis to work on a programme of studies involving children with specific language impairment (SLI) and other developmental disorders including autism. Applicants must have a strong quantitative background with a statistics, psychology or related discipline degree. The postholder will be involved in data analysis of large longitudinal and cross-sectional databases, including complex surveys. Expertise on STATA and SPSS is required. The postholder will have opportunity to train on advanced statistical methods relevant to particular studies and to become familiar with developmental psychopathology, in particular SLI and Autism. The postholder will also be involved in writing up of results, preparation of manuscript for publication and other research-related and dissemination activities. Programme of Studies outline Recent work has suggested that children with specific language impairment (SLI) have an increased risk of autism. The magnitude of this risk is considerable, about 10 times what would be expected from the general population. In addition, within SLI there is a subgroup of children (a quarter of individuals) who have some features of the broader autism spectrum disorders (ASD) phenotype without having a full-blown profile of ASD. At present, the natural history of SLI is still poorly described, especially in terms of the distinctive developmental and social elements associated with SLI specifically. Generally, investigations have not taken into account different SLI subtypes and thus have failed to distinguish potential contributions to mean differences in children in the SLI sample who may have had in addition some of the features of Autism Spectrum Disorders (ASD). A programme of inter-related research projects will be carried out. Compared to the main bulk of the literature, the proposed projects have the distinctiveness of going from an interest in SLI and examining the potential contribution of ASD comorbidity. For all projects the number of participants with SLI will be 100 or more (242 at 7 years, 234 at 8 years, 200 at 11 years, 113 at 14 years, 139 at 16 and 17 years). In addition, data from 124 typically developing comparison young people who were stratified according to household income to be representative of the population of England as a whole (based on the 2001-2002 Household Survey Census data) is available at 16 and 17 years. The SLI sample is large and heterogeneous and is representative of children attending language units in the UK in 1995. The study has used a wide ranging test battery at each assessment point including between 6-12 tests of differing psycholinguistic skills at each stage, family history data, diagnostic interview and video data, self, teacher and parent interview and opinion data, educational tests and achievement and varied measures of social-emotional functioning. This complex database is rich in information and has over 5,000 variables to date. A number of comparative databases will also be used involving children with special needs and children with autism. Together the series of studies to be carried out have a common focus on developmental psychopathology and language in particular. Main Duties and Responsibilities: ? To plan and carry out in-depth data analysis involving large, complex databases and use of sophisticated methodology. ? To carry out literature surveys on topics related to developmental psychopathology. ? To contribute to the writing of the project for publication in refereed Journals and for national and international dissemination. ? To contribute to the organization and delivery of a specialized conference as well as workshops, seminars. ? Any other duties appropriate to the grade and role of the post holder. This job description may be subject to revision following discussion with the person appointed and forms part of the contract of employment. Person Specifications: Essential Desirable Qualifications/ Education Minimum: A Ph.D. in relevant field Experience on the areas of language and/or developmental psychopathology Skills/Training Excellent data analysis skills Excellent general research skills Excellent writing skills Expertise on at least one general data analysis software package (e.g. STATA) In-depth, advanced knowledge of quantitative research methodology; skills in the use of large databases and in complex analysis approaches (e.g. dealing with missing data, adjusting for non-independent observations) Experience Demonstrated experience on data analysis Experience with longitudinal data and complex surveys Experience of writing up for publication and dissemination Personal Attributes Ability to work independently, show initiative and scientific curiosity Ability to organise their own time and work to tight deadlines Effective organisational skills Good communication skills working with Senior staff to work at a very high standard Other requirements None of note This job description may be subject to revision following discussion with the person appointed and forms part of the contract of employment. gina.conti-ramsden at manchester.ac.uk School of Psychological Sciences Human Communication and Deafness The University of Manchester Humanities Devas Street Building Oxford Road Manchester M13 9PL Tel. 0161-275-3514 Tel. 0161-275-3965 Secretary, Jackie O'Brien, Tel.0161-275-3366/3932 htpp://www.psych-sci.manchester.ac.uk/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ludovica.serratrice at manchester.ac.uk Thu Jun 21 09:42:11 2007 From: ludovica.serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 21 Jun 2007 10:42:11 +0100 Subject: Second Call for Papers IASCL 2008 Message-ID: International Congress for the Study of Child Language Call for Papers Call Deadline: 15-Oct-2007 Second Call for Papers Key Deadline Dates Abstract Submissions Open: 15th April 2007 Abstract Submissions Closed: 15th October 2007 Notification of Acceptance: 15th February 2008 1st Authors and Chairs to be Registered: 28th April 2008 Abstract Format and Content In response to feedback from the participants at the 2005 conference in Berlin submissions of abstracts are invited in one of two formats: symposia or posters. Note that the 2008 conference will not feature independent oral paper presentations outside the symposia. Posters will have an equal status to symposia presentations: they will have their own time slots at the conference and will not be presented in parallel with symposia. Submission Instructions for Symposia and Poster Abstracts: - All abstracts must be submitted electronically at the conference website at http://www.in-conference.org.uk/IASCL/abstracts.html - The abstract submission site will be open between 15 April 2007 and 15 October 2007. Late abstracts will not be considered. - If you are unable to submit your proposal electronically please contact In Conference by e-mail IASCL at in-conference.org.uk well in advance of 15th October. - Notifications of acceptance/rejection decisions will be sent to the symposium organiser or the first author of a poster submission by 15 February 2008. - Abstracts for both symposia and poster presentations will be double-blind peer-reviewed by 3 referees. - The symposium organiser is responsible for ensuring the symposium chair and first authors of individual papers are registered by 28th April 2008. The first author of a poster submission must also be registered by the same date. Accepted symposia or posters that do not comply with this rule will be removed from the programme. - Please note that a maximum of 1 first-authored paper/poster and a maximum of 2 papers/posters in any authorship status will be selected for presentation by each author. - No changes in authorship will be possible after the review process is completed. - All abstracts must be submitted in English. Topics We invite you to submit symposia or posters of original, previously unpublished research on all aspects of child language. A. Symposia Symposia are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. They are offered in 2-hour sessions, we suggest each individual paper should be 20 minutes including discussion time. Each symposium session will have an organiser and a chair. Details on the organiser and the chair should be included in the submission; the organiser and the chair can be the same person. The organiser of each symposium is the person responsible for: -securing the cooperation of all the participants who are to be involved in the symposium before the proposal is submitted deciding on the internal structure of the symposium. -Important: The organiser will be the only person who receives the information on the symposium and it is their responsibility to pass this information onto the individual paper authors. The chair of each symposium is the person responsible for chairing the session. Format and Content of Symposia Submissions: - Abstracts must represent original, unpublished research. - Proposals for symposia will include a summary of all studies with a clearly defined common theme. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. - The symposium summary and individual paper abstracts should not be longer than 500 words each. - The symposium proposal and each abstract therein should be clearly titled and include the individual paper titles, individual authors' names (including information about the organiser and the chair) and professional affiliations. B. Posters Format and Content of Poster Submissions: - Abstracts must represent original, unpublished research. - Each submission should be clearly titled and include the names of the authors and professional affiliations - Each abstract should not exceed 500 words: The abstract should include enough detail to allow reviewers to judge the scientific merits of the study. Local Organising Academic Committee - Antonella Sorace (University of Edinburgh) - Mits Ota (University of Edinburgh) - Barbora Skarabela (University of Edinburgh) If you require any further information please contact the IASCL Organisers: In Conference Ltd IASCL Conference Organisers 10B Broughton Street Lane Edinburgh EH1 3LY Telephone: +44 (0) 131 556 9245 Fax: +44 (0) 131 556 9638 E-Mail: IASCL at in-conference.org.uk Web: www.in-conference.org.uk From lhansen at language.sdu.dk Thu Jun 28 09:52:17 2007 From: lhansen at language.sdu.dk (=?iso-8859-1?Q?Laila_Kj=E6rb=E6k_Hansen?=) Date: Thu, 28 Jun 2007 11:52:17 +0200 Subject: Norwegian Child Speech Corpus Message-ID: Dear all I would be very grateful for any information regarding a Norwegian (Bokm?l) child speech corpus (about 1;0-2;5 years old) preferably transcribed and tagged with word class and inflectional form. I am studying the acquisition of nominal morphology of Danish and Norwegian children. Best wishes, Laila Kj?rb?k Hansen Center for Child Language, University of Southern Denmark -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Thu Jun 28 19:09:17 2007 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 29 Jun 2007 03:09:17 +0800 Subject: New book - Cross-linguistic speech acquisition Message-ID: Dear all, Here is a new book that will certainly interest many of us. Sharynne McLeod, Ed. (2007), _ The International Guide to Speech Acquisition_, Thomson Delmar Learning. Blurb. Ideal for speech-language pathologists working with children from a wide variety of language backgrounds, this comprehensive resource guide will allow them to identify children who are having speech difficulties, and provide age-appropriate prevention and intervention targets. The text has been carefully compiled to provide a description of many major English dialects, comparing them with General American English. It also contains comprehensive information about typical speech acquisition for over 20 other languages. This resource guide was written by over 70 recognized authorities from around the world. Book URL: http://www.delmarlearning.com/browse_product_detail.aspx?catid=27763&isbn=1418053600 If you're interested in ordering the book, there are two order forms, one for Australia and one for the USA, the latter with a 20% discount. You can contact Sharynne for these, at smcleod at csu.edu.au Best 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/ ====================================== From silliman at cas.usf.edu Fri Jun 29 03:38:01 2007 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Thu, 28 Jun 2007 23:38:01 -0400 Subject: how to be a speech-language pathologist? In-Reply-To: <882414.36411.qm@web15107.mail.cnb.yahoo.com> Message-ID: Jane ?C Your question is a complicated one because, in the United States, requirements for certification as a speech-language pathologist requires receiving a Master??s degree from a graduate program accredited by the American Speech-Language Hearing Association. Here is some general information plus a web link to the American Speech-Language Hearing Association. Through this link your will find the knowledge and skills that individuals must demonstrate in order to receive their graduate degree. In addition, individuals must pass a national examination and complete a Clinical Fellowship Year in order to apply for national certification. General Information: A. A minimum of 75 semester credit hours culminating in a master??s, doctoral, or other recognized post-baccalaureate degree. The graduate education in speech-language pathology must be initiated and completed in a program accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association. B. Skills in oral and written communication and demonstrated knowledge of ethical standards, research principles, and current professional and regulatory issues. C. Practicum experiences that encompass the breadth of the current scope of practice with both adults and children (with no specific clock-hour requirements for given disorders or settings) resulting in a minimum of 400 clock hours of supervised practicum, of which at least 375 hours must be in direct client/patient contact and 25 in clinical observation. D. A 36-week speech- language pathology clinical fellowship that establishes a collaboration between the clinical fellow and a mentor. E. A maintenance of certification requirement (Standard VII) that went into effect on January 1, 2005 (based on approved continuing education credits). Web link: http://www.asha.org/about/membership-certification/handbooks/slp/slp_standards.htm#Std_IV Sincerely, Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders & Cognitive & Neural Sciences PCD1017 University of South Florida Tampa, FL 33620-8150 Voice mail: (813) 974-9812 FAX: (813) 974-0822 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm ________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Jane Sent: Thursday, June 28, 2007 10:47 PM To: info-childes at mail.talkbank.org Subject: how to be a speech-language pathologist? Dear all: I am a teacher of deaf children in China. I have got my Master's Degree last year and want to be a speech-language pathologists. Presently, there havn't been a recogization which can offer corresponding corriculumns and qualification.So I decide to learn by myself. However, I don't know the knowledge a speech- language pathologist should have specificly. Would anybody give me some suggestions ? Thank you very mush. Best Wishes to All Jane ________________________________ ????????????????-3.5G??????20M?????? -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Fri Jun 29 05:03:46 2007 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 29 Jun 2007 15:03:46 +1000 Subject: how to be a speech-language pathologist? In-Reply-To: <882414.36411.qm@web15107.mail.cnb.yahoo.com> Message-ID: Dear Jane, I would like to add to the helpful information Elaine has provided about the United States requirements for certification as a speech-language pathologist (SLP). http://www.asha.org/about/membership-certification/handbooks/slp/ There are Speech-Language Pathology (SLP) programs available at the University of Hong Kong: http://www.hku.hk/speech/ and at the National University of Singapore: http://www.med.nus.edu.sg/dgms/SLP.shtml Because Speech-Language Pathology (SLP) is a clinical profession with very high standards in most places that it exists, part of the curriculum involves closely supervised, and closely "regulated" clinical practice, actually assessing treating patients with communication disorders. This is one reason why self-directed academic study of "the knowledge" of speech-language pathology and related disciplines such as anatomy, neurology, linguistics, psychology, etc. cannot lead to a recognised professional qualification in SLP. Here are other links that may be of help or interest to you: http://www.speech-language-therapy.com/Asia.htm http://www.shrs.uq.edu.au/asiapacific/ http://home.comcast.net/~bilingualslp/ http://www.comdisinternational.com/welcome.htm http://www.ling.mq.edu.au/postgraduate/coursework/slpa.htm http://www.speech-language-therapy.com/slpworld.htm This is about the knowledge, clinical preparation and skills a person needs to be an SLP in Australia: http://www.speechpathologyaustralia.org.au/Content.aspx?p=78 Best wishes, Caroline Caroline Bowen PhD CPSP Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://speech-language-therapy.com/ t: 61 2 4757 1136 ________________________________________ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Jane Sent: Friday, 29 June 2007 12:47 PM To: info-childes at mail.talkbank.org Subject: how to be a speech-language pathologist? Dear all: ???I am a teacher of deaf children in China. I have got my Master's Degree last year and want to be a speech-language pathologists. Presently, there havn't been a recogization which can offer corresponding corriculumns and qualification.So I decide to learn by myself. ?? However, I don't know the knowledge a speech- language pathologist should have specificly. Would anybody give me some suggestions???Thank you very mush.? ? Best Wishes to All Jane