From pgordon at exchange.tc.columbia.edu Sat Mar 1 12:07:33 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Sat, 1 Mar 2008 07:07:33 -0500 Subject: Subject headers Message-ID: Check your "junk e-mail" folders; it turns out that "You won't believe this" also raises suspicions the Microsoft porn police (I wonder what they think we're talking about!), so that, along with "Lena", makes it really hard to keep the continuity going here! Peter Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 Office Phone: (212) 678-8162 FAX: (212) 678-8233 Web Page: www.tc.edu/faculty/index.htm?facid=pg328 ________________________________ From: info-childes at googlegroups.com on behalf of Brian MacWhinney Sent: Fri 2/29/2008 5:39 PM To: info-childes at googlegroups.com Subject: Re: you won't believe this Dear Margaret et al., Yes, it appears that, according to Peter Gordon, my initial posting on the NY Times article got trapped in Microsoft's spam filter because of the "Lena" title. For those of you who wish to track the already rather bizarre story of the Swedish centerfold and then try to relate it to the perhaps equally bizarre (but equally promising?) story of the child recorder, you may try this link: http://en.wikipedia.org/wiki/Lena_Soderberg That is, if Microsoft decides that it is permissible for you to do so. --Brian MacWhinney On Feb 29, 2008, at 11:14 PM, Margaret Fleck wrote: > > As a side note, it's an amusing choice of name. Anyone with > connections to > image processing with > immediately remember that Lena is the name of a porn star whose face > was > cropped out of a > Playboy article and used as a standard test image. > > Margaret Fleck (U. Illinois) > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From marnie.arkenberg at gmail.com Sat Mar 1 12:27:00 2008 From: marnie.arkenberg at gmail.com (Marnie Arkenberg) Date: Sat, 1 Mar 2008 07:27:00 -0500 Subject: you won't believe this In-Reply-To: Message-ID: I have two separate comments-- On vocabulary: Our current methods of assessing child language, especially in young children, very likely underestimate what children can do, as well as what they are potentially capable of doing. There are at least two reasonable explanations for this: 1) productive speech by children is very difficult to understand and very difficult to transcribe, and thus to ensure we are not inflating child vocabulary levels we discount what we can't make out, and 2) tests of recognition cannot test all possible words. We must therefore make assumptions about the most likely words children might know at any point in time. We know there are enormous individual differences in child vocabulary. Hence, the probability we are truly capturing an accurate picture any one child's current level is likely low. We further exacerbate our underestimates by discounting things we don't consider to be words, and these things are symbolic--e.g. animal noises, character names, child-specific word forms--they are just not shared. We may be surprised to find what looks like early word learning in part because we don't give credit to children for the things that likely show symbolic thought. On LENA: Basically we all feel there needs to be some kind of dissemination of our research, not just to the scientific community but to the general public as well. As mundane as it may sound, as a paranoid new parent I read information from online parenting sources and parenting magazines--places that are quick and easy to access. It's rare for me to see a name of a researcher from our community, much less something written by us. If we want to make statements to the public about the issues and research we think important for parents to know, we need to be proactive about writing articles suited for that venue. We've set the stage for this not to happen--at last glance, at least at my institution, magazine publications didn't count much towards tenure. We can blame journalists if we want, but we certainly play a role. On Fri, Feb 29, 2008 at 6:57 PM, Keith Nelson wrote: > > HI all. I agree that some professional > thoughtful oversight and comment on developments > and marketing sometimes might be very appropriate > rather than leaving everything in the hands of > journalists or hoping that companies will be > responsible. Not sure on best wise steps toward > such a blog, newsletter, etc. > > On very early possible association of > printed words--however encoded-- with meanings, > there have long been anecdotal clues that place > such behavior between 8 and 18 months for some > children. It would be interesting to hear of > any well documented observations or even a formal > study. As I recall, one case study with some > pretty early interesting reading documentation is > the mongograph by Ranghild Soderbergh. > > Keith Nelson, Dept. Psychology, Penn State University > > > At 1:56 PM -0500 2/29/08, Nelson, Katherine wrote: > >In general I agree with Kathy and the others who > >view the LENA business with appalled alarm, > >although I have no good ideas for how to respond > >to it. > > > >On the otherhand, after reading about the infant > >reading tapes Peter Gordon referred to, and the > >letters from parents who have used the tapes, I > >have some of the same questions Peter does. In > >what sense is it not reading? Mothers attest > >that their 9 month olds learn both to speak and > >to read simultaneously. What is going on? The > >animal experiments do suggest that some kind of > >conditioning may be in progress, but the > >testimonials from mothers claim that infants are > >using and reading these words freely out of > >context of the game. If some of the claims are > >real we ought to know about it, even at the cost > >of undermining long held assumptions about the > >nature of cognitive and language development. > >(Of course we should also be skeptical of any > >testimonials attached to a commercial product.) > > > >Katherine Nelson > >Distinguished Professor Emerita > >Ph.D. Program in Psychology > >City University of New York Graduate Center > > > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Gordon, Peter > >Sent: Fri 2/29/2008 10:52 AM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > >I'm sure you can train an animal to do tricks > >like this -- one of my old professors used to > >train pigeons on standard Skinner boxes with 2 > >levers, and put "PECK" on the positive side and > >"DON'T PECK" on the negative side! But to do a > >trick like this (touching various body parts in > >response to a written cue) would probably > >involve pretty intensive conditioning with > >gradual shaping and lots of food treats for > >rewards as the animal gradually approaches the > >desired behavior. This kind of conditioning > >would probably be impractical to do with a 9 > >month old. So, it would be interesting to see > >what kind of training is done in this program, > >what the rewards are and how long it takes them > >to associate the word with the body part or > >action. I guess it would be interesting to see > >if this generalized to seeing someone else > >touching their body parts or if they could do it > >to a doll. In any case, it might be > >interesting to see how it's done. > > > > > >Peter Gordon, Associate Professor > >525 W 120th St. Box 180 > >Biobehavioral Sciences Department > >Teachers College, Columbia University > >New York, NY 10027 > >Office Phone: (212) 678-8162 > >FAX: (212) 678-8233 > >Web Page: www.tc.edu/faculty/index.htm?facid=pg328 > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Nan Ratner > >Sent: Fri 2/29/2008 10:02 AM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > > > > > >It is interesting, although in an elementary school science fair my kids > >participated in, one student taught his dog (a retriever, not even a > >border collie :-)) very similar skills/tricks (and was careful with the > >help of his neuroscientist parent to point out this isn't really > >"reading") , so I am not all that surprised an infant can do it with > >enough experience/training. It is of course also interesting to > >speculate on what parents believe they are accomplishing with this sort > >of stuff. > > > >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) > > > >>>> "Gordon, Peter" 2/29/2008 9:49 > >AM >>> > >Has anyone looked at this "Infant Reading" website? Apparently this > >was shown on Channel 4 in the UK yesterday. It shows a 9 month old > >being shown words on a card labeling body parts, and then responding by > >pointing to the appropriate part: > > > >http://www.infantlearning.com/ > > > >Obviously the baby isn't really reading, but it does seem to be > >responding to the shape of the words and touching the appropriate body > >part (head, teeth, feet etc.) I don't see any other obvious cuing going > >on. If true, it does seem remarkable that the infant can actually > >encode differences between the words and use them as cues for touching > >body parts. I guess then the question is whether this is symbolic, and > >if not, then why not. > > > >Peter > >Peter Gordon, Associate Professor > >525 W 120th St. Box 180 > >Biobehavioral Sciences Department > >Teachers College, Columbia University > >New York, NY 10027 > >Office Phone: (212) 678-8162 > >FAX: (212) 678-8233 > >Web Page: www.tc.edu/faculty/index.htm?facid=pg328 > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Krisztina Zajdó > >Sent: Thu 2/28/2008 8:09 PM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > >Dear Colleagues, > > > >I believe a response is desperately needed here from the research > >community - especially because of ethical issues involved. > >Here is how the LENA website advertises the product: > > > >Parents that have been desperately searching for answers > >and a way to measure and improve their child's language > >development now have LENA. > > > >If you are DESPERATELY searching for answers because you feel something > >is wrong with your child's communicative development, consulting with a > >linguist, speech pathologist or a child development specialist is in > >order, not buying LENA for $399. That approach needs to be the priority > >for the DESPERATE parent, not purchasing a product that in itself will > >not help. > > > >Further, it is stunning that there is a not a word mentioned on the > >LENA website about how the quality (rather than quantity) of > >interactions and speech impacts linguistic/intellectual growth. > > > >One of the parent testimonials cited was a real surprise. > > > >"Getting to see the results of how much I interact with my child > >shows me how many times during the day I am just not cutting it. > >Awareness of these problems will help us improve greatly." > > > >I am all for awareness, but spreading the belief that parents can use > >the LENA system to identify when and how they are just not cutting it > >when it comes to supporting their child's linguistic development is > >clearly disturbing. > > > >Isabelle, please let me know how I can help. > > > >Krisztina > > > >------------------------------------ > >Krisztina Zajdó, M.A., M.A., Ph.D. > >Linguist, Speech scientist > >Assistant Professor of Speech-Language Pathology > > > >Director of the Child Speech/Phonology Lab > > > >University of Wyoming > >Division of Communication Disorders > >Dept. 3311 > >1000 E. University Avenue > >Laramie, WY 82071 > > > >Ph: 307-766-6405 > >F: 307-766-6829 > > > >zajdo at hotmail.com > >------------------------------------ > > > > > > > > > >________________________________ > > > > From: khirshpa at temple.edu > > Subject: Re: you won't believe this > > Date: Thu, 28 Feb 2008 18:50:25 -0500 > > To: info-childes at googlegroups.com > > > > Great to hear from you! Are you up for drafting a response? I > >am a bit crazed for the next couple of days and then I leave for Utah > >and San Francisco. Whew. What have you been up to? Kathy > > > > On Feb 28, 2008, at 11:31 AM, isa barriere wrote: > > > > > > Dear Kathy, > > Thanks for sharing this with all of us. > > > > As the Director of Research in a pre-school center that > >serves a very large number (> 2,000)of children from low SES (and many > >different langauge backgrounds) and that incoporates a clinic (EI 0 to 3 > >and special ed 3 to 21 - 3,000) in which I regularly contribute to > >parent'sworkshops and staff profesisonal development, I think it is > >essential that we write a response pointing out the many many factors > >that we know/don't know bout that may impact timing of language > >developmental stages. I also suggest that we should try to do so in > >collboration perhaps with representatives of relevant service providers > >(such as professional SLP organization ASHA etc). > > > > Let me know how I or other members of the organizations > >I work for and other colleagues can help. > > > > I look forwrad to hearing from you and to other people's > >reactions. > > > > isabelle Barriere, PhD > > Director of Policy for Research & Education > > Yeled v'Yalda Early Childhood cneter (www.yeled.org > > ) > > & Co-Director, YVY Research Insititute > >(http://www.yeled.org/res.asp) > > & Research Associate, Research Institute for the Study > >of Language in Urban Society (RISLUS), CUNY Graduate center. > > > > > > > > > > On 2/28/08, Kathy Hirsh-Pasek > >wrote: > > > > I just read the article in the NYTimes on baby > >techtronics part of which described the Lena system. Yes, Lena is in > >the news again. The adds from their web site tell us that it is > >relevant to any parent concerned about "language delays, autism or > >transitioning an adopted child!" I am copying the description from the > >Times and thought we might all want to check out how our research is > >interpreted in the marketplace. Does this require a response from our > >community? What is our professional responsibility when this keeps > >coming up in the news? > > > > > > Kathy > > > > > > > > Last on our list was the LENA System ($399) a > >language measurement tool developed by Infoture, in Boulder, Colo. The > >system is based on research demonstrating a correlation between the > >amount parents talk to their babies during their first three years and > >their professional success later in life. > > > > > > The LENA System includes a credit card device > >and several children's outfits designed with large pockets in the front. > >Several days a month, you slip the device into the clothing and it > >records conversation between parent and child. > > > > > > At the end of the day, you plug it into your > >personal computer. Special software (available for Windows, but not > >Macs) analyzes the speech - separating adult words and baby gurgling > >from other noises - and reports on how many words you have spoken to > >your baby, how often your baby responds, and where you match up against > >the rest of the American population, to ensure your infant is getting > >that all-important verbal edge on other infants. > > > > > > My girls are a bit too young for the LENA, which > >Infoture recommends for infants from 2 months to 4 years. Instead I > >called Jennifer Jacobs, a mother of two from Boise, Idaho, who used the > >device to ensure her youngest child, Katherine, was not getting left > >behind. > > > > > > http://www.lenababy.com < > http://www.lenababy.com/> > > / > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- > > > > Keith Nelson > Professor of Psychology > Penn State University > 423 Moore Building > University Park, PA 16802 > > > keithnelsonart at psu.edu > > 814 863 1747 > > > > And what is mind > and how is it recognized ? > It is clearly drawn > in Sumi ink, the > sound of breezes drifting through pine. > > --Ikkyu Sojun > Japanese Zen Master 1394-1481 > > > > -- Marnie E. Arkenberg, Ph.D. "A pound of pluck is worth a ton of luck." --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at exchange.tc.columbia.edu Sat Mar 1 12:48:00 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Sat, 1 Mar 2008 07:48:00 -0500 Subject: reliability, cueing, and neurotic parenting Message-ID: I was intrigued by Kim's description of the LENA device and agree that we should not dismiss it out of hand (perhaps just be wary of how it's being promoted). It sounds like a language equivalent of a pedometer that estimates how many steps people take in a day from their bouncing around. One of the problems is that some of them keep counting when you're in a car that bounces around too. I'm wondering if there was any validation research to look at how accurate the counting is under noisy conditions. On a second note about the "Clever Hans" phenomenon, there is a difference here in that the horse was simply cued to stop stomping from the subtle movements of the trainer. In the case of the infant videos you have qualitatively differentiated responses that don't seem to be cued to anything the adult is doing with his body. If the word cards on the video are doing the cuing for the infant to touch it's body parts, then that's not really a case of a Clever Hans effect, because it's the relevant stimulus that's doing the cuing. But the question again is whether we can say that the shapes of the words are actually acting as symbols in representing body parts for the infants in a non-iconic mode, even if they are not representing the phonetic values of the individual letters (which is why it presumably is not real reading per se). Perhaps if young infants can learn things like baby signs, then maybe this should not be that surprising, although we generally think of the baby signs as being a bit more iconic in nature. It might be interesting to see if infants can learn arbitrary baby signs as easily as iconic ones. Finally, even though there definitely is an unhealthy culture of competitive parenting, this doesn't mean that everyone who tries to extend the knowledge of their very young children is necessarily doing a bad thing. We took great pleasure in marveling at what our daughter was able to pick up about language and number at a very early age "before she was supposed to". I don't think we should be in the position of being educational Luddites and prescribe what the "natural" age is for any particular ability. Consider the case of the Emperor Charlemagne, who considered it impossible that peasants could ever learn to read. I think that it's fine if parents want to see what their kids can do; it just shouldn't turn in to a requirement. But nowadays, when preschoolers have to be interviewed and tested for entry into kindergarten, it's pretty hard to stem that flow. Peter Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 Office Phone: (212) 678-8162 FAX: (212) 678-8233 Web Page: www.tc.edu/faculty/index.htm?facid=pg328 ________________________________ From: info-childes at googlegroups.com on behalf of Kim Oller Sent: Fri 2/29/2008 1:47 PM To: Info-CHILDES Subject: LENA I am a member of the Scientific Advisory Board of Infoture, Inc., which is the producer of LENA. Perhaps rather than responding to specific interests and concerns that were expressed in the recent postings, I'll just offer to talk with anyone who wants to know about the company and the tools it has developed. Also I would encourage any one who would like to talk with people at the company directly to do so. These are very friendly and open people. Perhaps the most appropriate contact would be Jill Gilkerson at 303 441 9014 or JillGilkerson at infoture.org. I wouldn't be involved if I didn't view the developments at Infoture as extremely positive and indeed fundamentally important to our futures, both scientific and clinical. Infoture invested heavily to develop a battery-powered recording device that weighs about an ounce and yields good quality (16kHz) data for 16 consecutive hours. Further they have developed extremely intriguing software that processes the data to yield a variety of automatic measures -- in particular, pretty reliable counts of adult words spoken in the sample, child vocalizations, and conversational turns. Much more is on the way, and the software itself is rapidly continuing to be improved and enhanced. These developments are going to be extremely useful for those of us who are interested in large scale naturalistic sampling that can be done all day long in the home. I am recording now with LENA and intend to do longterm, longitudinal research using it, including research employing neural network approaches that need really large quantities of data. Infoture is not just developing devices -- they already have over 40,000 hours of recording, much of it on a carefully stratified longitudinal sample. This sample is going to be a tremendous resource for research, and Infoture has done very significant research with it already. Collaborators from a variety of universities are already seeking to use the database for specialized projects, and Infoture is making adaptations to encourage that kind of collaboration and utilization of the data. In part my enthusiasm about this is due to my belief that laboratory- based research needs to be supplemented with large-sample naturalistic research. I don't think it is likely that we will be able to process really large samples without automated preprocessing. So the Infoture efforts are laying infrastructure for critical research, --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Mar 1 16:56:07 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 1 Mar 2008 17:56:07 +0100 Subject: you won't believe this In-Reply-To: <2566abea0803010427o5ae333dexdafa7618ccae02c@mail.gmail.com> Message-ID: Marnie, Keith, et al. I think that the likelihood of tenure review committees deciding to give credit for publications in magazines like Parenting is close to zero. Of course, there is no such thing as bad publicity and no reason not to engage in such outreach, when possible. And there is nothing wrong with setting up blogs and such. But, in the end, we are researchers and so we really ought to treat these issues as researchable topics. Of course, that means we need funding. It seems that the Canadians have figured out how to do this. If you remember, the discussion of Baby Signs last Fall eventually came upon a truly definitive review of the topic from Johnston, Durieux-Smith, & Bloom. If you would like to review that article, the link is http://www.cllrnet.ca/news/inthenews/104 That article itself didn't get through to Parenting, but it is certainly composed in a way that should allow the message to get through. Apparently, this research was sponsored through a Canadian Center of Excellence grant that funded the Canadian Language and Literacy Research Network. Wisely, this center decided to initiate a competition for reviews of this type. Clearly such a review and evaluation is now needed on LENA. It could easily come up with results that surprise all of us. In any case, I love this model of the way in which researchers can make a substantive contribution to the understanding of products targeted to parents and still end up with a grant award and a good journal publication. I wonder who could support this type of work in the States. --Brian MacWhinney http://www.cllrnet.ca/news/inthenews/104 On Mar 1, 2008, at 1:27 PM, Marnie Arkenberg wrote: > > On LENA: Basically we all feel there needs to be some kind of > dissemination of our research, not just to the scientific community > but to the general public as well. As mundane as it may sound, as a > paranoid new parent I read information from online parenting sources > and parenting magazines--places that are quick and easy to access. > It's rare for me to see a name of a researcher from our community, > much less something written by us. If we want to make statements to > the public about the issues and research we think important for > parents to know, we need to be proactive about writing articles > suited for that venue. We've set the stage for this not to happen-- > at last glance, at least at my institution, magazine publications > didn't count much towards tenure. We can blame journalists if we > want, but we certainly play a role. > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Mar 1 18:33:39 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 1 Mar 2008 19:33:39 +0100 Subject: Member Usage, Bibliography Message-ID: Dear Info-CHILDES, The CHILDES renewal proposal went in Friday. It included, in one big Word file, the 154 letters from so many of you documenting your usage of CHILDES over the last 5 years. This collection is now also on the web in the "Links" section of the home page. I have also updated the EndNote and BibTex versions of the CHILDES/BIB to include the 1560 additional citations included in your letters. Reading and responding to these 154 letters was the most enjoyable part of writing this grant. I think you will find that these letters give you a remarkably detailed view of what people are up to and how data from spontaneous interactions is being used in child language research and teaching. I included a Table of Contents with clickable links in case you want to read just the letters from certain people. Thanks again to all of you. --Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Sat Mar 1 18:52:22 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sat, 1 Mar 2008 13:52:22 -0500 Subject: you won't believe this In-Reply-To: <4D06B50B-C6FF-4242-B867-362494CA395F@cmu.edu> Message-ID: Dear Everyone, I think the challenge of bringing knowledge to the public and the applied domain belongs to everyone---- no one is exempt. A good standard is medicine: the level of public knowledge about the details of medicine (cholesterol, diabetes 2) vastly exceeds public knowledge of basic linguistic effects ( long-distance rules, quantification, anaphora). Our obligation is to communicate what we know, what we do not know, the scope of the questions, and the role of personal (parental) judgement. In medicine, we hear of "side-effects" and "risk percentages", and some information on which parts of medicine are advanced and which are still rather primitive. There is also growing knowledge of what should be personal discretion (you decide whether a risky operation should be done). (Yesterday I spoke to a diabetes expert whose son has diabetes---unlike some parents, he does not stop his child from going to birthday parties because cake and ice cream are served---those are primarily personal decisions and not medical ones. How strenuously you push a child who is behind in reading is largely a parental decision. In retrospect I think we pushed my daughter, now in law school, a bit too hard when she had trouble reading, though her continuing absolute inability to spell suggests a deep difference is still present.) The value and problems with the LENA system can only be seen if we understand the full challenge of acquisition. Knowing vocabulary diversity and turn-taking is relevant, but parents must see just how small a part of the whole system it is. No one would say that recognizing colors is a real test of vision. There is depth perception, astigmatism, etc. The problem lies in parents thinking that a 1/100 piece of information is a guide to everything. Nice to know colors, but it is a small corner of the whole story. Here is where we must collectively not be guilty of false advertising. I know a lot more about the syntax end of things than other dimensions, so my word should perhaps be respected in one sphere, but not as a guide to them all. We still lack basic insights into the acquisition path, but parents should be able to get a sense of what it is. Parents can understand it----I just gave a very successful lecture (I was worried it might not be well-received) to 80 young parents at the Wellesley Women's Forum and they were all eager to ask their children "who bought what" (and try some other simple explorations ). I find that parents absorb easily various things that produce furrowed brows in psychologists who think grammar is somehow "too hard". How can we communicate the basic challenge of learning language in intuitive and lively ways. (I have taken a stab at this in my book "The Prism of Grammar", but this needs to be done from many more perspectives. By the way, writing simply is not just a talent, but a hardwork skill ---I rewrote the book entirely three times). 1) How can we communicate how complex the achievement of learning language is? A real evaluation of a child's syntax would require 1000 questions—more than a brief test can undertake. All tests are therefore crude measures. Those two sentences can tell parents a lot. What is mssing? We need to know when children grasp ellipsis: "I want some", but not *I want every. We need to know just when they can handle backwards anaphora "Near him, Bill keeps a bottle", we need to know when children know you answer the first and last wh-, but not the middle "how": "You all have blocks. Who knows how to build what?" or parasitic gaps, also found in nursery school: " what can you carry __without dropping__", etc. There are good indications that there are separate systems underlying different parts of syntax, so they might separately fail. The same challenge exists in phonology and pragmatics. Phonology involves all kinds of connections that are fairly well understood, and many that are not, like intonation. Pragmatics involves turn-taking, but also sophisticated implicatures, whose acquisition study is still in its infancy. In the DELV test, which Harry Seymour, Jill deVilliers and I (with huge help from others) developed, we just scratch the surface of these questions, but in most tests these questions are not addressed at all. Instead there is a bias toward vocabulary and mastery of inflection, which is really a misweighting of the core questions. It is as if you tested athletic ability only my measuring how fast people can run. It is relevant and useful because it is measureable, but (as any coach knows) hardly the essence of basketball, etc. These are things which parents can grasp----just like we grasp the fact that Alzheimer's research is in its infancy. 2) We need to communicate, in light of the larger questions, what we do know about vocabulary acquisiton, learning of inflection, and how it is affected by dialect knowledge. We do not all agree about all of these issues. This can be communicated too. Again, disagreements in medicine are not in principle hidden from the public (though some no doubt are). Those who are experts in these subdomains should speak out about their view of, for instance, vocabulary development as it varies across acquisition, and also different dialects and cultures. How should this be done? I think a blog is a good idea. And I think it might start as a kind of wikipedia of communication disorders. One might ask experts in various smaller domains to provide summaries, to which others might add commentary, and then these are made known to magazines which in turn could publish excerpts and provide leads (the NYT reports of the political blogosphere). From there efforts to author articles might emerge. I, like Kathy, am not a technie, but I wonder if this kind of an effort could be attached to the wonderful work that Brian has done in building the CHILDES community. I am glad that this discussion is taking place. Tom Roeper On Sat, Mar 1, 2008 at 11:56 AM, Brian MacWhinney wrote: > Marnie, Keith, et al. > I think that the likelihood of tenure review committees deciding to > give credit for publications in magazines like Parenting is close to zero. > Of course, there is no such thing as bad publicity and no reason not to > engage in such outreach, when possible. And there is nothing wrong with > setting up blogs and such. But, in the end, we are researchers and so we > really ought to treat these issues as researchable topics. Of course, that > means we need funding. It seems that the Canadians have figured out how to > do this. If you remember, the discussion of Baby Signs last Fall > eventually came upon a truly definitive review of the topic from Johnston, > Durieux-Smith, & Bloom. If you would like to review that article, the link > is http://www.cllrnet.ca/news/inthenews/104 That article itself didn't > get through to Parenting, but it is certainly composed in a way that should > allow the message to get through. > Apparently, this research was sponsored through a Canadian Center of > Excellence grant that funded the Canadian Language and Literacy Research > Network. Wisely, this center decided to initiate a competition for reviews > of this type. > Clearly such a review and evaluation is now needed on LENA. It could > easily come up with results that surprise all of us. In any case, I love > this model of the way in which researchers can make a substantive > contribution to the understanding of products targeted to parents and still > end up with a grant award and a good journal publication. I wonder who > could support this type of work in the States. > > --Brian MacWhinney > > > http://www.cllrnet.ca/news/inthenews/104 > On Mar 1, 2008, at 1:27 PM, Marnie Arkenberg wrote: > > > On LENA: Basically we all feel there needs to be some kind of > dissemination of our research, not just to the scientific community but to > the general public as well. As mundane as it may sound, as a paranoid new > parent I read information from online parenting sources and parenting > magazines--places that are quick and easy to access. It's rare for me to see > a name of a researcher from our community, much less something written by > us. If we want to make statements to the public about the issues and > research we think important for parents to know, we need to be proactive > about writing articles suited for that venue. We've set the stage for this > not to happen--at last glance, at least at my institution, magazine > publications didn't count much towards tenure. We can blame journalists if > we want, but we certainly play a role. > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Sat Mar 1 23:02:28 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sat, 1 Mar 2008 15:02:28 -0800 Subject: you won't believe this In-Reply-To: <41e87b220803011052m4f62a006j45bfad16a37dd061@mail.gmail.com> Message-ID: --- Tom Roeper wrote: > Dear Everyone, ..... How strenuously you push a child who is behind in reading is > largely a parental decision. In retrospect I think we pushed > > my daughter, now in law school, a bit too hard when she had trouble reading, > though her continuing absolute inability to spell suggests a deep difference > is still present.) Actually, these days it seems to be a political decision. Since the public schools in the US suffer rather dire consequences if the kids (disabled or not) can't pass standardized tests, these kids now get pushed rather hard, regardless of what the parents want. Margaret (Margaret Fleck, U. Illinois) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Sun Mar 2 05:11:35 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 2 Mar 2008 00:11:35 -0500 Subject: you won't believe this In-Reply-To: <563729.57124.qm@web65716.mail.ac4.yahoo.com> Message-ID: Dear Margaret--- No doubt you are right---politics in education is dominating reading instruction and I am sure that individual children feel it. It is another area where teacher's and educators voices need to be more clearly heard. Tom PS. One educator's voice, my mother Annemarie Roeper, is one such voice. She just wrote a book "The "I" of the Beholder" about the Roeper school (now 66 years old) which reflects where my views originate. On Sat, Mar 1, 2008 at 6:02 PM, Margaret Fleck wrote: > > > --- Tom Roeper wrote: > > > Dear Everyone, > ..... How strenuously you push a child who is behind in reading is > > largely a parental decision. In retrospect I think we pushed > > > > my daughter, now in law school, a bit too hard when she had trouble > reading, > > though her continuing absolute inability to spell suggests a deep > difference > > is still present.) > > Actually, these days it seems to be a political decision. Since the > public > schools in the US suffer > rather dire consequences if the kids (disabled or not) can't pass > standardized > tests, these > kids now get pushed rather hard, regardless of what the parents want. > > Margaret (Margaret Fleck, U. Illinois) > > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From annickej at yahoo.com Sun Mar 2 11:59:22 2008 From: annickej at yahoo.com (Annick De Houwer) Date: Sun, 2 Mar 2008 03:59:22 -0800 Subject: Member Usage, Bibliography In-Reply-To: Message-ID: Dear Brian, Your service to the child language community is unsurpassed. Your inclusion of those additional citations in the CHILDES/BIB is great. Thank you once again. And I'm sure I'm not alone in hoping that the grant will come through. Best regards, Annick ---- Annick De Houwer, PhD Research Professor University of Antwerp, Belgium On Mar 1, 7:33 pm, Brian MacWhinney wrote: > Dear Info-CHILDES, > >     The CHILDES renewal proposal went in Friday.  It included, in one   > big Word file,  the 154 letters from so many of you documenting your   > usage of CHILDES over the last 5 years.  This collection is now also   > on the web in the "Links" section of the home page.  I have also   > updated the EndNote and BibTex versions of the CHILDES/BIB to include   > the 1560 additional citations included in your letters. >     Reading and responding to these 154 letters was the most enjoyable   > part of writing this grant.  I think you will find that these letters   > give you a remarkably detailed view of what people are up to and how   > data from spontaneous interactions is being used in child language   > research and teaching.  I included a Table of Contents with clickable   > links in case you want to read just the letters from certain people. >     Thanks again to all of you. > > --Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mmillians at gmail.com Sun Mar 2 16:23:53 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 2 Mar 2008 11:23:53 -0500 Subject: you won't believe this In-Reply-To: <41e87b220803012111m148ba6dbl43a4c49df1fa908c@mail.gmail.com> Message-ID: Hi all, For my two cents... As I special education teacher/doctoral student, I agree with your comments. I find that the drive to increase test scores dominates not only reading but other aspects of children's development. This is based upon the readings in educational newsletters and policy reports, as well as from speaking with parents and observing in many different schools. This outcome based view seemed to be part of the LENA information for parents. After looking at the LENA website, I found the marketing of the tool to reflect the drive for results. It reinforced the importance of parents to talking their children, but not necessarily how. From a teaching perspective, quality is as important. The trend I am seeing through the review of records, test scores, and from parent and teacher reports for elementary school-aged children is they have developed adequate expressive language, especially in vocabulary recognition and in the length of utterances. However, it is their application, their depth of understanding, and their ability to generalize that is concerning. If parents are to use the LENA as a tool, it will be important to provide information on how to interact with the infant. There was an interesting report on NPR Morning Edition on Thursday, February 21st about the impact of the limited opportunities children have for imaginary, unstructured play and children's ability to self-regulate this included the use of language. This was two-part report and spoke to a range of psychologists, teachers, and a cultural historian who explored play, culture, and child development. The piece was well researched and was easy to understand for parents and those without a background on child development. It would be beneficial for more reports of this be become available for parents. I like the idea of providing parents information generated from those who research in the field, such as the NPR report..It would be important for the articles etc. to be provided by those who are not vested in the success of a product. Molly Millians (Marcus Institute, Atlanta GA/University of South Africa) On Sun, Mar 2, 2008 at 12:11 AM, Tom Roeper wrote: > Dear Margaret--- > No doubt you are right---politics in education is dominating > reading instruction and I am sure that individual children feel > it. It is another area where teacher's and educators voices > need to be more clearly heard. > > Tom > > PS. One educator's voice, my mother Annemarie Roeper, > is one such voice. She > just wrote a book "The "I" of the Beholder" about the > Roeper school (now 66 years old) which reflects where > my views originate. > > On Sat, Mar 1, 2008 at 6:02 PM, Margaret Fleck > wrote: > > > > > > > --- Tom Roeper wrote: > > > > > Dear Everyone, > > ..... How strenuously you push a child who is behind in reading is > > > largely a parental decision. In retrospect I think we pushed > > > > > > my daughter, now in law school, a bit too hard when she had trouble > > reading, > > > though her continuing absolute inability to spell suggests a deep > > difference > > > is still present.) > > > > Actually, these days it seems to be a political decision. Since the > > public > > schools in the US suffer > > rather dire consequences if the kids (disabled or not) can't pass > > standardized > > tests, these > > kids now get pushed rather hard, regardless of what the parents want. > > > > Margaret (Margaret Fleck, U. Illinois) > > > > > > > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From L.Dominguez at soton.ac.uk Mon Mar 3 21:00:41 2008 From: L.Dominguez at soton.ac.uk (Dominguez L.) Date: Mon, 3 Mar 2008 21:00:41 -0000 Subject: Second call for papers: the Romance Turn 3 Message-ID: Second call for papers The Romance Turn 3: Workshop on the Acquisition of Romance Languages University of Southampton, UK 18-20 September 2008 Abstract Submission Deadline: 1 April 2008 www.romanceturn3.soton.ac.uk Keynote Speakers: Antonella Sorace, University of Edinburgh, UK John Grinstead, The Ohio State University, USA Aafke Hulk, University of Amsterdam, The Netherlands The Romance Turn 3 will take place at the University of Southampton (UK) on 18-20 September 2008. Like previous editions of the workshop, (UNED Madrid 2004 and Utrecht 2006), all topics on the area of acquisition of Romance languages from a generative perspective will be considered, including first and second language acquisition, first and second language attrition, bilingual acquisition, and impaired language acquisition. Presentations, in English, will be 30-minutes long plus 15 minutes for discussion. Authors are invited to send one copy of an abstract in English for review. Abstracts may not exceed two pages of text with at least one-inch margins (2.5cms) on all four sides (on A4 paper) in Times New Roman point 12. An extra page for references may be included as well. Abstracts should be submitted in PDF format via e-mail to rturn3 at soton.ac.uk as an attachment. In the body of the e-mail message please include the title of the presentation, name of authors, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Authors may submit up to two abstracts, one individual and one joint. Please also specify whether your submission should be considered for oral presentation, poster or both. We plan on publishing the workshop's proceedings in an edited volume. Details will be posted on the workshop's website soon. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From msninio at pluto.mscc.huji.ac.il Tue Mar 4 09:41:58 2008 From: msninio at pluto.mscc.huji.ac.il (Anat Ninio) Date: Tue, 4 Mar 2008 11:41:58 +0200 Subject: Advice on Designing a Developmental Pragmatics Course In-Reply-To: <1194456603.797472.309780@22g2000hsm.googlegroups.com> Message-ID: Dear Ozlem, Sorry for the late reply. Have you tried looking at the following book: Ninio & Snow, Pragmatic Development? It was written with the goal of serving as a textbook to a course such as yours and I've used it successfully in such a manner. Below is a link to Amazon's entry for this book (I couldn't find the publisher's): http://www.amazon.com/Pragmatic-Development-Essays-Developmental-Science/dp/0813324718/ref=sr_1_1?ie=UTF8&s=books&qid=1204623525&sr=1-1 Good luck, Anat Ninio Ozlem Ece Demir wrote: > Dear all, > > My name is Ozlem Ece Demir, and I am currently a 4th year Psychology > Ph.D. student at the University of Chicago. I am planning to design a > course on Developmental Pragmatics next year, and I am currently > trying to decide which topics and readings to cover in the course. I > would really appreciate if you could give me any input you have > regarding how to design a course on this subject and/or provide me > with example course syllabi on this subject. Thanks in advance! > > Best regards. > Ozlem Ece Demir > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From koller at memphis.edu Tue Mar 4 16:45:01 2008 From: koller at memphis.edu (Kim Oller) Date: Tue, 4 Mar 2008 08:45:01 -0800 Subject: reliability, cueing, and neurotic parenting In-Reply-To: <5DAC1F0727733B4EB82A02502277E2E06D2A5D@TCEXCL.int.tc.columbia.edu> Message-ID: Dear All, but especially Peter and Isabelle, I shouldn't try to speak for Infoture, as I am just an advisor, so let me just respond to a couple of points that I happen to have good information on and that might be helpful. I know that if you have concerns about any aspect of the company's work, they welcome direct contacts. Also if you are interested in the database, you can contact them to see if something can be worked out to make aspects of it available to you for research -- I am doing that myself. I have been told that a formal option for licensing is anticipated in the future, but in the meantime, why not make suggestions about whatever might be useful to you? I will speak boldly on one point, which Isabelle raised. I have been present at enough Board meetings to be certain that no one at Infoture is seeking to have LENA replace SLP's or psychologists or pediatricians. On the contrary, the goal is to provide new tools to supplement and assist professionals in their work -- for example to provide a basis to obtain naturalistic data on conversation at home (at least in terms of amount of adult and child talk, and conversational turns). I am not sure how the impression could have been given that Infoture might have a goal to replace professionals, but I would hope that any one who has that impression would voice the opinion to the company and explain what had been done to make it seem so -- I'm sure they would want to clarify. On whether there has been validation research on the LENA as it currently stands, the answer is yes, and lots of it. Very large scale. Much of the data are posted on the Infoture website at Lenababy.com (choose "Researchers Click Here", then "Research" and you'll find a list of tech reports). Of course there's lots more that can be done, and there are indeed massive additional efforts going on to improve the identification algorithms and to validate their performance. A last point is about CHAT. The research version of LENA (which I am beta testing at the moment) provides a conversion of processed audio files that is CHAT/CLAN compatible. I am now categorizing utterances produced by my daughter (and people talking with her) that were located by LENA software and then converted to a .cha file. I use the Sonic mode in CLAN to access the whole waveform (up to 16 hours). This is a nice aid to locating large numbers of utterances -- the LENA software indicates for you the periods of time where high vocal activity occurs, and if you want to transcribe selectively (which I need to, since I can't categorize every hour of evey day of recording that I am looking at), you can focus on periods of high activity or low activity. I'm hoping to report on this work for the next ASHA convention. Best wishes, Kim On Mar 1, 6:48 am, "Gordon, Peter" wrote: > I was intrigued by Kim's description of the LENA device and agree that we should not dismiss it out of hand (perhaps just be wary of how it's being promoted).  It sounds like a language equivalent of a pedometer that estimates how many steps people take in a day from their bouncing around.  One of the problems is that some of them keep counting when you're in a car that bounces around too.  I'm wondering if there was any validation research to look at how accurate the counting is under noisy conditions. > > On a second note about the "Clever Hans" phenomenon, there is a difference here in that the horse was simply cued to stop stomping from the subtle movements of the trainer.  In the case of the infant videos you have qualitatively differentiated responses that don't seem to be cued to anything the adult is doing with his body.  If the word cards on the video are doing the cuing for the infant to touch it's body parts, then that's not really a case of a Clever Hans effect, because it's the relevant stimulus that's doing the cuing.  But the question again is whether we can say that the shapes of the words are actually acting as symbols in representing body parts for the infants in a non-iconic mode, even if they are not representing the phonetic values of the individual letters (which is why it presumably is not real reading per se).  Perhaps if young infants can learn things like baby signs, then maybe this should not be that surprising, although we generally think of the baby signs as being a bit more iconic in nature.  It might be interesting to see if infants can learn arbitrary baby signs as easily as iconic ones.   > > Finally, even though there definitely is an unhealthy culture of competitive parenting, this doesn't mean that everyone who tries to extend the knowledge of their very young children is necessarily doing a bad thing.  We took great pleasure in marveling at what our daughter was able to pick up about language and number at a very early age "before she was supposed to".  I don't think we should be in the position of being educational Luddites and prescribe what the "natural" age is for any particular ability.  Consider the case of the Emperor Charlemagne, who considered it impossible that peasants could ever learn to read.  I think that it's fine if parents want to see what their kids can do; it just shouldn't turn in to a requirement.  But nowadays, when preschoolers have to be interviewed and tested for entry into kindergarten, it's pretty hard to stem that flow. > > Peter > > Peter Gordon, Associate Professor > 525 W 120th St. Box 180 > Biobehavioral Sciences Department > Teachers College, Columbia University > New York, NY 10027 > Office Phone: (212) 678-8162 > FAX: (212) 678-8233 > Web Page:www.tc.edu/faculty/index.htm?facid=pg328 > > ________________________________ > > From: info-childes at googlegroups.com on behalf of Kim Oller > Sent: Fri 2/29/2008 1:47 PM > To: Info-CHILDES > Subject: LENA > > I am a member of the Scientific Advisory Board of Infoture, Inc., > which is the producer of LENA. Perhaps rather than responding to > specific interests and concerns that were expressed in the recent > postings, I'll just offer to talk with anyone who wants to know about > the company and the tools it has developed. Also I would encourage any > one who would like to talk with people at the company directly to do > so. These are very friendly and open people. Perhaps the most > appropriate contact would be Jill Gilkerson at 303 441 9014 or > JillGilker... at infoture.org. > > I wouldn't be involved if I didn't view the developments at Infoture > as extremely positive and indeed fundamentally important to our > futures, both scientific and clinical.  Infoture invested heavily to > develop a battery-powered recording device that weighs about an ounce > and yields good quality (16kHz) data for 16 consecutive hours. Further > they have developed extremely intriguing software that processes the > data to yield a variety of automatic measures -- in particular, pretty > reliable counts of adult words spoken in the sample, child > vocalizations, and conversational turns. Much more is on the way, and > the software itself is rapidly continuing to be improved and > enhanced. > > These developments are going to be extremely useful for those of us > who are interested in large scale naturalistic sampling that can be > done all day long in the home. I am recording now with LENA and intend > to do longterm, longitudinal research using it, including research > employing neural network approaches that need really large quantities > of data. Infoture is not just developing devices -- they already have > over 40,000 hours of recording, much of it on a carefully stratified > longitudinal sample. This sample is going to be a tremendous resource > for research, and Infoture has done very significant research with it > already. Collaborators from a variety of universities are already > seeking to use the database for specialized projects, and Infoture is > making adaptations to encourage that kind of collaboration and > utilization of the data. > > In part my enthusiasm about this is due to my belief that laboratory- > based research needs to be supplemented with large-sample naturalistic > research. I don't think it is likely that we will be able to process > really large samples without automated preprocessing. So the Infoture > efforts are laying infrastructure for critical research, --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Wed Mar 5 18:14:41 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 5 Mar 2008 19:14:41 +0100 Subject: LONDIAL 2008 Message-ID: Last Call for Papers: LONDIAL: 2008 WORKSHOP ON THE SEMANTICS AND PRAGMATICS OF DIALOGUE King’s College London, June 2nd – June 4th, 2008 in conjunction with: Final workshop of Dialogue Matters: Foundations for Technology Development (Leverhulme International Network Project). This workshop is now to be held with the first day at King’s College London on June 2nd immediately preceding LONDIAL, the second day at Queen Mary, University of London (QMUL) on June 5th (NOTE: change of dates of this workshop). (Apologies for Multiple Postings) The SEMDIAL series of workshops aim to bring together researchers working on the semantics and pragmatics of dialogue in fields such as artificial intelligence, computational linguistics, formal semantics/ pragmatics, philosophy, psychology, and neural science. In 2008 we will celebrate eleven years of the SEMDIAL series with the LONDIAL workshop, to be organized at King’s College London (KCL) in conjunction with the Interaction, Media and Communication Group at Queen Mary, University of London (QMUL). The SEMDIAL workshops are always stimulating and fun, and with KCL being in the heart of London, just across from the South Bank Centre, there will be no shortage of evening entertainment. LONDIAL 2008 will be held in conjunction with the closing workshop of the Leverhulme-funded network Dialogue Matters: Foundations for Technology Development, initially set up between London (KCL, QMUL), Edinburgh/Glasgow, Stanford, Stony Brook, Gothenburg, Essex, with additional collaborators now also participating. This two-day workshop will feature invited presentations by members of this group and other leaders of the computational linguistics and human language technology community, and demonstration of the Augmented Human Interaction Laboratory at QMUL (June 5th). This series of workshops has provided an extremely fruitful synergy of theoretical, historical, computational and psycho-linguists, with overlapping interests in dialogue modeling. Confirmed speakers include Susan Brennan, Amanda Stent, Robin Cooper, Staffan Larsson, Stanley Peters, and Holly Branigan. There is also a planned session on dialogue situated in joint action. DATES AND DEADLINES: Submissions due: 21st March 2008 (Please specify if you are submitting to the DSiJA or not) Notification: 16th April 2008 Final version due: 30th April 2008 Dialogue Matters opening workshop: 2nd June 2008 (Monday) LONDIAL 2008: 2nd – 4th June 2008 (Monday - Wednesday) Dialogue Matters workshop meeting at QMUL: 5th June 2008 (Thursday) SCOPE (expanded from first call): We invite papers on all topics related to the semantics and pragmatics of dialogues, including, but not limited to: - models of common ground/mutual belief in communication - modeling agents' information states and how they get updated - multi-agent models and turn-taking - goals, intentions and commitments in communication - semantic interpretation in dialogue - reference in dialogue - ellipsis resolution in dialogue - alignment and misalignment in dialogue - dialogue and discourse structure - dialogue situated in joint action - interpretation of questions and answers - incremental, context-dependent processing - nonlinguistic interaction in communication - natural language understanding and reasoning in spoken dialogue systems - multimodal dialogue systems - dialogue management in practical implementations - categorization of dialogue moves or speech acts in corpora - designing and evaluating dialogue systems There is also a planned session on dialogue situated in joint action (DSiJA). Submissions of papers are invited for this session. SUBMISSION: Deadline for receipt of papers is 21st March 2008, 23:59 UTC. Submit your paper via the web at http://www.easychair.org/conferences/?conf=londial2008 Before submitting you must register with the website and receive a password by email; please do this well ahead of your submission, since email is sometimes unreliable. You will also need to fill out a web form with the author details and type in (or paste) a plain-text version of your abstract (200 words), in addition to uploading your paper. The actual paper should be an anonymous PDF file, 8 pages long (including data, tables, figures, and references), A4 paper size, 11pt Times font, 2.5 cm (1 inch) margins, 2-column format. Include a one- paragraph abstract of the entire work (about 200 words). You may find it convenient to use the style files provided by ACL 2007. Please specify whether your paper is for the DSiJA. Multiple submissions by the same author or group of authors are allowed, but each person may only give one oral presentation at the workshop. We will have a separate submission of late-breaking system demonstrations and ongoing project descriptions, to be presented in a poster session during the workshop. Late-breaking submissions will be two pages long; they will not be refereed, but evaluated for relevance only by the program committee chairs. Submission of late-breaking abstracts will be allowed only after review of the main session papers has concluded. The deadline for late-breaking submissions is 30th April 2008. INVITED SPEAKERS: David Traum, University of Southern California Andrzej Wisniewski, Adam Mickiewicz University Susan Fussell, Carnegie Mellon University (one more to be confirmed) PROCEEDINGS: Final, 8-page versions of the accepted papers, together with the 2- page accepted late-breaking abstracts, will be distributed in a proceedings volume at the workshop. In order to ensure publication in the proceedings, AT LEAST ONE author of each paper must have registered to attend the meeting by 30th April 2008, the deadline of submission of the revised paper. ORGANIZATION: Pat Healey (program co-chair) Jonathan Ginzburg (program co-chair) Ruth Kempson, Miriam Bouzouita, Eleni Gregoromichelaki (local arrangements) PREVIOUS SEMDIAL EVENTS: Previous workshops in the SEMDIAL series include: MUNDIAL '97 (Munich) http://www.cis.uni-muenchen.de/sil/workshop/dialogwsh.html TWENDIAL '98 (Twente) http://hmi.ewi.utwente.nl/Conferences/twlt13.html AMSTELOGUE '99 (Amsterdam) http://cf.hum.uva.nl/computerlinguistiek/amstelog/ GOTALOG 2000 (Gothenburg) http://www.ling.gu.se/konferenser/gotalog2000/ BI-DIALOG 2001 (Bielefeld) http://www.uni-bielefeld.de/BIDIALOG/ EDILOG 2002 (Edinburgh) http://www.ltg.ed.ac.uk/edilog/ DIABRUCK 2003 (Saarbruecken) http://www.coli.uni-sb.de/diabruck/ CATALOG 2004 (Barcelona) http://www.upf.edu/dtf/personal/enricvallduvi/catalog04/ DIALOR 2005 (Nancy) http://dialor05.loria.fr/ BRANDIAL 2006 (Potsdam) http://www.ling.uni-potsdam.de/brandial/ DECALOG 2007 (Rovereto) http://www.cimec.unitn.it/events/decalog/index.htm (see also http://cswww.essex.ac.uk/semdial/ ) LONDIAL Program Committee Maria Aloni, University of Amsterdam Nicholas Asher, CNRS, Toulouse & Univ. of Texas Raffaella Bernardi, Free University of Bolzano Patrick Blackburn, INRIA, Nancy Johan Bos, University La Sapienza Miriam Bouzouita, King’s College London Susan Brennan, Stony Brook Justine Cassell, Northwestern University Eve Clark, Stanford University Paul Dekker, University of Amsterdam Raquel Fernández, CSLI, Stanford University Ruth Filik, University of Glasgow Simon Garrod, University of Glasgow Jonathan Ginzburg, King’s College London Eleni Gregoromichelaki, King’s College London Pat Healey, Queen Mary London Elsi Kaiser, University of Southern California Ruth Kempson, King’s College London Staffan Larsson, Göteborg University Alex Lascarides, University of Edinburgh Ian Lewin, University of Cambridge Colin Matheson, University of Edinburgh Gregory Mills, Queen Mary London Fabio Pianesi, ITC-IRST, Trento Martin Pickering, University of Edinburgh Manfred Pinkal, University of Saarland Paul Piwek, Open University Massimo Poesio, University of Essex David Schlangen, University of Potsdam Mark Steedman, University of Edinburgh Amanda Stent, Stony Brook University Matthew Stone, Rutgers University Hannes Rieser, University of Bielefeld DSiJA Program Committee Ellen Gurman Bard, University of Edinburgh Stefan Kopp, University of Bielefeld Alex Lascarides, University of Edinburgh Massimo Poesio, University of Essex Hannes Rieser, University of Bielefeld Jan-Peter de Ruiter, MPI for Psychoinguistics, Nijmegen Mark Steedman, University of Edinburgh Ipke Wachsmuth, University of Bielefeld For further information see the website: http://www.kcl.ac.uk/research/groups/ds/events/londial/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Wed Mar 5 06:55:14 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 07:55:14 +0100 Subject: No subject Message-ID: Dear infochildes, Does anyone know of "good" scientific evidence that learning music at all or early has a positive impact on children's cognitive development, concentration, memory, attention to others etc... and on school results (reading as well as maths, languages of course...) and even higher education? I'd like to help a program which is trying to bring music into schools in "under-privileged" areas (called ZEP in France) but I'm not a specialist of that field and can only talk about my experience and intuitions... In France, music is very often only accessible to upper-middle class families. Any articles, websites... on the matter would really help. My best, Aliyah MORGENSTERN --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From barriere.isa at gmail.com Wed Mar 5 18:27:04 2008 From: barriere.isa at gmail.com (isa barriere) Date: Wed, 5 Mar 2008 13:27:04 -0500 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: I seem to rember that H. Neville has conducted a project on this that shows positive effects of music intrevention (on diiff. aspect of cognitive development) Isabelle On 3/5/08, Aliyah MORGENSTERN wrote: > > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lempert at psych.toronto.edu Wed Mar 5 18:32:25 2008 From: lempert at psych.toronto.edu (Henrietta Lempert) Date: Wed, 5 Mar 2008 14:32:25 -0400 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: Laurel Trainor at McMaster would have the relevant information ljt at mcmaster.ca Best, Henrietta Lempert On 3/5/08, Aliyah MORGENSTERN wrote: > > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > -- Henrietta Lempert, Ph.D. Department of Psychology University of Toronto Toronto ON M5S 3G3 FAX: 416-978-4811 TEL: 416-978-7817 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Wed Mar 5 19:19:23 2008 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 5 Mar 2008 14:19:23 -0500 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: See: *Exposure to music and cognitive performance: Tests of children and adults.* *Schellenberg, E. Glenn* 1; Nakata, Takayuki 2; Hunter, Patrick G. 1; Tamoto, Sachiko 2 *Psychology of Music. Vol 35(1), Jan 2007, pp. 5-19 *and other work by Schellenberg. Cheers, Kathleen Peets On Wed, Mar 5, 2008 at 1:55 AM, Aliyah MORGENSTERN < morgen at idf.ext.jussieu.fr> wrote: > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Wed Mar 5 19:22:31 2008 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 5 Mar 2008 14:22:31 -0500 Subject: Music In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: Dear Aliyah Ellen Winner at Boston College and her colleagues at Project Zero at Harvard have conducted quite a lot of research on the kinds of questions you raise. See, e.g., http://www2.bc.edu/~winner/current_music.html cheers, jean Jean Berko Gleason Aliyah MORGENSTERN wrote: > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From morgen at idf.ext.jussieu.fr Wed Mar 5 19:52:03 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 20:52:03 +0100 Subject: No subject In-Reply-To: <5cbb1b480803051027uf99356bm2dddac9685bb0099@mail.gmail.com> Message-ID: Merci beaucoup! Je vais chercher ses travaux. Amitiés, Aliyah Morgenstern Le 5 mars 08 à 19:27, isa barriere a écrit : > I seem to rember that H. Neville has conducted a project on this > that shows positive effects of music intrevention (on diiff. aspect > of cognitive development) > Isabelle > > > On 3/5/08, Aliyah MORGENSTERN wrote: > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From kpeets at gmail.com Wed Mar 5 19:52:59 2008 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 5 Mar 2008 14:52:59 -0500 Subject: Susan Selby Message-ID: Hello, Does anyone have contact information for Susan Selby, who wrote "The development of morphological rules in children" in 1972? She was at Dundee back in the 70s, but I don't have current contact information for her. Thanks very much. Kathleen -- Kathleen Peets Postdoctoral Research Fellow Department of Psychology York University Toronto, Canada --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Wed Mar 5 20:38:51 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 21:38:51 +0100 Subject: Music In-Reply-To: <47CEF2F7.4020705@bu.edu> Message-ID: Thank you so much! Best, Aliyah Le 5 mars 08 à 20:22, Jean Berko Gleason a écrit : > > Dear Aliyah > > Ellen Winner at Boston College and her colleagues at Project Zero at > Harvard have conducted quite a lot of research on the kinds of > questions > you raise. See, e.g., > > http://www2.bc.edu/~winner/current_music.html > > cheers, > > jean > > Jean Berko Gleason > > > > Aliyah MORGENSTERN wrote: >> Dear infochildes, >> >> Does anyone know of "good" scientific evidence that learning music at >> all or early has a positive impact on children's cognitive >> development, concentration, memory, attention to others etc... and on >> school results (reading as well as maths, languages of course...) and >> even higher education? I'd like to help a program which is trying to >> bring music into schools in "under-privileged" areas (called ZEP in >> France) but I'm not a specialist of that field and can only talk >> about my experience and intuitions... In France, music is very often >> only accessible to upper-middle class families. Any articles, >> websites... on the matter would really help. >> >> My best, >> >> Aliyah MORGENSTERN >> >>> >> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From lcn.salk at gmail.com Wed Mar 5 21:22:32 2008 From: lcn.salk at gmail.com (lcnadmin) Date: Wed, 5 Mar 2008 13:22:32 -0800 Subject: REMINDER: 12th International Professional Conference on Williams Syndrome Call for Abstracts Message-ID: CALL FOR ABSTRACTS: International Professional Conference on Williams Syndrome, July 13-14,2008, Hyatt Regency, Garden Grove, CA This conference on Williams Syndrome represents a unique opportunity for scientists and clinicians in diverse disciplines to present data and learn about integrating approaches toward understanding the links among genes, brain structure and function, and behavior. We are requesting abstracts to be submitted by researchers who can contribute to the growing body of research on Williams Syndrome. Submissions are encouraged from diverse disciplines (please request flyer for more information from IFISHMAN at salk.edu). You are invited to submit abstracts for this exciting event! ABSTRACT DEADLINE: 4:00pm PST on Friday, March 21, 2008. Submit Abstracts via email to IFISHMAN at salk.edu with "WSA Abstract" in the subject line. Include a cover page listing abstract title, author(s) name(s) affiliation(s), and presenting author's address, telephone number, fax, and email address. Please indicate whether platform or poster presentation is preferred. The abstract should include the title, statement of purpose, methods, results and discussion. Submissions must be formatted in Times 12- point font with no less than 1inch margins on all sides, single-spaced on one page. The Program Committee will review abstracts and acceptance notices will be emailed by 5/16/2008. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From theres.gruter at mail.mcgill.ca Thu Mar 6 17:01:18 2008 From: theres.gruter at mail.mcgill.ca (Theres) Date: Thu, 6 Mar 2008 09:01:18 -0800 Subject: CALL FOR PAPERS: Comparing child L2 and SLI: Crosslinguistic perspectives Message-ID: CALL FOR PAPERS Second Language Research Forum (SLRF) 2008 17-19 October 2008 University of Hawai`i at Manoa Special panel on "Comparing child L2 and SLI: Crosslinguistic perspectives" Call deadline: 15 April 2008 Abstracts are invited for a special panel on "Comparing child L2 and SLI: Crosslinguistic perspectives" to take place as part of SLRF at the University of Hawai`i, 17-19 October 2008. Recent work in a variety of linguistic frameworks has shown remarkable similarities between children acquiring a nonnative language (L2) and children diagnosed with Specific Language Impairment (SLI): Similar grammatical phenomena appear to be vulnerable in both cases. The aim of this panel is to bring together researchers working on child L2 and SLI in different languages within a linguistic framework, in order to address and discuss questions such as the following: - To what extent are similarities/differences between child L2 and SLI observed crosslinguistically? - What domains of the grammar seem to be particularly (in)vulnerable in child L2 and SLI crosslinguistically? - Are there aspects of grammatical development that clearly distinguish child L2 learners from children with SLI? - To what extent are the vulnerabilities grammatical phenomena and/or processing phenomena? - What are the implications of these similarities/differences for developmental theories of child L2 and SLI, and for linguistic theorizing more generally? Individual papers will be allotted 20 minutes (plus time for discussion). Submission Instructions: (NB: Do NOT submit abstracts for this panel through SLRF's online submission system.) - Abstracts should be anonymous, clearly titled and no more than 500 words. The text of the abstract should fit on one page, with a second page for examples, figures/tables and references. (Please include a word count at the bottom of the page.) - The title should be no longer than 12 words. - Each submission must also include a 50-word summary, to be published in the conference program. - In a single e-mail message to theres.gruter at umontreal.ca, send the abstract as a pdf file and the summary as a Microsoft Word or RTF file by 15 April 2008. - Title of the paper, author name(s), affiliation(s) and contact information should be included in the body of the e-mail message. Notification of acceptance is anticipated to be by mid-May. For questions and further information regarding this panel, please contact Theres Grueter (theres.gruter at umontreal.ca). For general information on SLRF 2008, see the conference website (http:// www.nflrc.hawaii.edu/slrf08/). --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Thu Mar 6 21:36:17 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 6 Mar 2008 16:36:17 -0500 Subject: LABORATORY COORDINATOR POSITION AVAILABLE Message-ID: This list-serve has been wonderful for me for finding terrific lab coordinators! Hope it works this time as well! Thanks! Roberta -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: labjob3-08.doc Type: application/msword Size: 34304 bytes Desc: not available URL: From saraf at macam.ac.il Fri Mar 7 09:05:28 2008 From: saraf at macam.ac.il (Sara Ferman) Date: Fri, 7 Mar 2008 11:05:28 +0200 Subject: Pictures and morphological rules Message-ID: Dear all, Recently I am interested in learning conditions that facilitate the learning of (uncovering) the semantic aspect of a morphological rule (in Hebrew). It seems to be obvious that pictures facilitate the learning of the semantic aspect of words. However, I could not find any scientific evidence for this belief. Does anyone know of "good" scientific evidence dealing with the issue of whether pictures affect the ability to uncover the semantic aspect of words and/or morphological rules (e.g., gender, plural)? Many thanks Sara Ferman Ph.D. Department of Communication Disorders Speech, Language and Hearing Sackler Faculty of Medicine Tel Aviv University, Israel saraf at macam.ac.il =================================== Dr. Sara Ferman Department of Communication Disorders Speech, Language and Hearing Sackler Faculty of Medicine Tel Aviv University Located at: Sheba Medical Center Tel Hashomer, Ramat Gan Israel 52621 Tel 972-3-5349817; Fax 972-3-5352868 Achva College of Education Beer Tuvia Levinsky College of Education Tel Aviv Tel (h) ++ 972 3 9461739; Cel: 050-5657957 Email: saraf at post.tau.ac.il; saraf at macam.ac.il --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Fri Mar 7 12:59:10 2008 From: slornat at psi.ucm.es (Susana Lopez Ornat) Date: Fri, 7 Mar 2008 13:59:10 +0100 Subject: Music Message-ID: Aliyah, I suppose you have it already, in case you don´t, I´m quite fond of this book "The child as a musician", Gary E McPherson, Oxford University Press 2006 Best! Susana Susana López Ornat Dpto Psicología Básica II Facultad de Psicología Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial ----- Original Message ----- From: "Aliyah MORGENSTERN" To: Sent: Wednesday, March 05, 2008 9:38 PM Subject: Re: Music Thank you so much! Best, Aliyah Le 5 mars 08 à 20:22, Jean Berko Gleason a écrit : > > Dear Aliyah > > Ellen Winner at Boston College and her colleagues at Project Zero at > Harvard have conducted quite a lot of research on the kinds of > questions > you raise. See, e.g., > > http://www2.bc.edu/~winner/current_music.html > > cheers, > > jean > > Jean Berko Gleason > > > > Aliyah MORGENSTERN wrote: >> Dear infochildes, >> >> Does anyone know of "good" scientific evidence that learning music at >> all or early has a positive impact on children's cognitive >> development, concentration, memory, attention to others etc... and on >> school results (reading as well as maths, languages of course...) and >> even higher education? I'd like to help a program which is trying to >> bring music into schools in "under-privileged" areas (called ZEP in >> France) but I'm not a specialist of that field and can only talk >> about my experience and intuitions... In France, music is very often >> only accessible to upper-middle class families. Any articles, >> websites... on the matter would really help. >> >> My best, >> >> Aliyah MORGENSTERN >> >>> >> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 15:13:35 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 07:13:35 -0800 Subject: Inner speech and sentence processing Message-ID: Hello Everyone, I am looking for research studies examining the role of private/inner speech in children's L1 or L2 sentence processing. My search for such studies has proven to be fruitless so far and I was wondering if any of you might know of any research looking at inner speech in relation to sentence processing. I would be very thankful for any suggestions. Best, Roxana Botezatu PhD Student Penn State University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From limber at comcast.net Sat Mar 8 16:58:28 2008 From: limber at comcast.net (john limber) Date: Sat, 8 Mar 2008 11:58:28 -0500 Subject: Inner speech and sentence processing In-Reply-To: <4454c8ef-068a-46ea-967e-214f92599b65@o77g2000hsf.googlegroups.com> Message-ID: Hi Roxanna - can you say a bit more about what you are concerned with-- for example do you mean consciousness of parsing, correlation of egocentric speech with sentence comprehension/production, reports of 'hearing voices' or a number of other interesting and obscure issues? Regards, John Limber University of New Hampshire Durham On 3/8/08 10:13 AM, "Roxana" wrote: > > Hello Everyone, > > I am looking for research studies examining the role of private/inner > speech in children's L1 or L2 sentence processing. My search for such > studies has proven to be fruitless so far and I was wondering if any > of you might know of any research looking at inner speech in relation > to sentence processing. > > I would be very thankful for any suggestions. > > Best, > > Roxana Botezatu > > PhD Student > Penn State University > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 17:53:46 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 09:53:46 -0800 Subject: Inner speech and sentence processing In-Reply-To: Message-ID: Hi John, I am mostly interested in the correlation of egocentric/inner speech with sentence comprehension in L1 and/or L2 speakers. I would not mind looking at studies (if there are any) involving production as well, but I am mainly interested in comprehension. Roxana --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Sat Mar 8 18:08:09 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 8 Mar 2008 19:08:09 +0100 Subject: Inner speech and sentence processing In-Reply-To: <8eb8c5b5-5399-4d5b-b219-e0072f6f78fb@m36g2000hse.googlegroups.com> Message-ID: Dear Roxana, In some version of a standard theory of psycholinguistics, we are not supposed to be talking to ourselves when we listen to other people. The theory holds that we are limited information processors and that, if we shift attention away from the incoming speech to our own inner voices, we will end up inadequately processing the incoming speech from other people. I can guarantee that this description fits my own experiences. If I get distracted with my own thoughts, I will fail to understand what other people are saying. Of course, many of us know people who seem to do just that. There are some common language expressions for these cases. Sometimes we say that you can "talk, talk, talk, but it all goes in one ear and out the other." Perhaps this is because the other person is not listening to us, but to their own inner voice. And there are people who "march to the beat of their own drum" and so on. So, are you thinking of this type of behavior when you talk about listening to inner speech, instead of focusing on the incoming material? If this is what you want to get at, I suppose I would mostly direct you to the psychoanalytic literature. In terms of psycholinguistics, I suppose you could demonstrate some of this experimentally. If you can get a group of subjects who are involved in some soul-shaking and threatening experience, it may well be the case that they will end up with lower scores on something like a sentence span test, since their mind will be "elsewhere" processing their own hopes and fears, rather than what people are saying. If, alternatively, you are imagining that people who listen to their own inner voices somehow do a better job of listening to others, then that would be still another matter. I suppose I could imagine some cases in which this might occur, but they are certainly more difficult to imagine. If you want to turn now to the role of inner speech in L2 acquisition (as opposed to sentence processing), that is another matter. There is indeed a whole book that came out about 12 years ago on the topic of L2 and inner speech. Google Scholar should find it. It does a nice job of reviewing the inner speech literature, but in the end the major claim I pulled out of it was that, if you want to learn a second language, it is a good idea to learn to think in that language. I don't think many of us would deny this. But this doesn't mean that we should think our own different thoughts when other people are talking. Good luck on this topic, --Brian MacWhinney On Mar 8, 2008, at 6:53 PM, Roxana wrote: > > Hi John, > > I am mostly interested in the correlation of egocentric/inner speech > with sentence comprehension in L1 and/or L2 speakers. I would not mind > looking at studies (if there are any) involving production as well, > but I am mainly interested in comprehension. > > Roxana > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 23:21:29 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 15:21:29 -0800 Subject: Inner speech and sentence processing In-Reply-To: <69D7EE15-FDA2-4873-BA7B-2287CA3D9D9F@cmu.edu> Message-ID: Hi Professor MacWhinney, Thank you so much for your suggestions. I have read the book that you have mentioned - "Inner Speech - L2." There is one thing that I wanted to add, since it was not explicit in my initial message - I am interested in finding research studies (if there are any out there) looking at the role of inner speech in the processing of written (not spoken) sentences or discourse. My sense is that while inner speech would no doubt interfere with the processing of spoken language, it might facilitate the processing of written language, especially when it comes to the processing of ambiguous sentences in either L1 or L2. I don't know if there have been any studies done in this regard. I was not able to find any, but I am still looking. Roxana --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From margaretmfleck at yahoo.com Sun Mar 9 15:18:51 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sun, 9 Mar 2008 08:18:51 -0700 Subject: Inner speech and sentence processing In-Reply-To: Message-ID: Such as phonological properties of the spoken words affecting the reading process? Margaret (Fleck, U. Illinois) --- Roxana wrote: > > Hi Professor MacWhinney, > > Thank you so much for your suggestions. I have read the book that you > have mentioned - "Inner Speech - L2." There is one thing that I wanted > to add, since it was not explicit in my initial message - I am > interested in finding research studies (if there are any out there) > looking at the role of inner speech in the processing of written (not > spoken) sentences or discourse. My sense is that while inner speech > would no doubt interfere with the processing of spoken language, it > might facilitate the processing of written language, especially when > it comes to the processing of ambiguous sentences in either L1 or L2. > I don't know if there have been any studies done in this regard. I was > not able to find any, but I am still looking. > > Roxana > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Sun Mar 9 16:14:00 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 9 Mar 2008 12:14:00 -0400 Subject: Inner speech and sentence processing In-Reply-To: <852219.7920.qm@web65708.mail.ac4.yahoo.com> Message-ID: Inner speech expts: Check out Devel Psych maybe 25 years ago for a paper by William Frawley and ?. Also check out the work of Laura Berk (Illinois State Univ.) and her book* Awakening Young Minds*. Laura also writes textbooks and because she follows developments in Vygotsky's theory, she may be a resource to you for more recent work. Best, Roberta Golinkoff On Sun, Mar 9, 2008 at 11:18 AM, Margaret Fleck wrote: > > > > Such as phonological properties of the spoken words affecting the reading > process? > > Margaret (Fleck, U. Illinois) > > --- Roxana wrote: > > > > > Hi Professor MacWhinney, > > > > Thank you so much for your suggestions. I have read the book that you > > have mentioned - "Inner Speech - L2." There is one thing that I wanted > > to add, since it was not explicit in my initial message - I am > > interested in finding research studies (if there are any out there) > > looking at the role of inner speech in the processing of written (not > > spoken) sentences or discourse. My sense is that while inner speech > > would no doubt interfere with the processing of spoken language, it > > might facilitate the processing of written language, especially when > > it comes to the processing of ambiguous sentences in either L1 or L2. > > I don't know if there have been any studies done in this regard. I was > > not able to find any, but I am still looking. > > > > Roxana > > > > > > > > > > > > > > -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmillians at gmail.com Mon Mar 10 02:16:19 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 9 Mar 2008 22:16:19 -0400 Subject: Inner speech and sentence processing In-Reply-To: <4454c8ef-068a-46ea-967e-214f92599b65@o77g2000hsf.googlegroups.com> Message-ID: Hi, When you refer to inner speech are you using the term to describe rehearsal of phonological information in the working memory system? If so, you might want to look into the work of Alan Baddeley as well as Susan Gathercole and Susan Pickering. Their work on the phonological loop and retaining information might be useful. Also, Joe Torgensen has written about the phonological processor and rehearsal in the book Attention, Memory, and Executive Functioning, Brooks Publishing. >From my understanding of inner speech - it is more of a mediator to regulate behavior and cognitive organization as well as other processes. Earlier Laura Berk was mentioned and her work is terrific. Also, you might want to look into Adele Diamond's work on executive functioning in young children. Molly On Sat, Mar 8, 2008 at 11:13 AM, Roxana wrote: > > Hello Everyone, > > I am looking for research studies examining the role of private/inner > speech in children's L1 or L2 sentence processing. My search for such > studies has proven to be fruitless so far and I was wondering if any > of you might know of any research looking at inner speech in relation > to sentence processing. > > I would be very thankful for any suggestions. > > Best, > > Roxana Botezatu > > PhD Student > Penn State University > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmillians at gmail.com Mon Mar 10 02:20:14 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 9 Mar 2008 22:20:14 -0400 Subject: Inner speech and sentence processing In-Reply-To: <595494d70803091916i4beb7428ibe9a9ad596fcbccf@mail.gmail.com> Message-ID: Opps, I didn't read the previous response about written language. My earlier response might not pertain to you inquiry. On Sun, Mar 9, 2008 at 10:16 PM, Molly Millians wrote: > Hi, > > When you refer to inner speech are you using the term to describe > rehearsal of phonological information in the working memory system? If so, > you might want to look into the work of Alan Baddeley as well as Susan > Gathercole and Susan Pickering. Their work on the phonological loop and > retaining information might be useful. Also, Joe Torgensen has written about > the phonological processor and rehearsal in the book Attention, Memory, and > Executive Functioning, Brooks Publishing. > > From my understanding of inner speech - it is more of a mediator to > regulate behavior and cognitive organization as well as other processes. > Earlier Laura Berk was mentioned and her work is terrific. Also, you might > want to look into Adele Diamond's work on executive functioning in young > children. > > Molly > > > > On Sat, Mar 8, 2008 at 11:13 AM, Roxana wrote: > > > > > Hello Everyone, > > > > I am looking for research studies examining the role of private/inner > > speech in children's L1 or L2 sentence processing. My search for such > > studies has proven to be fruitless so far and I was wondering if any > > of you might know of any research looking at inner speech in relation > > to sentence processing. > > > > I would be very thankful for any suggestions. > > > > Best, > > > > Roxana Botezatu > > > > PhD Student > > Penn State University > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Mon Mar 10 16:40:46 2008 From: slornat at psi.ucm.es (Susana Lopez Ornat) Date: Mon, 10 Mar 2008 17:40:46 +0100 Subject: Inner speech and sentence processing Message-ID: Roxana: Time ago I did work on the types of processing in comprehension tasks of L1. I compared experimentally children of different ages with adults of different educational levels. It was a reading task. I tested for the comprehension of the (Spanish) sentences I used. Those were sentences with simple contents but with one embedded sentence inside a main one. They were presented in an attractive colourful poster form. Written. The subjects could keep seing them for as long as desired. I did find very clear differential comprehension results. Part of the sample "solved" the problem by *speaking out loud*. That is the bit (I think) that interests you. This is all informed in: Susana López Ornat (1987)Automatización y control de la comprensión del lenguaje .En: (Ed)M.Yela: Estudios sobre inteligencia y lenguaje. Madrid, Pirámide 172-200. ISBN:84-368-0365-5 Also, those results rose in me the questioning about "inner language". That had been "externalised" by some of the subjects in the sample: intermediate language development children but ALSO intermediate culture adults. This lead me to prepare a paper, which is only theoretical, about the subject. It is: S.López Ornat (1991 b)El lenguaje en la mente. En: (Eds) M.M.Serrano & M. Siguán(Eds): Comunicación y Lenguaje, Vol VI, En: (Eds) J.Mayor + J.L. Pinillos: Tratado de psicología general; Madrid, Alhambra Universidad. 443-462. Good luck Susana López Ornat Dpto Psicología Básica II Facultad de Psicología Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial ----- Original Message ----- From: "Roxana" To: "Info-CHILDES" Sent: Sunday, March 09, 2008 12:21 AM Subject: Re: Inner speech and sentence processing > > Hi Professor MacWhinney, > > Thank you so much for your suggestions. I have read the book that you > have mentioned - "Inner Speech - L2." There is one thing that I wanted > to add, since it was not explicit in my initial message - I am > interested in finding research studies (if there are any out there) > looking at the role of inner speech in the processing of written (not > spoken) sentences or discourse. My sense is that while inner speech > would no doubt interfere with the processing of spoken language, it > might facilitate the processing of written language, especially when > it comes to the processing of ambiguous sentences in either L1 or L2. > I don't know if there have been any studies done in this regard. I was > not able to find any, but I am still looking. > > Roxana > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From jimlee53 at hotmail.com Tue Mar 11 05:41:14 2008 From: jimlee53 at hotmail.com (jimlee53) Date: Mon, 10 Mar 2008 22:41:14 -0700 Subject: how to do the research Message-ID: My daught began learning both Chinese and English at the age of 7 months old. Now she is 11 years old. She is a bilingual child.She can speak both Chinese and English very fluently. And she likes watching Disney DVDs. Although i have read some books about SLA, I still don't know how to do research about this phenomenon. Any experts are so kind to guide me ? Thanks. Contact: jimlee53 at hotmail.com --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From bpearson at research.umass.edu Tue Mar 11 12:59:34 2008 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Tue, 11 Mar 2008 08:59:34 -0400 Subject: how to do the research--new book on bilingualism research Message-ID: Dear Jmlee, There are now many people around the world doing research on childhood bilingualism. It will help to know more specifically what questions about the phenomenon are of interest to you in order to steer you in the right direction. AS IT HAPPENS, I have just written (!) a book on raising bilingual children. It is aimed at parents, but it also makes a good overview of research in the field which I hope will be useful to people who work with children and as an introduction for students. (Dear Infochildes Colleagues--I did not put jmlee53 up to asking this!) The book is called Raising a Bilingual Child and will be released by Random House April 15 (but it is already *available for pre-order* on Amazon at a discounted price: http://www.amazon.com/Raising-Bilingual-Child-Living-Language/dp/1400023343/ref=sr_1_2?ie=UTF8&s=books&qid=1205239637&sr=8-2 ) (Those who want to support their independent bookstore can no doubt begin asking for it there, too.) You can see some comments (or "advance praise") from several people who have read the book here: http://www.umass.edu/aae/bp_indexold.htm (click "book blurbs") The 23 pages of endnotes, which supplement the abbreviated notes in the book, are already on my website under "Publications." A party and book launch will take place here in Amherst on April 27. I was going to be writing to InfoChildes *soon* to solicit other people's suggestions for how to publicize the book. Thank you for giving me an "opening." I would like to hear more details about your and your child's experience, and I am more than willing to explore with you where you can learn more about this, and perhaps begin some research of your own. Best wishes, Barbara ************************************************************* Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders 226 South College University of Massachusetts Amherst MA 01003 Tel: 413-545-5023 Fax: 413-545-2792 bpearson at research.umass.edu www.umass.edu/aae/bp_indexold.htm ----- Original Message ----- From: "jimlee53" To: "Info-CHILDES" Sent: Tuesday, March 11, 2008 1:41 AM Subject: how to do the research > > My daught began learning both Chinese and English > at the age of 7 months old. Now she is 11 years old. > She is a bilingual child.She can speak both Chinese > and English very fluently. And she likes watching Disney > DVDs. Although i have read some books about SLA, > I still don't know how to do research about this phenomenon. > Any experts are so kind to guide me ? Thanks. > Contact: jimlee53 at hotmail.com > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcf636 at gmail.com Thu Mar 13 11:13:07 2008 From: mcf636 at gmail.com (Madalena Cruz-Ferreira) Date: Thu, 13 Mar 2008 19:13:07 +0800 Subject: Singapore Child Language SIG - Report Message-ID: Dear all, The report on the third meeting of the Singapore Child Language Special Interest Group (SCLSIG3) held in October 2007 on the topic 'Language models at home and in school' is now published in the SAAL Quarterly. This is the journal of the Singapore Association for Applied Linguistics. The report is available at http://www.saal.org.sg/sq81.pdf If you would like to have access to the meeting's abstracts and/or papers, please email me at mcf636 at hotmail.com Best Madalena --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From tobias.haug at signlang-assessment.info Thu Mar 13 12:29:07 2008 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Thu, 13 Mar 2008 13:29:07 +0100 Subject: References on language test translation/adaptation Message-ID: Dear all, I am currently searching for literature (for my dissertation) regarding translation/adaptation of languages tests from one language to aonther language. I found a few articles on the translation of the PPVT to Spanish, and the translation of the McArthur-Bates. Does anyone on this list know about articles (and the like) that deal with the problem of translating language tests into another language? I would collect all replies and provide a complete list of references on this topic to this list later on. Many thanks in advance, regrads, Tobias --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From leah.gedalyovich at gmail.com Thu Mar 13 16:45:59 2008 From: leah.gedalyovich at gmail.com (leah gedalyovich) Date: Thu, 13 Mar 2008 18:45:59 +0200 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: This was the subject of my masters' thesis The effect of translation on the lingusitic complexity and difficulty of developmental langauge tests: evidence from three subtests of the Clinical Evaluation of Language Fundamentals (Bar-Ilan University, 1994) It was never published but should be available throught the university. Hope this is helpful. Good luck! Leah Paltiel-Gedalyovich On Thu, Mar 13, 2008 at 2:29 PM, Tobias Haug < tobias.haug at signlang-assessment.info> wrote: > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From reilly1 at mail.sdsu.edu Thu Mar 13 17:11:09 2008 From: reilly1 at mail.sdsu.edu (Judy Reilly) Date: Thu, 13 Mar 2008 10:11:09 -0700 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01. kundenserver.de> Message-ID: Hi Tobias, I think the best way to consider these are as adaptations, not translations. The idea is to adapt to the language and culture. Philip Dale has written about the MacArthur Bates and how to adapt it. You might talk to him. Hope you are well Cheers, Judy At 05:29 AM 03/13/2008, you wrote: >Dear all, > >I am currently searching for literature (for my dissertation) >regarding translation/adaptation of languages tests from one >language to aonther language. I found a few articles on the >translation of the PPVT to Spanish, and the translation of the McArthur-Bates. > >Does anyone on this list know about articles (and the like) that >deal with the problem of translating language tests into another language? > >I would collect all replies and provide a complete list of >references on this topic to this list later on. > >Many thanks in advance, > >regrads, > >Tobias > Judy Reilly, Professor Department of Psychology San Diego State University 6330 Alvarado Court #208 San Diego, CA 92120 619-594-2840 FAX: 619-594-2058 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Thu Mar 13 17:41:55 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 13 Mar 2008 13:41:55 -0400 Subject: References on language test translation/adaptation In-Reply-To: Message-ID: Dear Folks, The Diagnostic Evaluation of Language Variation (DELV) put out by Psych Corps is being translated into Italian and efforts are underway to translate it into Dutch--and there is interest in making tests for cross-linguistic comparisons for 17 European dialects in a project directed by Uli Sauerland at ZAS in Berlin. It is an interesting and complex topic that needs to be treated with great sensitivity to particular language variation. It is nonetheless very important --- and I hope that lots of folks will be involved in developing and advising on these questions. Tom Roeper On Thu, Mar 13, 2008 at 12:45 PM, leah gedalyovich < leah.gedalyovich at gmail.com> wrote: > This was the subject of my masters' thesis > > The effect of translation on the lingusitic complexity and difficulty of > developmental langauge tests: evidence from three subtests of the Clinical > Evaluation of Language Fundamentals (Bar-Ilan University, 1994) > > It was never published but should be available throught the university. > > Hope this is helpful. Good luck! > > Leah Paltiel-Gedalyovich > > > > > On Thu, Mar 13, 2008 at 2:29 PM, Tobias Haug < > tobias.haug at signlang-assessment.info> wrote: > > > Dear all, > > > > I am currently searching for literature (for my dissertation) regarding > > translation/adaptation of languages tests from one language to aonther > > language. I found a few articles on the translation of the PPVT to Spanish, > > and the translation of the McArthur-Bates. > > > > Does anyone on this list know about articles (and the like) that deal > > with the problem of translating language tests into another language? > > > > I would collect all replies and provide a complete list of references on > > this topic to this list later on. > > > > Many thanks in advance, > > > > regrads, > > > > Tobias > > > > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Thu Mar 13 18:04:39 2008 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 13 Mar 2008 11:04:39 -0700 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01. kundenserver.de> Message-ID: Dear Tobias, Are you interested in sign languages too? Nini Hoiting has made a version of the MCDI in Sign Language of the Netherlands; Judy Reilly has done the same for American Sign Language. I'm cc'ing this to them. Best, Dan At 05:29 AM 3/13/2008, you wrote: >Dear all, > >I am currently searching for literature (for my dissertation) >regarding translation/adaptation of languages tests from one >language to aonther language. I found a few articles on the >translation of the PPVT to Spanish, and the translation of the McArthur-Bates. > >Does anyone on this list know about articles (and the like) that >deal with the problem of translating language tests into another language? > >I would collect all replies and provide a complete list of >references on this topic to this list later on. > >Many thanks in advance, > >regrads, > >Tobias > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin, Professor of the Graduate School Professor Emeritus of Psychology and Linguistics Department of Psychology email: slobin at berkeley.edu 3210 Tolman #1650 phone (Dept): 1-510-642-5292 University of California phone (home): 1-510-848-1769 Berkeley, CA 94720-1650 fax: 1-510-642-5293 USA http://ihd.berkeley.edu/slobin.htm >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Thu Mar 13 19:14:08 2008 From: beachjade at gmail.com (beachjade) Date: Thu, 13 Mar 2008 12:14:08 -0700 Subject: References on language test translation/adaptation In-Reply-To: <7.0.1.0.2.20080313110303.03e0b0d8@berkeley.edu> Message-ID: Friend & Keplinger (2008) report on the procedures for adapting a behavioral vocabulary measure from American-English to Mexican-Spanish and on potential cultural issues that arose. Here is the full reference: Friend, M. & Keplinger, M. (2008). Reliability and validity of the Computerized Comprehension Task (CCT): data from American English and Mexican Spanish infants. Journal of Child Language, 35, 77-98.Good luck! Maggie Friend On Thu, Mar 13, 2008 at 11:04 AM, Dan I. Slobin wrote: > Dear Tobias, > > Are you interested in sign languages too? Nini Hoiting has made a version > of the MCDI in Sign Language of the Netherlands; > Judy Reilly has done the same for American Sign Language. I'm cc'ing this > to them. > > Best, > Dan > > At 05:29 AM 3/13/2008, you wrote: > > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Dan I. Slobin, Professor of the Graduate School > Professor Emeritus of Psychology and Linguistics > > Department of Psychology email: slobin at berkeley.edu > 3210 Tolman #1650 phone (Dept): 1-510-642-5292 > University of California phone (home): 1-510-848-1769 > Berkeley, CA 94720-1650 fax: 1-510-642-5293 > USA > http://ihd.berkeley.edu/slobin.htm > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.DeCat at leeds.ac.uk Fri Mar 14 10:12:22 2008 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Fri, 14 Mar 2008 03:12:22 -0700 Subject: word order errors in the Noun Phrase (L1 acquisition) Message-ID: Dear colleagues, I'm looking for references of work documenting word order errors in the Noun Phrase, in first language acquisition. Could anybody help? Many thanks in advance. With best wishes, Cecile De Cat --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From prado.beth at gmail.com Fri Mar 14 11:02:21 2008 From: prado.beth at gmail.com (Beth Prado) Date: Fri, 14 Mar 2008 11:02:21 +0000 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: I have have done quite a bit of work adapting language and cognitive tests for both adults and children to a language spoken in Indonesia called Sasak. I agree that the word 'adaptation' is much better than 'translation.' I can think of at least four things that must be adapted - the items, the instructions, the materials, and the format of the test. We always worked with the goal of testing the same underlying ability as the original test but using items, materials, etc. that are appropriate to the local context. I don't know much that is published on the topic but would be glad to discuss in more detail if you would like. Beth -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 593560 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html On Thu, Mar 13, 2008 at 12:29 PM, Tobias Haug < tobias.haug at signlang-assessment.info> wrote: > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Fri Mar 14 14:53:32 2008 From: barriere.isa at gmail.com (isa barriere) Date: Fri, 14 Mar 2008 10:53:32 -0400 Subject: References on language test translation/adaptation In-Reply-To: <2131fe2c0803140402m3d34284p9e9423a7bb763024@mail.gmail.com> Message-ID: Dear Tobias, There is a recent article that you may find very useful: Pena, E.D. (2007) Lost in translation: methodological considerations in cross-cultural research. Child development, 78 (4): 1255-1264. It was published after Is started working on an adaptation of the CDI to (religious) Yiddish children and I have found it very useful, including the concepts it emphasizes- functional equivalence, cultural equivalence and metric equivalence. It also includes a rich relevant and up to date bibliography. Best, Isabelle Barriere, PhD Director of Policy for Research and Education Yeled v'Yalda Early Chilldhood Center Co-Director, YVY Research Institute On 3/14/08, Beth Prado wrote: > > I have have done quite a bit of work adapting language and cognitive tests > for both adults and children to a language spoken in Indonesia called > Sasak. I agree that the word 'adaptation' is much better than > 'translation.' I can think of at least four things that must be adapted - > the items, the instructions, the materials, and the format of the test. We > always worked with the goal of testing the same underlying ability as the > original test but using items, materials, etc. that are appropriate to the > local context. I don't know much that is published on the topic but would > be glad to discuss in more detail if you would like. > Beth > > -- > ******************************************* > Elizabeth Prado > Psychology Department Fylde C Floor Lancaster LA14YF UK > Tel: 01524 593560 > Website: http://www.psych.lancs.ac.uk/people/BethPrado.html > > > On Thu, Mar 13, 2008 at 12:29 PM, Tobias Haug < > tobias.haug at signlang-assessment.info> wrote: > > > Dear all, > > > > I am currently searching for literature (for my dissertation) regarding > > translation/adaptation of languages tests from one language to aonther > > language. I found a few articles on the translation of the PPVT to Spanish, > > and the translation of the McArthur-Bates. > > > > Does anyone on this list know about articles (and the like) that deal > > with the problem of translating language tests into another language? > > > > I would collect all replies and provide a complete list of references on > > this topic to this list later on. > > > > Many thanks in advance, > > > > regrads, > > > > Tobias > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From stopbas at anadolu.edu.tr Fri Mar 14 15:22:04 2008 From: stopbas at anadolu.edu.tr (stopbas) Date: Fri, 14 Mar 2008 17:22:04 +0200 Subject: ICPLA 2008 Congress Message-ID: Dear Colleagues, It is a great honor for us to be the host country for the 12th Congress of the International Clinical Phonetics and Linguistics Association that will take place in Istanbul, Turkey, from June 25 to June 28, 2008. The platform of plenary talks, papers and poster presentations covers a wide range of topics relevant to the theoretical, experimental, clinical, cross-linguistic, multi-linguistic aspects of speech and language development and disorders; processing, hearing, perception and production from peripheral to central deficits. The accepted presentations (oral and poster) are announced at the website http://www.icpla2008.org We look forward to seeing you in Istanbul; in the world's city of natural beauties, as being the bridge between the continents and cultures, and the cradle of the civilizations. Sincerely yours, Prof. Dr. Seyhun Topbas, MA, MSc, PhD. Anadolu University President of the Local Organizing Committee CONGRESS COMMITTEES INTERNATIONAL CLINICAL PHONETICS & LINGUISTICS (ICPLA ) President: Sara Howard (UK) Vice-President: Sharynne McLeod (Australia) Secretary: Ben Maassen (Netherlands) Treasurer: Megan McAuliffe (New Zealand) Membership Secretary: Thomas W. Powell (USA) Honorary President of ICPLA Martin BALL (USA) Anadolu University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1492 bytes Desc: not available URL: From sharon.armonlotem at gmail.com Mon Mar 17 09:07:02 2008 From: sharon.armonlotem at gmail.com (Sharon Armon-Lotem) Date: Mon, 17 Mar 2008 10:07:02 +0100 Subject: word order errors in the Noun Phrase (L1 acquisition) In-Reply-To: Message-ID: Dear Cecile, You can see my paper on Hebrew: Mommy Sock in a Minimalist Eye: On the Acquisition of DP in Hebrew In Penner, Z. and N. Dittmar (eds.) *Issues in the Theory of Language Acquisition**.* Peter Lang AG, European Academic Publishers. The paper looks at "wrong" word order in the genitive construction in Hebrew. Best Sharon On Fri, Mar 14, 2008 at 11:12 AM, Cecile De Cat wrote: > > Dear colleagues, > > I'm looking for references of work documenting word order errors in > the Noun Phrase, in first language acquisition. Could anybody help? > > Many thanks in advance. > > With best wishes, > > Cecile De Cat > > > -- Dr. Sharon Armon-Lotem The Department of English and the Gonda Multidisciplinary Brain Research Center Bar Ilan University Ramat Gan, Israel --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From jodi.reich at yale.edu Mon Mar 17 15:43:33 2008 From: jodi.reich at yale.edu (Jodi Reich) Date: Mon, 17 Mar 2008 08:43:33 -0700 Subject: Postdoctoral Position at Yale University Message-ID: Dear info-CHILDES, Below is information regarding a postdoctoral position at Yale University. In addition to contacting Dr. Grigorenko directly about the position, interested applicants could also contact me for more information. Best regards, Jodi Reich jodi.reich at yale.edu ----------------------------------------- Applications are being accepted for a postdoctoral position at the Child Study Center, Yale University. This position is part of a large- scale NIH-funded study of language impairment in children who are native speakers of Russian. Applicants should be native speakers of Russian who have training in theoretical linguistics and some related experimental research experience. Attention to detail and accuracy is a must. Individuals interested in language acquisition and language impairments are encouraged to apply. The position is available for 12 months beginning June 1st, 2008 (or earlier). Applications will be accepted until the position is filled. Send curriculum vitae, any published research papers, three letters of reference, and a brief statement of research goals to Elena Grigorenko, Ph.D., Yale University Child Study Center, 230 South Frontage Road, New Haven, CT 06519. Yale University is an Affirmative Action/Equal Opportunity Employer. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From nabilah.halal at gmail.com Fri Mar 21 00:51:15 2008 From: nabilah.halal at gmail.com (Nabilah Halal) Date: Fri, 21 Mar 2008 00:51:15 +0000 Subject: Greek Literacy Message-ID: Dear all, I am a postgrad and I am working on spelling and stress accuracy in young Greek children (ages 5-8). I was wondering if anyone has done any work or knows any good books and papers to recommend to me. I also want to know if there are any stardardized tests on reading (words and nonwords) in Greek. I appreciate your assistance. Please reply back to mm563 at york.ac.uk Best regards, Mary Markogiannaki --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From napkolhoff at gmail.com Tue Mar 25 10:39:34 2008 From: napkolhoff at gmail.com (Elma M. Nap-Kolhoff) Date: Tue, 25 Mar 2008 11:39:34 +0100 Subject: PhD and Postdoc position at Tilburg University Message-ID: Dear all, We announce two vacancies at Tilburg University (the Netherlands) for a postdoc and a PhD student, in the framework of a Science Foundation-funded project. The project deals with issues in psycholinguistics, literacy and language acquisition, and works with Turkish and Dutch subjects. For a full description of the project, click on the following link: http://www.uvt.nl/vacatures/extern/500080405.html Best regards, Elma Nap-Kolhoff -- Drs. Elma M. Nap-Kolhoff promovendus Departement Taal- & Cultuurstudies t +31 (0)13 466 3264 f +31 (0)13 466 2892 e e.m.kolhoff at uvt.nl i www.uvt.nl/faculteiten/fgw/dtc/ Universiteit van Tilburg | Dante Building | D209 Postbus 90153 | 5000 LE | TILBURG | Nederland --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From letitia.naigles at uconn.edu Tue Mar 25 20:28:24 2008 From: letitia.naigles at uconn.edu (letty) Date: Tue, 25 Mar 2008 13:28:24 -0700 Subject: Lab coordinator/Research assistant wanted!! Message-ID: Research Assistant I Department of Psychology Child Language Lab Dr. Letitia Naigles, PI University of Connecticut The Department of Psychology is seeking applicants to fill a full- time, end-date position as Research Assistant I on an NIH-supported research project comparing the processes of language development in typically developing children and children with autism under the supervision of Dr. Letitia Naigles. Responsibilities include data collection (off-site at children's homes), entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Required qualifications of the desired candidate would be excellent organizational and interpersonal skills and basic computer literacy. A Bachelor's degree in speech pathology, psychology, linguistics, or a related discipline, supplemented by one or more years of experience in the conduct of health or natural/social science research or equivalent combination of education and experience is required. At least one year of experience working with children and their families is required. Experience with children on the autistic spectrum is desirable. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children's language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. There may be opportunities to attend professional conferences. This is an end-date position renewable yearly for up to three years. The desired start date is early July 2008. Feel free to send inquiries via e-mail to Letitia.naigles at uconn.edu. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references to: Carol Valone, Department of Psychology, University of Connecticut, 406 Babbidge Road, U-1020, Storrs, CT 06269-1020; via email to carol.valone at uconn.edu. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mariehojholt at stofanet.dk Mon Mar 31 08:52:19 2008 From: mariehojholt at stofanet.dk (=?iso-8859-1?Q?Marie_H=F8jholt?=) Date: Mon, 31 Mar 2008 10:52:19 +0200 Subject: an onomatopoeic toddler Message-ID: Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From zajdo at hotmail.com Mon Mar 31 15:01:51 2008 From: zajdo at hotmail.com (=?iso-8859-1?Q?Krisztina_Zajd=F3?=) Date: Mon, 31 Mar 2008 09:01:51 -0600 Subject: an onomatopoeic toddler In-Reply-To: <005d01c8930c$86ebf380$6401a8c0@marie> Message-ID: Dear Marie, Your toddler sounds interesting. Please, send me your paper. I am looking forward to reading it. :-))) Thank you. Best regards, Krisztina Zajdó------------------------------------ Krisztina Zajdó, M.A., M.A., Ph.D. Linguist, Speech scientistAssistant Professor of Speech-Language Pathology Director of Child Speech/Phonology LabUniversity of WyomingDivision of Communication DisordersDept. 3311 1000 E. University Avenue Laramie, WY 82071Ph: 307-766-6405F: 307-766-6829zajdo at hotmail.com------------------------------------ From: mariehojholt at stofanet.dkTo: info-childes at googlegroups.comSubject: an onomatopoeic toddlerDate: Mon, 31 Mar 2008 10:52:19 +0200 Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From debgibson at telus.net Mon Mar 31 17:59:25 2008 From: debgibson at telus.net (Deborah Gibson) Date: Mon, 31 Mar 2008 10:59:25 -0700 Subject: an onomatopoeic toddler In-Reply-To: <005d01c8930c$86ebf380$6401a8c0@marie> Message-ID: Hi Marie I would like a copy too please. Many of my autistic son's earliest words were onomatopoeic. thanks Deborah Gibson, UBC, Vancouver On 31-Mar-08, at 1:52 AM, Marie Højholt wrote: > Dear all! > I am a student of linguistics in Denmark, and last month I handed > in an (20ECTS) essay on individual variation in childrens language > aqcuisition, - a single case study of a boy (12-28months) who used > far more onomatopoeic words than conventional ones. His production > of onomatopoeia was large and creative and the essay provides many > illustrative examples, that might be useful for any of you who > either neeed samples of childrens onomatopoeia, need good examples > of phonetically/articulatorilly funny productions, or just a nice > example of individual variation in language acquisition! > If you contact me, I will send it to you in PDF. All sounds are > transcribed in IPA. > All my best > Marie Hoejholt > Aarhus > Denmark > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Mon Mar 31 17:50:31 2008 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Tue, 1 Apr 2008 06:50:31 +1300 Subject: an onomatopoeic toddler Message-ID: Yes, please. I'd like a copy. Susan Foster-Cohen susan.foster-cohen at canterbury.ac.nz -----Original Message----- From: info-childes at googlegroups.com on behalf of Marie Højholt Sent: Mon 3/31/2008 9:52 PM To: info-childes at googlegroups.com Subject: an onomatopoeic toddler Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From l.hand at auckland.ac.nz Mon Mar 31 21:10:12 2008 From: l.hand at auckland.ac.nz (Linda Hand) Date: Tue, 1 Apr 2008 10:10:12 +1300 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Thank you. I would like a copy. Linda Hand, PhD Senior Lecturer, Speech Sciences Programme Dept of Psychology The University of Auckland Tamaki Campus, Private Bag 92019 Auckland 1142 New Zealand. ph +64+9 373 7599 extn 88735 ________________________________ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Deborah Gibson Sent: Tuesday, 1 April 2008 6:59 a.m. To: info-childes at googlegroups.com Subject: Re: an onomatopoeic toddler Hi Marie I would like a copy too please. Many of my autistic son's earliest words were onomatopoeic. thanks Deborah Gibson, UBC, Vancouver On 31-Mar-08, at 1:52 AM, Marie Højholt wrote: Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Mon Mar 31 21:59:23 2008 From: slobin at berkeley.edu (Dan I. Slobin) Date: Mon, 31 Mar 2008 14:59:23 -0700 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Dear Deborah, Now that this topic has been opened up, would you share your son's early onomatopoeic words? Dan At 10:59 AM 3/31/2008, you wrote: >Hi Marie > >I would like a copy too please. Many of my >autistic son's earliest words were onomatopoeic. > >thanks > >Deborah Gibson, <debgibson at telus.net> >UBC, Vancouver > > >On 31-Mar-08, at 1:52 AM, Marie Højholt wrote: >>Dear all! >>I am a student of linguistics in Denmark, and >>last month I handed in an (20ECTS) essay on >>individual variation in childrens language >>aqcuisition, - a single case study of a >>boy (12-28months) who used far more >>onomatopoeic words than conventional ones. His >>production of onomatopoeia was large and >>creative and the essay provides many >>illustrative examples, that might be useful for >>any of you who either neeed samples of >>childrens onomatopoeia, need good examples of >>phonetically/articulatorilly funny productions, >>or just a nice example of individual variation in language acquisition! >>If you contact me, I will send it to you in >>PDF. All sounds are transcribed in IPA. >>All my best >>Marie Hoejholt >>Aarhus >>Denmark >> >> > > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin, Professor of the Graduate School Professor Emeritus of Psychology and Linguistics Department of Psychology email: slobin at berkeley.edu 3210 Tolman #1650 phone (Dept): 1-510-642-5292 University of California phone (home): 1-510-848-1769 Berkeley, CA 94720-1650 fax: 1-510-642-5293 USA http://ihd.berkeley.edu/slobin.htm >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at exchange.tc.columbia.edu Sat Mar 1 12:07:33 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Sat, 1 Mar 2008 07:07:33 -0500 Subject: Subject headers Message-ID: Check your "junk e-mail" folders; it turns out that "You won't believe this" also raises suspicions the Microsoft porn police (I wonder what they think we're talking about!), so that, along with "Lena", makes it really hard to keep the continuity going here! Peter Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 Office Phone: (212) 678-8162 FAX: (212) 678-8233 Web Page: www.tc.edu/faculty/index.htm?facid=pg328 ________________________________ From: info-childes at googlegroups.com on behalf of Brian MacWhinney Sent: Fri 2/29/2008 5:39 PM To: info-childes at googlegroups.com Subject: Re: you won't believe this Dear Margaret et al., Yes, it appears that, according to Peter Gordon, my initial posting on the NY Times article got trapped in Microsoft's spam filter because of the "Lena" title. For those of you who wish to track the already rather bizarre story of the Swedish centerfold and then try to relate it to the perhaps equally bizarre (but equally promising?) story of the child recorder, you may try this link: http://en.wikipedia.org/wiki/Lena_Soderberg That is, if Microsoft decides that it is permissible for you to do so. --Brian MacWhinney On Feb 29, 2008, at 11:14 PM, Margaret Fleck wrote: > > As a side note, it's an amusing choice of name. Anyone with > connections to > image processing with > immediately remember that Lena is the name of a porn star whose face > was > cropped out of a > Playboy article and used as a standard test image. > > Margaret Fleck (U. Illinois) > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From marnie.arkenberg at gmail.com Sat Mar 1 12:27:00 2008 From: marnie.arkenberg at gmail.com (Marnie Arkenberg) Date: Sat, 1 Mar 2008 07:27:00 -0500 Subject: you won't believe this In-Reply-To: Message-ID: I have two separate comments-- On vocabulary: Our current methods of assessing child language, especially in young children, very likely underestimate what children can do, as well as what they are potentially capable of doing. There are at least two reasonable explanations for this: 1) productive speech by children is very difficult to understand and very difficult to transcribe, and thus to ensure we are not inflating child vocabulary levels we discount what we can't make out, and 2) tests of recognition cannot test all possible words. We must therefore make assumptions about the most likely words children might know at any point in time. We know there are enormous individual differences in child vocabulary. Hence, the probability we are truly capturing an accurate picture any one child's current level is likely low. We further exacerbate our underestimates by discounting things we don't consider to be words, and these things are symbolic--e.g. animal noises, character names, child-specific word forms--they are just not shared. We may be surprised to find what looks like early word learning in part because we don't give credit to children for the things that likely show symbolic thought. On LENA: Basically we all feel there needs to be some kind of dissemination of our research, not just to the scientific community but to the general public as well. As mundane as it may sound, as a paranoid new parent I read information from online parenting sources and parenting magazines--places that are quick and easy to access. It's rare for me to see a name of a researcher from our community, much less something written by us. If we want to make statements to the public about the issues and research we think important for parents to know, we need to be proactive about writing articles suited for that venue. We've set the stage for this not to happen--at last glance, at least at my institution, magazine publications didn't count much towards tenure. We can blame journalists if we want, but we certainly play a role. On Fri, Feb 29, 2008 at 6:57 PM, Keith Nelson wrote: > > HI all. I agree that some professional > thoughtful oversight and comment on developments > and marketing sometimes might be very appropriate > rather than leaving everything in the hands of > journalists or hoping that companies will be > responsible. Not sure on best wise steps toward > such a blog, newsletter, etc. > > On very early possible association of > printed words--however encoded-- with meanings, > there have long been anecdotal clues that place > such behavior between 8 and 18 months for some > children. It would be interesting to hear of > any well documented observations or even a formal > study. As I recall, one case study with some > pretty early interesting reading documentation is > the mongograph by Ranghild Soderbergh. > > Keith Nelson, Dept. Psychology, Penn State University > > > At 1:56 PM -0500 2/29/08, Nelson, Katherine wrote: > >In general I agree with Kathy and the others who > >view the LENA business with appalled alarm, > >although I have no good ideas for how to respond > >to it. > > > >On the otherhand, after reading about the infant > >reading tapes Peter Gordon referred to, and the > >letters from parents who have used the tapes, I > >have some of the same questions Peter does. In > >what sense is it not reading? Mothers attest > >that their 9 month olds learn both to speak and > >to read simultaneously. What is going on? The > >animal experiments do suggest that some kind of > >conditioning may be in progress, but the > >testimonials from mothers claim that infants are > >using and reading these words freely out of > >context of the game. If some of the claims are > >real we ought to know about it, even at the cost > >of undermining long held assumptions about the > >nature of cognitive and language development. > >(Of course we should also be skeptical of any > >testimonials attached to a commercial product.) > > > >Katherine Nelson > >Distinguished Professor Emerita > >Ph.D. Program in Psychology > >City University of New York Graduate Center > > > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Gordon, Peter > >Sent: Fri 2/29/2008 10:52 AM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > >I'm sure you can train an animal to do tricks > >like this -- one of my old professors used to > >train pigeons on standard Skinner boxes with 2 > >levers, and put "PECK" on the positive side and > >"DON'T PECK" on the negative side! But to do a > >trick like this (touching various body parts in > >response to a written cue) would probably > >involve pretty intensive conditioning with > >gradual shaping and lots of food treats for > >rewards as the animal gradually approaches the > >desired behavior. This kind of conditioning > >would probably be impractical to do with a 9 > >month old. So, it would be interesting to see > >what kind of training is done in this program, > >what the rewards are and how long it takes them > >to associate the word with the body part or > >action. I guess it would be interesting to see > >if this generalized to seeing someone else > >touching their body parts or if they could do it > >to a doll. In any case, it might be > >interesting to see how it's done. > > > > > >Peter Gordon, Associate Professor > >525 W 120th St. Box 180 > >Biobehavioral Sciences Department > >Teachers College, Columbia University > >New York, NY 10027 > >Office Phone: (212) 678-8162 > >FAX: (212) 678-8233 > >Web Page: www.tc.edu/faculty/index.htm?facid=pg328 > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Nan Ratner > >Sent: Fri 2/29/2008 10:02 AM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > > > > > >It is interesting, although in an elementary school science fair my kids > >participated in, one student taught his dog (a retriever, not even a > >border collie :-)) very similar skills/tricks (and was careful with the > >help of his neuroscientist parent to point out this isn't really > >"reading") , so I am not all that surprised an infant can do it with > >enough experience/training. It is of course also interesting to > >speculate on what parents believe they are accomplishing with this sort > >of stuff. > > > >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) > > > >>>> "Gordon, Peter" 2/29/2008 9:49 > >AM >>> > >Has anyone looked at this "Infant Reading" website? Apparently this > >was shown on Channel 4 in the UK yesterday. It shows a 9 month old > >being shown words on a card labeling body parts, and then responding by > >pointing to the appropriate part: > > > >http://www.infantlearning.com/ > > > >Obviously the baby isn't really reading, but it does seem to be > >responding to the shape of the words and touching the appropriate body > >part (head, teeth, feet etc.) I don't see any other obvious cuing going > >on. If true, it does seem remarkable that the infant can actually > >encode differences between the words and use them as cues for touching > >body parts. I guess then the question is whether this is symbolic, and > >if not, then why not. > > > >Peter > >Peter Gordon, Associate Professor > >525 W 120th St. Box 180 > >Biobehavioral Sciences Department > >Teachers College, Columbia University > >New York, NY 10027 > >Office Phone: (212) 678-8162 > >FAX: (212) 678-8233 > >Web Page: www.tc.edu/faculty/index.htm?facid=pg328 > > > >________________________________ > > > >From: info-childes at googlegroups.com on behalf of Krisztina Zajd? > >Sent: Thu 2/28/2008 8:09 PM > >To: info-childes at googlegroups.com > >Subject: RE: you won't believe this > > > > > >Dear Colleagues, > > > >I believe a response is desperately needed here from the research > >community - especially because of ethical issues involved. > >Here is how the LENA website advertises the product: > > > >Parents that have been desperately searching for answers > >and a way to measure and improve their child's language > >development now have LENA. > > > >If you are DESPERATELY searching for answers because you feel something > >is wrong with your child's communicative development, consulting with a > >linguist, speech pathologist or a child development specialist is in > >order, not buying LENA for $399. That approach needs to be the priority > >for the DESPERATE parent, not purchasing a product that in itself will > >not help. > > > >Further, it is stunning that there is a not a word mentioned on the > >LENA website about how the quality (rather than quantity) of > >interactions and speech impacts linguistic/intellectual growth. > > > >One of the parent testimonials cited was a real surprise. > > > >"Getting to see the results of how much I interact with my child > >shows me how many times during the day I am just not cutting it. > >Awareness of these problems will help us improve greatly." > > > >I am all for awareness, but spreading the belief that parents can use > >the LENA system to identify when and how they are just not cutting it > >when it comes to supporting their child's linguistic development is > >clearly disturbing. > > > >Isabelle, please let me know how I can help. > > > >Krisztina > > > >------------------------------------ > >Krisztina Zajd?, M.A., M.A., Ph.D. > >Linguist, Speech scientist > >Assistant Professor of Speech-Language Pathology > > > >Director of the Child Speech/Phonology Lab > > > >University of Wyoming > >Division of Communication Disorders > >Dept. 3311 > >1000 E. University Avenue > >Laramie, WY 82071 > > > >Ph: 307-766-6405 > >F: 307-766-6829 > > > >zajdo at hotmail.com > >------------------------------------ > > > > > > > > > >________________________________ > > > > From: khirshpa at temple.edu > > Subject: Re: you won't believe this > > Date: Thu, 28 Feb 2008 18:50:25 -0500 > > To: info-childes at googlegroups.com > > > > Great to hear from you! Are you up for drafting a response? I > >am a bit crazed for the next couple of days and then I leave for Utah > >and San Francisco. Whew. What have you been up to? Kathy > > > > On Feb 28, 2008, at 11:31 AM, isa barriere wrote: > > > > > > Dear Kathy, > > Thanks for sharing this with all of us. > > > > As the Director of Research in a pre-school center that > >serves a very large number (> 2,000)of children from low SES (and many > >different langauge backgrounds) and that incoporates a clinic (EI 0 to 3 > >and special ed 3 to 21 - 3,000) in which I regularly contribute to > >parent'sworkshops and staff profesisonal development, I think it is > >essential that we write a response pointing out the many many factors > >that we know/don't know bout that may impact timing of language > >developmental stages. I also suggest that we should try to do so in > >collboration perhaps with representatives of relevant service providers > >(such as professional SLP organization ASHA etc). > > > > Let me know how I or other members of the organizations > >I work for and other colleagues can help. > > > > I look forwrad to hearing from you and to other people's > >reactions. > > > > isabelle Barriere, PhD > > Director of Policy for Research & Education > > Yeled v'Yalda Early Childhood cneter (www.yeled.org > > ) > > & Co-Director, YVY Research Insititute > >(http://www.yeled.org/res.asp) > > & Research Associate, Research Institute for the Study > >of Language in Urban Society (RISLUS), CUNY Graduate center. > > > > > > > > > > On 2/28/08, Kathy Hirsh-Pasek > >wrote: > > > > I just read the article in the NYTimes on baby > >techtronics part of which described the Lena system. Yes, Lena is in > >the news again. The adds from their web site tell us that it is > >relevant to any parent concerned about "language delays, autism or > >transitioning an adopted child!" I am copying the description from the > >Times and thought we might all want to check out how our research is > >interpreted in the marketplace. Does this require a response from our > >community? What is our professional responsibility when this keeps > >coming up in the news? > > > > > > Kathy > > > > > > > > Last on our list was the LENA System ($399) a > >language measurement tool developed by Infoture, in Boulder, Colo. The > >system is based on research demonstrating a correlation between the > >amount parents talk to their babies during their first three years and > >their professional success later in life. > > > > > > The LENA System includes a credit card device > >and several children's outfits designed with large pockets in the front. > >Several days a month, you slip the device into the clothing and it > >records conversation between parent and child. > > > > > > At the end of the day, you plug it into your > >personal computer. Special software (available for Windows, but not > >Macs) analyzes the speech - separating adult words and baby gurgling > >from other noises - and reports on how many words you have spoken to > >your baby, how often your baby responds, and where you match up against > >the rest of the American population, to ensure your infant is getting > >that all-important verbal edge on other infants. > > > > > > My girls are a bit too young for the LENA, which > >Infoture recommends for infants from 2 months to 4 years. Instead I > >called Jennifer Jacobs, a mother of two from Boise, Idaho, who used the > >device to ensure her youngest child, Katherine, was not getting left > >behind. > > > > > > http://www.lenababy.com < > http://www.lenababy.com/> > > / > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- > > > > Keith Nelson > Professor of Psychology > Penn State University > 423 Moore Building > University Park, PA 16802 > > > keithnelsonart at psu.edu > > 814 863 1747 > > > > And what is mind > and how is it recognized ? > It is clearly drawn > in Sumi ink, the > sound of breezes drifting through pine. > > --Ikkyu Sojun > Japanese Zen Master 1394-1481 > > > > -- Marnie E. Arkenberg, Ph.D. "A pound of pluck is worth a ton of luck." --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at exchange.tc.columbia.edu Sat Mar 1 12:48:00 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Sat, 1 Mar 2008 07:48:00 -0500 Subject: reliability, cueing, and neurotic parenting Message-ID: I was intrigued by Kim's description of the LENA device and agree that we should not dismiss it out of hand (perhaps just be wary of how it's being promoted). It sounds like a language equivalent of a pedometer that estimates how many steps people take in a day from their bouncing around. One of the problems is that some of them keep counting when you're in a car that bounces around too. I'm wondering if there was any validation research to look at how accurate the counting is under noisy conditions. On a second note about the "Clever Hans" phenomenon, there is a difference here in that the horse was simply cued to stop stomping from the subtle movements of the trainer. In the case of the infant videos you have qualitatively differentiated responses that don't seem to be cued to anything the adult is doing with his body. If the word cards on the video are doing the cuing for the infant to touch it's body parts, then that's not really a case of a Clever Hans effect, because it's the relevant stimulus that's doing the cuing. But the question again is whether we can say that the shapes of the words are actually acting as symbols in representing body parts for the infants in a non-iconic mode, even if they are not representing the phonetic values of the individual letters (which is why it presumably is not real reading per se). Perhaps if young infants can learn things like baby signs, then maybe this should not be that surprising, although we generally think of the baby signs as being a bit more iconic in nature. It might be interesting to see if infants can learn arbitrary baby signs as easily as iconic ones. Finally, even though there definitely is an unhealthy culture of competitive parenting, this doesn't mean that everyone who tries to extend the knowledge of their very young children is necessarily doing a bad thing. We took great pleasure in marveling at what our daughter was able to pick up about language and number at a very early age "before she was supposed to". I don't think we should be in the position of being educational Luddites and prescribe what the "natural" age is for any particular ability. Consider the case of the Emperor Charlemagne, who considered it impossible that peasants could ever learn to read. I think that it's fine if parents want to see what their kids can do; it just shouldn't turn in to a requirement. But nowadays, when preschoolers have to be interviewed and tested for entry into kindergarten, it's pretty hard to stem that flow. Peter Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 Office Phone: (212) 678-8162 FAX: (212) 678-8233 Web Page: www.tc.edu/faculty/index.htm?facid=pg328 ________________________________ From: info-childes at googlegroups.com on behalf of Kim Oller Sent: Fri 2/29/2008 1:47 PM To: Info-CHILDES Subject: LENA I am a member of the Scientific Advisory Board of Infoture, Inc., which is the producer of LENA. Perhaps rather than responding to specific interests and concerns that were expressed in the recent postings, I'll just offer to talk with anyone who wants to know about the company and the tools it has developed. Also I would encourage any one who would like to talk with people at the company directly to do so. These are very friendly and open people. Perhaps the most appropriate contact would be Jill Gilkerson at 303 441 9014 or JillGilkerson at infoture.org. I wouldn't be involved if I didn't view the developments at Infoture as extremely positive and indeed fundamentally important to our futures, both scientific and clinical. Infoture invested heavily to develop a battery-powered recording device that weighs about an ounce and yields good quality (16kHz) data for 16 consecutive hours. Further they have developed extremely intriguing software that processes the data to yield a variety of automatic measures -- in particular, pretty reliable counts of adult words spoken in the sample, child vocalizations, and conversational turns. Much more is on the way, and the software itself is rapidly continuing to be improved and enhanced. These developments are going to be extremely useful for those of us who are interested in large scale naturalistic sampling that can be done all day long in the home. I am recording now with LENA and intend to do longterm, longitudinal research using it, including research employing neural network approaches that need really large quantities of data. Infoture is not just developing devices -- they already have over 40,000 hours of recording, much of it on a carefully stratified longitudinal sample. This sample is going to be a tremendous resource for research, and Infoture has done very significant research with it already. Collaborators from a variety of universities are already seeking to use the database for specialized projects, and Infoture is making adaptations to encourage that kind of collaboration and utilization of the data. In part my enthusiasm about this is due to my belief that laboratory- based research needs to be supplemented with large-sample naturalistic research. I don't think it is likely that we will be able to process really large samples without automated preprocessing. So the Infoture efforts are laying infrastructure for critical research, --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Mar 1 16:56:07 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 1 Mar 2008 17:56:07 +0100 Subject: you won't believe this In-Reply-To: <2566abea0803010427o5ae333dexdafa7618ccae02c@mail.gmail.com> Message-ID: Marnie, Keith, et al. I think that the likelihood of tenure review committees deciding to give credit for publications in magazines like Parenting is close to zero. Of course, there is no such thing as bad publicity and no reason not to engage in such outreach, when possible. And there is nothing wrong with setting up blogs and such. But, in the end, we are researchers and so we really ought to treat these issues as researchable topics. Of course, that means we need funding. It seems that the Canadians have figured out how to do this. If you remember, the discussion of Baby Signs last Fall eventually came upon a truly definitive review of the topic from Johnston, Durieux-Smith, & Bloom. If you would like to review that article, the link is http://www.cllrnet.ca/news/inthenews/104 That article itself didn't get through to Parenting, but it is certainly composed in a way that should allow the message to get through. Apparently, this research was sponsored through a Canadian Center of Excellence grant that funded the Canadian Language and Literacy Research Network. Wisely, this center decided to initiate a competition for reviews of this type. Clearly such a review and evaluation is now needed on LENA. It could easily come up with results that surprise all of us. In any case, I love this model of the way in which researchers can make a substantive contribution to the understanding of products targeted to parents and still end up with a grant award and a good journal publication. I wonder who could support this type of work in the States. --Brian MacWhinney http://www.cllrnet.ca/news/inthenews/104 On Mar 1, 2008, at 1:27 PM, Marnie Arkenberg wrote: > > On LENA: Basically we all feel there needs to be some kind of > dissemination of our research, not just to the scientific community > but to the general public as well. As mundane as it may sound, as a > paranoid new parent I read information from online parenting sources > and parenting magazines--places that are quick and easy to access. > It's rare for me to see a name of a researcher from our community, > much less something written by us. If we want to make statements to > the public about the issues and research we think important for > parents to know, we need to be proactive about writing articles > suited for that venue. We've set the stage for this not to happen-- > at last glance, at least at my institution, magazine publications > didn't count much towards tenure. We can blame journalists if we > want, but we certainly play a role. > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Mar 1 18:33:39 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 1 Mar 2008 19:33:39 +0100 Subject: Member Usage, Bibliography Message-ID: Dear Info-CHILDES, The CHILDES renewal proposal went in Friday. It included, in one big Word file, the 154 letters from so many of you documenting your usage of CHILDES over the last 5 years. This collection is now also on the web in the "Links" section of the home page. I have also updated the EndNote and BibTex versions of the CHILDES/BIB to include the 1560 additional citations included in your letters. Reading and responding to these 154 letters was the most enjoyable part of writing this grant. I think you will find that these letters give you a remarkably detailed view of what people are up to and how data from spontaneous interactions is being used in child language research and teaching. I included a Table of Contents with clickable links in case you want to read just the letters from certain people. Thanks again to all of you. --Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Sat Mar 1 18:52:22 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sat, 1 Mar 2008 13:52:22 -0500 Subject: you won't believe this In-Reply-To: <4D06B50B-C6FF-4242-B867-362494CA395F@cmu.edu> Message-ID: Dear Everyone, I think the challenge of bringing knowledge to the public and the applied domain belongs to everyone---- no one is exempt. A good standard is medicine: the level of public knowledge about the details of medicine (cholesterol, diabetes 2) vastly exceeds public knowledge of basic linguistic effects ( long-distance rules, quantification, anaphora). Our obligation is to communicate what we know, what we do not know, the scope of the questions, and the role of personal (parental) judgement. In medicine, we hear of "side-effects" and "risk percentages", and some information on which parts of medicine are advanced and which are still rather primitive. There is also growing knowledge of what should be personal discretion (you decide whether a risky operation should be done). (Yesterday I spoke to a diabetes expert whose son has diabetes---unlike some parents, he does not stop his child from going to birthday parties because cake and ice cream are served---those are primarily personal decisions and not medical ones. How strenuously you push a child who is behind in reading is largely a parental decision. In retrospect I think we pushed my daughter, now in law school, a bit too hard when she had trouble reading, though her continuing absolute inability to spell suggests a deep difference is still present.) The value and problems with the LENA system can only be seen if we understand the full challenge of acquisition. Knowing vocabulary diversity and turn-taking is relevant, but parents must see just how small a part of the whole system it is. No one would say that recognizing colors is a real test of vision. There is depth perception, astigmatism, etc. The problem lies in parents thinking that a 1/100 piece of information is a guide to everything. Nice to know colors, but it is a small corner of the whole story. Here is where we must collectively not be guilty of false advertising. I know a lot more about the syntax end of things than other dimensions, so my word should perhaps be respected in one sphere, but not as a guide to them all. We still lack basic insights into the acquisition path, but parents should be able to get a sense of what it is. Parents can understand it----I just gave a very successful lecture (I was worried it might not be well-received) to 80 young parents at the Wellesley Women's Forum and they were all eager to ask their children "who bought what" (and try some other simple explorations ). I find that parents absorb easily various things that produce furrowed brows in psychologists who think grammar is somehow "too hard". How can we communicate the basic challenge of learning language in intuitive and lively ways. (I have taken a stab at this in my book "The Prism of Grammar", but this needs to be done from many more perspectives. By the way, writing simply is not just a talent, but a hardwork skill ---I rewrote the book entirely three times). 1) How can we communicate how complex the achievement of learning language is? A real evaluation of a child's syntax would require 1000 questions?more than a brief test can undertake. All tests are therefore crude measures. Those two sentences can tell parents a lot. What is mssing? We need to know when children grasp ellipsis: "I want some", but not *I want every. We need to know just when they can handle backwards anaphora "Near him, Bill keeps a bottle", we need to know when children know you answer the first and last wh-, but not the middle "how": "You all have blocks. Who knows how to build what?" or parasitic gaps, also found in nursery school: " what can you carry __without dropping__", etc. There are good indications that there are separate systems underlying different parts of syntax, so they might separately fail. The same challenge exists in phonology and pragmatics. Phonology involves all kinds of connections that are fairly well understood, and many that are not, like intonation. Pragmatics involves turn-taking, but also sophisticated implicatures, whose acquisition study is still in its infancy. In the DELV test, which Harry Seymour, Jill deVilliers and I (with huge help from others) developed, we just scratch the surface of these questions, but in most tests these questions are not addressed at all. Instead there is a bias toward vocabulary and mastery of inflection, which is really a misweighting of the core questions. It is as if you tested athletic ability only my measuring how fast people can run. It is relevant and useful because it is measureable, but (as any coach knows) hardly the essence of basketball, etc. These are things which parents can grasp----just like we grasp the fact that Alzheimer's research is in its infancy. 2) We need to communicate, in light of the larger questions, what we do know about vocabulary acquisiton, learning of inflection, and how it is affected by dialect knowledge. We do not all agree about all of these issues. This can be communicated too. Again, disagreements in medicine are not in principle hidden from the public (though some no doubt are). Those who are experts in these subdomains should speak out about their view of, for instance, vocabulary development as it varies across acquisition, and also different dialects and cultures. How should this be done? I think a blog is a good idea. And I think it might start as a kind of wikipedia of communication disorders. One might ask experts in various smaller domains to provide summaries, to which others might add commentary, and then these are made known to magazines which in turn could publish excerpts and provide leads (the NYT reports of the political blogosphere). From there efforts to author articles might emerge. I, like Kathy, am not a technie, but I wonder if this kind of an effort could be attached to the wonderful work that Brian has done in building the CHILDES community. I am glad that this discussion is taking place. Tom Roeper On Sat, Mar 1, 2008 at 11:56 AM, Brian MacWhinney wrote: > Marnie, Keith, et al. > I think that the likelihood of tenure review committees deciding to > give credit for publications in magazines like Parenting is close to zero. > Of course, there is no such thing as bad publicity and no reason not to > engage in such outreach, when possible. And there is nothing wrong with > setting up blogs and such. But, in the end, we are researchers and so we > really ought to treat these issues as researchable topics. Of course, that > means we need funding. It seems that the Canadians have figured out how to > do this. If you remember, the discussion of Baby Signs last Fall > eventually came upon a truly definitive review of the topic from Johnston, > Durieux-Smith, & Bloom. If you would like to review that article, the link > is http://www.cllrnet.ca/news/inthenews/104 That article itself didn't > get through to Parenting, but it is certainly composed in a way that should > allow the message to get through. > Apparently, this research was sponsored through a Canadian Center of > Excellence grant that funded the Canadian Language and Literacy Research > Network. Wisely, this center decided to initiate a competition for reviews > of this type. > Clearly such a review and evaluation is now needed on LENA. It could > easily come up with results that surprise all of us. In any case, I love > this model of the way in which researchers can make a substantive > contribution to the understanding of products targeted to parents and still > end up with a grant award and a good journal publication. I wonder who > could support this type of work in the States. > > --Brian MacWhinney > > > http://www.cllrnet.ca/news/inthenews/104 > On Mar 1, 2008, at 1:27 PM, Marnie Arkenberg wrote: > > > On LENA: Basically we all feel there needs to be some kind of > dissemination of our research, not just to the scientific community but to > the general public as well. As mundane as it may sound, as a paranoid new > parent I read information from online parenting sources and parenting > magazines--places that are quick and easy to access. It's rare for me to see > a name of a researcher from our community, much less something written by > us. If we want to make statements to the public about the issues and > research we think important for parents to know, we need to be proactive > about writing articles suited for that venue. We've set the stage for this > not to happen--at last glance, at least at my institution, magazine > publications didn't count much towards tenure. We can blame journalists if > we want, but we certainly play a role. > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Sat Mar 1 23:02:28 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sat, 1 Mar 2008 15:02:28 -0800 Subject: you won't believe this In-Reply-To: <41e87b220803011052m4f62a006j45bfad16a37dd061@mail.gmail.com> Message-ID: --- Tom Roeper wrote: > Dear Everyone, ..... How strenuously you push a child who is behind in reading is > largely a parental decision. In retrospect I think we pushed > > my daughter, now in law school, a bit too hard when she had trouble reading, > though her continuing absolute inability to spell suggests a deep difference > is still present.) Actually, these days it seems to be a political decision. Since the public schools in the US suffer rather dire consequences if the kids (disabled or not) can't pass standardized tests, these kids now get pushed rather hard, regardless of what the parents want. Margaret (Margaret Fleck, U. Illinois) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Sun Mar 2 05:11:35 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 2 Mar 2008 00:11:35 -0500 Subject: you won't believe this In-Reply-To: <563729.57124.qm@web65716.mail.ac4.yahoo.com> Message-ID: Dear Margaret--- No doubt you are right---politics in education is dominating reading instruction and I am sure that individual children feel it. It is another area where teacher's and educators voices need to be more clearly heard. Tom PS. One educator's voice, my mother Annemarie Roeper, is one such voice. She just wrote a book "The "I" of the Beholder" about the Roeper school (now 66 years old) which reflects where my views originate. On Sat, Mar 1, 2008 at 6:02 PM, Margaret Fleck wrote: > > > --- Tom Roeper wrote: > > > Dear Everyone, > ..... How strenuously you push a child who is behind in reading is > > largely a parental decision. In retrospect I think we pushed > > > > my daughter, now in law school, a bit too hard when she had trouble > reading, > > though her continuing absolute inability to spell suggests a deep > difference > > is still present.) > > Actually, these days it seems to be a political decision. Since the > public > schools in the US suffer > rather dire consequences if the kids (disabled or not) can't pass > standardized > tests, these > kids now get pushed rather hard, regardless of what the parents want. > > Margaret (Margaret Fleck, U. Illinois) > > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From annickej at yahoo.com Sun Mar 2 11:59:22 2008 From: annickej at yahoo.com (Annick De Houwer) Date: Sun, 2 Mar 2008 03:59:22 -0800 Subject: Member Usage, Bibliography In-Reply-To: Message-ID: Dear Brian, Your service to the child language community is unsurpassed. Your inclusion of those additional citations in the CHILDES/BIB is great. Thank you once again. And I'm sure I'm not alone in hoping that the grant will come through. Best regards, Annick ---- Annick De Houwer, PhD Research Professor University of Antwerp, Belgium On Mar 1, 7:33?pm, Brian MacWhinney wrote: > Dear Info-CHILDES, > > ? ? The CHILDES renewal proposal went in Friday. ?It included, in one ? > big Word file, ?the 154 letters from so many of you documenting your ? > usage of CHILDES over the last 5 years. ?This collection is now also ? > on the web in the "Links" section of the home page. ?I have also ? > updated the EndNote and BibTex versions of the CHILDES/BIB to include ? > the 1560 additional citations included in your letters. > ? ? Reading and responding to these 154 letters was the most enjoyable ? > part of writing this grant. ?I think you will find that these letters ? > give you a remarkably detailed view of what people are up to and how ? > data from spontaneous interactions is being used in child language ? > research and teaching. ?I included a Table of Contents with clickable ? > links in case you want to read just the letters from certain people. > ? ? Thanks again to all of you. > > --Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mmillians at gmail.com Sun Mar 2 16:23:53 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 2 Mar 2008 11:23:53 -0500 Subject: you won't believe this In-Reply-To: <41e87b220803012111m148ba6dbl43a4c49df1fa908c@mail.gmail.com> Message-ID: Hi all, For my two cents... As I special education teacher/doctoral student, I agree with your comments. I find that the drive to increase test scores dominates not only reading but other aspects of children's development. This is based upon the readings in educational newsletters and policy reports, as well as from speaking with parents and observing in many different schools. This outcome based view seemed to be part of the LENA information for parents. After looking at the LENA website, I found the marketing of the tool to reflect the drive for results. It reinforced the importance of parents to talking their children, but not necessarily how. From a teaching perspective, quality is as important. The trend I am seeing through the review of records, test scores, and from parent and teacher reports for elementary school-aged children is they have developed adequate expressive language, especially in vocabulary recognition and in the length of utterances. However, it is their application, their depth of understanding, and their ability to generalize that is concerning. If parents are to use the LENA as a tool, it will be important to provide information on how to interact with the infant. There was an interesting report on NPR Morning Edition on Thursday, February 21st about the impact of the limited opportunities children have for imaginary, unstructured play and children's ability to self-regulate this included the use of language. This was two-part report and spoke to a range of psychologists, teachers, and a cultural historian who explored play, culture, and child development. The piece was well researched and was easy to understand for parents and those without a background on child development. It would be beneficial for more reports of this be become available for parents. I like the idea of providing parents information generated from those who research in the field, such as the NPR report..It would be important for the articles etc. to be provided by those who are not vested in the success of a product. Molly Millians (Marcus Institute, Atlanta GA/University of South Africa) On Sun, Mar 2, 2008 at 12:11 AM, Tom Roeper wrote: > Dear Margaret--- > No doubt you are right---politics in education is dominating > reading instruction and I am sure that individual children feel > it. It is another area where teacher's and educators voices > need to be more clearly heard. > > Tom > > PS. One educator's voice, my mother Annemarie Roeper, > is one such voice. She > just wrote a book "The "I" of the Beholder" about the > Roeper school (now 66 years old) which reflects where > my views originate. > > On Sat, Mar 1, 2008 at 6:02 PM, Margaret Fleck > wrote: > > > > > > > --- Tom Roeper wrote: > > > > > Dear Everyone, > > ..... How strenuously you push a child who is behind in reading is > > > largely a parental decision. In retrospect I think we pushed > > > > > > my daughter, now in law school, a bit too hard when she had trouble > > reading, > > > though her continuing absolute inability to spell suggests a deep > > difference > > > is still present.) > > > > Actually, these days it seems to be a political decision. Since the > > public > > schools in the US suffer > > rather dire consequences if the kids (disabled or not) can't pass > > standardized > > tests, these > > kids now get pushed rather hard, regardless of what the parents want. > > > > Margaret (Margaret Fleck, U. Illinois) > > > > > > > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From L.Dominguez at soton.ac.uk Mon Mar 3 21:00:41 2008 From: L.Dominguez at soton.ac.uk (Dominguez L.) Date: Mon, 3 Mar 2008 21:00:41 -0000 Subject: Second call for papers: the Romance Turn 3 Message-ID: Second call for papers The Romance Turn 3: Workshop on the Acquisition of Romance Languages University of Southampton, UK 18-20 September 2008 Abstract Submission Deadline: 1 April 2008 www.romanceturn3.soton.ac.uk Keynote Speakers: Antonella Sorace, University of Edinburgh, UK John Grinstead, The Ohio State University, USA Aafke Hulk, University of Amsterdam, The Netherlands The Romance Turn 3 will take place at the University of Southampton (UK) on 18-20 September 2008. Like previous editions of the workshop, (UNED Madrid 2004 and Utrecht 2006), all topics on the area of acquisition of Romance languages from a generative perspective will be considered, including first and second language acquisition, first and second language attrition, bilingual acquisition, and impaired language acquisition. Presentations, in English, will be 30-minutes long plus 15 minutes for discussion. Authors are invited to send one copy of an abstract in English for review. Abstracts may not exceed two pages of text with at least one-inch margins (2.5cms) on all four sides (on A4 paper) in Times New Roman point 12. An extra page for references may be included as well. Abstracts should be submitted in PDF format via e-mail to rturn3 at soton.ac.uk as an attachment. In the body of the e-mail message please include the title of the presentation, name of authors, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Authors may submit up to two abstracts, one individual and one joint. Please also specify whether your submission should be considered for oral presentation, poster or both. We plan on publishing the workshop's proceedings in an edited volume. Details will be posted on the workshop's website soon. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From msninio at pluto.mscc.huji.ac.il Tue Mar 4 09:41:58 2008 From: msninio at pluto.mscc.huji.ac.il (Anat Ninio) Date: Tue, 4 Mar 2008 11:41:58 +0200 Subject: Advice on Designing a Developmental Pragmatics Course In-Reply-To: <1194456603.797472.309780@22g2000hsm.googlegroups.com> Message-ID: Dear Ozlem, Sorry for the late reply. Have you tried looking at the following book: Ninio & Snow, Pragmatic Development? It was written with the goal of serving as a textbook to a course such as yours and I've used it successfully in such a manner. Below is a link to Amazon's entry for this book (I couldn't find the publisher's): http://www.amazon.com/Pragmatic-Development-Essays-Developmental-Science/dp/0813324718/ref=sr_1_1?ie=UTF8&s=books&qid=1204623525&sr=1-1 Good luck, Anat Ninio Ozlem Ece Demir wrote: > Dear all, > > My name is Ozlem Ece Demir, and I am currently a 4th year Psychology > Ph.D. student at the University of Chicago. I am planning to design a > course on Developmental Pragmatics next year, and I am currently > trying to decide which topics and readings to cover in the course. I > would really appreciate if you could give me any input you have > regarding how to design a course on this subject and/or provide me > with example course syllabi on this subject. Thanks in advance! > > Best regards. > Ozlem Ece Demir > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From koller at memphis.edu Tue Mar 4 16:45:01 2008 From: koller at memphis.edu (Kim Oller) Date: Tue, 4 Mar 2008 08:45:01 -0800 Subject: reliability, cueing, and neurotic parenting In-Reply-To: <5DAC1F0727733B4EB82A02502277E2E06D2A5D@TCEXCL.int.tc.columbia.edu> Message-ID: Dear All, but especially Peter and Isabelle, I shouldn't try to speak for Infoture, as I am just an advisor, so let me just respond to a couple of points that I happen to have good information on and that might be helpful. I know that if you have concerns about any aspect of the company's work, they welcome direct contacts. Also if you are interested in the database, you can contact them to see if something can be worked out to make aspects of it available to you for research -- I am doing that myself. I have been told that a formal option for licensing is anticipated in the future, but in the meantime, why not make suggestions about whatever might be useful to you? I will speak boldly on one point, which Isabelle raised. I have been present at enough Board meetings to be certain that no one at Infoture is seeking to have LENA replace SLP's or psychologists or pediatricians. On the contrary, the goal is to provide new tools to supplement and assist professionals in their work -- for example to provide a basis to obtain naturalistic data on conversation at home (at least in terms of amount of adult and child talk, and conversational turns). I am not sure how the impression could have been given that Infoture might have a goal to replace professionals, but I would hope that any one who has that impression would voice the opinion to the company and explain what had been done to make it seem so -- I'm sure they would want to clarify. On whether there has been validation research on the LENA as it currently stands, the answer is yes, and lots of it. Very large scale. Much of the data are posted on the Infoture website at Lenababy.com (choose "Researchers Click Here", then "Research" and you'll find a list of tech reports). Of course there's lots more that can be done, and there are indeed massive additional efforts going on to improve the identification algorithms and to validate their performance. A last point is about CHAT. The research version of LENA (which I am beta testing at the moment) provides a conversion of processed audio files that is CHAT/CLAN compatible. I am now categorizing utterances produced by my daughter (and people talking with her) that were located by LENA software and then converted to a .cha file. I use the Sonic mode in CLAN to access the whole waveform (up to 16 hours). This is a nice aid to locating large numbers of utterances -- the LENA software indicates for you the periods of time where high vocal activity occurs, and if you want to transcribe selectively (which I need to, since I can't categorize every hour of evey day of recording that I am looking at), you can focus on periods of high activity or low activity. I'm hoping to report on this work for the next ASHA convention. Best wishes, Kim On Mar 1, 6:48?am, "Gordon, Peter" wrote: > I was intrigued by Kim's description of the LENA device and agree that we should not dismiss it out of hand (perhaps just be wary of how it's being promoted). ?It sounds like a language equivalent of a pedometer that estimates how many steps people take in a day from their bouncing around. ?One of the problems is that some of them keep counting when you're in a car that bounces around too. ?I'm wondering if there was any validation research to look at how accurate the counting is under noisy conditions. > > On a second note about the "Clever Hans" phenomenon, there is a difference here in that the horse was simply cued to stop stomping from the subtle movements of the trainer. ?In the case of the infant videos you have qualitatively differentiated responses that don't seem to be cued to anything the adult is doing with his body. ?If the word cards on the video are doing the cuing for the infant to touch it's body parts, then that's not really a case of a Clever Hans effect, because it's the relevant stimulus that's doing the cuing. ?But the question again is whether we can say that the shapes of the words are actually acting as symbols in representing body parts for the infants in a non-iconic mode, even if they are not representing the phonetic values of the individual letters (which is why it presumably is not real reading per se). ?Perhaps if young infants can learn things like baby signs, then maybe this should not be that surprising, although we generally think of the baby signs as being a bit more iconic in nature. ?It might be interesting to see if infants can learn arbitrary baby signs as easily as iconic ones. ? > > Finally, even though there definitely is an unhealthy culture of competitive parenting, this doesn't mean that everyone who tries to extend the knowledge of their very young children is necessarily doing a bad thing. ?We took great pleasure in marveling at what our daughter was able to pick up about language and number at a very early age "before she was supposed to". ?I don't think we should be in the position of being educational Luddites and prescribe what the "natural" age is for any particular ability. ?Consider the case of the Emperor Charlemagne, who considered it impossible that peasants could ever learn to read. ?I think that it's fine if parents want to see what their kids can do; it just shouldn't turn in to a requirement. ?But nowadays, when preschoolers have to be interviewed and tested for entry into kindergarten, it's pretty hard to stem that flow. > > Peter > > Peter Gordon, Associate Professor > 525 W 120th St. Box 180 > Biobehavioral Sciences Department > Teachers College, Columbia University > New York, NY 10027 > Office Phone: (212) 678-8162 > FAX: (212) 678-8233 > Web Page:www.tc.edu/faculty/index.htm?facid=pg328 > > ________________________________ > > From: info-childes at googlegroups.com on behalf of Kim Oller > Sent: Fri 2/29/2008 1:47 PM > To: Info-CHILDES > Subject: LENA > > I am a member of the Scientific Advisory Board of Infoture, Inc., > which is the producer of LENA. Perhaps rather than responding to > specific interests and concerns that were expressed in the recent > postings, I'll just offer to talk with anyone who wants to know about > the company and the tools it has developed. Also I would encourage any > one who would like to talk with people at the company directly to do > so. These are very friendly and open people. Perhaps the most > appropriate contact would be Jill Gilkerson at 303 441 9014 or > JillGilker... at infoture.org. > > I wouldn't be involved if I didn't view the developments at Infoture > as extremely positive and indeed fundamentally important to our > futures, both scientific and clinical. ?Infoture invested heavily to > develop a battery-powered recording device that weighs about an ounce > and yields good quality (16kHz) data for 16 consecutive hours. Further > they have developed extremely intriguing software that processes the > data to yield a variety of automatic measures -- in particular, pretty > reliable counts of adult words spoken in the sample, child > vocalizations, and conversational turns. Much more is on the way, and > the software itself is rapidly continuing to be improved and > enhanced. > > These developments are going to be extremely useful for those of us > who are interested in large scale naturalistic sampling that can be > done all day long in the home. I am recording now with LENA and intend > to do longterm, longitudinal research using it, including research > employing neural network approaches that need really large quantities > of data. Infoture is not just developing devices -- they already have > over 40,000 hours of recording, much of it on a carefully stratified > longitudinal sample. This sample is going to be a tremendous resource > for research, and Infoture has done very significant research with it > already. Collaborators from a variety of universities are already > seeking to use the database for specialized projects, and Infoture is > making adaptations to encourage that kind of collaboration and > utilization of the data. > > In part my enthusiasm about this is due to my belief that laboratory- > based research needs to be supplemented with large-sample naturalistic > research. I don't think it is likely that we will be able to process > really large samples without automated preprocessing. So the Infoture > efforts are laying infrastructure for critical research, --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Wed Mar 5 18:14:41 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 5 Mar 2008 19:14:41 +0100 Subject: LONDIAL 2008 Message-ID: Last Call for Papers: LONDIAL: 2008 WORKSHOP ON THE SEMANTICS AND PRAGMATICS OF DIALOGUE King?s College London, June 2nd ? June 4th, 2008 in conjunction with: Final workshop of Dialogue Matters: Foundations for Technology Development (Leverhulme International Network Project). This workshop is now to be held with the first day at King?s College London on June 2nd immediately preceding LONDIAL, the second day at Queen Mary, University of London (QMUL) on June 5th (NOTE: change of dates of this workshop). (Apologies for Multiple Postings) The SEMDIAL series of workshops aim to bring together researchers working on the semantics and pragmatics of dialogue in fields such as artificial intelligence, computational linguistics, formal semantics/ pragmatics, philosophy, psychology, and neural science. In 2008 we will celebrate eleven years of the SEMDIAL series with the LONDIAL workshop, to be organized at King?s College London (KCL) in conjunction with the Interaction, Media and Communication Group at Queen Mary, University of London (QMUL). The SEMDIAL workshops are always stimulating and fun, and with KCL being in the heart of London, just across from the South Bank Centre, there will be no shortage of evening entertainment. LONDIAL 2008 will be held in conjunction with the closing workshop of the Leverhulme-funded network Dialogue Matters: Foundations for Technology Development, initially set up between London (KCL, QMUL), Edinburgh/Glasgow, Stanford, Stony Brook, Gothenburg, Essex, with additional collaborators now also participating. This two-day workshop will feature invited presentations by members of this group and other leaders of the computational linguistics and human language technology community, and demonstration of the Augmented Human Interaction Laboratory at QMUL (June 5th). This series of workshops has provided an extremely fruitful synergy of theoretical, historical, computational and psycho-linguists, with overlapping interests in dialogue modeling. Confirmed speakers include Susan Brennan, Amanda Stent, Robin Cooper, Staffan Larsson, Stanley Peters, and Holly Branigan. There is also a planned session on dialogue situated in joint action. DATES AND DEADLINES: Submissions due: 21st March 2008 (Please specify if you are submitting to the DSiJA or not) Notification: 16th April 2008 Final version due: 30th April 2008 Dialogue Matters opening workshop: 2nd June 2008 (Monday) LONDIAL 2008: 2nd ? 4th June 2008 (Monday - Wednesday) Dialogue Matters workshop meeting at QMUL: 5th June 2008 (Thursday) SCOPE (expanded from first call): We invite papers on all topics related to the semantics and pragmatics of dialogues, including, but not limited to: - models of common ground/mutual belief in communication - modeling agents' information states and how they get updated - multi-agent models and turn-taking - goals, intentions and commitments in communication - semantic interpretation in dialogue - reference in dialogue - ellipsis resolution in dialogue - alignment and misalignment in dialogue - dialogue and discourse structure - dialogue situated in joint action - interpretation of questions and answers - incremental, context-dependent processing - nonlinguistic interaction in communication - natural language understanding and reasoning in spoken dialogue systems - multimodal dialogue systems - dialogue management in practical implementations - categorization of dialogue moves or speech acts in corpora - designing and evaluating dialogue systems There is also a planned session on dialogue situated in joint action (DSiJA). Submissions of papers are invited for this session. SUBMISSION: Deadline for receipt of papers is 21st March 2008, 23:59 UTC. Submit your paper via the web at http://www.easychair.org/conferences/?conf=londial2008 Before submitting you must register with the website and receive a password by email; please do this well ahead of your submission, since email is sometimes unreliable. You will also need to fill out a web form with the author details and type in (or paste) a plain-text version of your abstract (200 words), in addition to uploading your paper. The actual paper should be an anonymous PDF file, 8 pages long (including data, tables, figures, and references), A4 paper size, 11pt Times font, 2.5 cm (1 inch) margins, 2-column format. Include a one- paragraph abstract of the entire work (about 200 words). You may find it convenient to use the style files provided by ACL 2007. Please specify whether your paper is for the DSiJA. Multiple submissions by the same author or group of authors are allowed, but each person may only give one oral presentation at the workshop. We will have a separate submission of late-breaking system demonstrations and ongoing project descriptions, to be presented in a poster session during the workshop. Late-breaking submissions will be two pages long; they will not be refereed, but evaluated for relevance only by the program committee chairs. Submission of late-breaking abstracts will be allowed only after review of the main session papers has concluded. The deadline for late-breaking submissions is 30th April 2008. INVITED SPEAKERS: David Traum, University of Southern California Andrzej Wisniewski, Adam Mickiewicz University Susan Fussell, Carnegie Mellon University (one more to be confirmed) PROCEEDINGS: Final, 8-page versions of the accepted papers, together with the 2- page accepted late-breaking abstracts, will be distributed in a proceedings volume at the workshop. In order to ensure publication in the proceedings, AT LEAST ONE author of each paper must have registered to attend the meeting by 30th April 2008, the deadline of submission of the revised paper. ORGANIZATION: Pat Healey (program co-chair) Jonathan Ginzburg (program co-chair) Ruth Kempson, Miriam Bouzouita, Eleni Gregoromichelaki (local arrangements) PREVIOUS SEMDIAL EVENTS: Previous workshops in the SEMDIAL series include: MUNDIAL '97 (Munich) http://www.cis.uni-muenchen.de/sil/workshop/dialogwsh.html TWENDIAL '98 (Twente) http://hmi.ewi.utwente.nl/Conferences/twlt13.html AMSTELOGUE '99 (Amsterdam) http://cf.hum.uva.nl/computerlinguistiek/amstelog/ GOTALOG 2000 (Gothenburg) http://www.ling.gu.se/konferenser/gotalog2000/ BI-DIALOG 2001 (Bielefeld) http://www.uni-bielefeld.de/BIDIALOG/ EDILOG 2002 (Edinburgh) http://www.ltg.ed.ac.uk/edilog/ DIABRUCK 2003 (Saarbruecken) http://www.coli.uni-sb.de/diabruck/ CATALOG 2004 (Barcelona) http://www.upf.edu/dtf/personal/enricvallduvi/catalog04/ DIALOR 2005 (Nancy) http://dialor05.loria.fr/ BRANDIAL 2006 (Potsdam) http://www.ling.uni-potsdam.de/brandial/ DECALOG 2007 (Rovereto) http://www.cimec.unitn.it/events/decalog/index.htm (see also http://cswww.essex.ac.uk/semdial/ ) LONDIAL Program Committee Maria Aloni, University of Amsterdam Nicholas Asher, CNRS, Toulouse & Univ. of Texas Raffaella Bernardi, Free University of Bolzano Patrick Blackburn, INRIA, Nancy Johan Bos, University La Sapienza Miriam Bouzouita, King?s College London Susan Brennan, Stony Brook Justine Cassell, Northwestern University Eve Clark, Stanford University Paul Dekker, University of Amsterdam Raquel Fern?ndez, CSLI, Stanford University Ruth Filik, University of Glasgow Simon Garrod, University of Glasgow Jonathan Ginzburg, King?s College London Eleni Gregoromichelaki, King?s College London Pat Healey, Queen Mary London Elsi Kaiser, University of Southern California Ruth Kempson, King?s College London Staffan Larsson, G?teborg University Alex Lascarides, University of Edinburgh Ian Lewin, University of Cambridge Colin Matheson, University of Edinburgh Gregory Mills, Queen Mary London Fabio Pianesi, ITC-IRST, Trento Martin Pickering, University of Edinburgh Manfred Pinkal, University of Saarland Paul Piwek, Open University Massimo Poesio, University of Essex David Schlangen, University of Potsdam Mark Steedman, University of Edinburgh Amanda Stent, Stony Brook University Matthew Stone, Rutgers University Hannes Rieser, University of Bielefeld DSiJA Program Committee Ellen Gurman Bard, University of Edinburgh Stefan Kopp, University of Bielefeld Alex Lascarides, University of Edinburgh Massimo Poesio, University of Essex Hannes Rieser, University of Bielefeld Jan-Peter de Ruiter, MPI for Psychoinguistics, Nijmegen Mark Steedman, University of Edinburgh Ipke Wachsmuth, University of Bielefeld For further information see the website: http://www.kcl.ac.uk/research/groups/ds/events/londial/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Wed Mar 5 06:55:14 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 07:55:14 +0100 Subject: No subject Message-ID: Dear infochildes, Does anyone know of "good" scientific evidence that learning music at all or early has a positive impact on children's cognitive development, concentration, memory, attention to others etc... and on school results (reading as well as maths, languages of course...) and even higher education? I'd like to help a program which is trying to bring music into schools in "under-privileged" areas (called ZEP in France) but I'm not a specialist of that field and can only talk about my experience and intuitions... In France, music is very often only accessible to upper-middle class families. Any articles, websites... on the matter would really help. My best, Aliyah MORGENSTERN --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From barriere.isa at gmail.com Wed Mar 5 18:27:04 2008 From: barriere.isa at gmail.com (isa barriere) Date: Wed, 5 Mar 2008 13:27:04 -0500 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: I seem to rember that H. Neville has conducted a project on this that shows positive effects of music intrevention (on diiff. aspect of cognitive development) Isabelle On 3/5/08, Aliyah MORGENSTERN wrote: > > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lempert at psych.toronto.edu Wed Mar 5 18:32:25 2008 From: lempert at psych.toronto.edu (Henrietta Lempert) Date: Wed, 5 Mar 2008 14:32:25 -0400 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: Laurel Trainor at McMaster would have the relevant information ljt at mcmaster.ca Best, Henrietta Lempert On 3/5/08, Aliyah MORGENSTERN wrote: > > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > -- Henrietta Lempert, Ph.D. Department of Psychology University of Toronto Toronto ON M5S 3G3 FAX: 416-978-4811 TEL: 416-978-7817 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Wed Mar 5 19:19:23 2008 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 5 Mar 2008 14:19:23 -0500 Subject: No subject In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: See: *Exposure to music and cognitive performance: Tests of children and adults.* *Schellenberg, E. Glenn* 1; Nakata, Takayuki 2; Hunter, Patrick G. 1; Tamoto, Sachiko 2 *Psychology of Music. Vol 35(1), Jan 2007, pp. 5-19 *and other work by Schellenberg. Cheers, Kathleen Peets On Wed, Mar 5, 2008 at 1:55 AM, Aliyah MORGENSTERN < morgen at idf.ext.jussieu.fr> wrote: > > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Wed Mar 5 19:22:31 2008 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 5 Mar 2008 14:22:31 -0500 Subject: Music In-Reply-To: <6C01738A-256A-4ACE-B98F-3A6986E9A2CB@idf.ext.jussieu.fr> Message-ID: Dear Aliyah Ellen Winner at Boston College and her colleagues at Project Zero at Harvard have conducted quite a lot of research on the kinds of questions you raise. See, e.g., http://www2.bc.edu/~winner/current_music.html cheers, jean Jean Berko Gleason Aliyah MORGENSTERN wrote: > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From morgen at idf.ext.jussieu.fr Wed Mar 5 19:52:03 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 20:52:03 +0100 Subject: No subject In-Reply-To: <5cbb1b480803051027uf99356bm2dddac9685bb0099@mail.gmail.com> Message-ID: Merci beaucoup! Je vais chercher ses travaux. Amiti?s, Aliyah Morgenstern Le 5 mars 08 ? 19:27, isa barriere a ?crit : > I seem to rember that H. Neville has conducted a project on this > that shows positive effects of music intrevention (on diiff. aspect > of cognitive development) > Isabelle > > > On 3/5/08, Aliyah MORGENSTERN wrote: > > Dear infochildes, > > Does anyone know of "good" scientific evidence that learning music at > all or early has a positive impact on children's cognitive > development, concentration, memory, attention to others etc... and on > school results (reading as well as maths, languages of course...) and > even higher education? I'd like to help a program which is trying to > bring music into schools in "under-privileged" areas (called ZEP in > France) but I'm not a specialist of that field and can only talk > about my experience and intuitions... In France, music is very often > only accessible to upper-middle class families. Any articles, > websites... on the matter would really help. > > My best, > > Aliyah MORGENSTERN > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From kpeets at gmail.com Wed Mar 5 19:52:59 2008 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 5 Mar 2008 14:52:59 -0500 Subject: Susan Selby Message-ID: Hello, Does anyone have contact information for Susan Selby, who wrote "The development of morphological rules in children" in 1972? She was at Dundee back in the 70s, but I don't have current contact information for her. Thanks very much. Kathleen -- Kathleen Peets Postdoctoral Research Fellow Department of Psychology York University Toronto, Canada --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Wed Mar 5 20:38:51 2008 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Wed, 5 Mar 2008 21:38:51 +0100 Subject: Music In-Reply-To: <47CEF2F7.4020705@bu.edu> Message-ID: Thank you so much! Best, Aliyah Le 5 mars 08 ? 20:22, Jean Berko Gleason a ?crit : > > Dear Aliyah > > Ellen Winner at Boston College and her colleagues at Project Zero at > Harvard have conducted quite a lot of research on the kinds of > questions > you raise. See, e.g., > > http://www2.bc.edu/~winner/current_music.html > > cheers, > > jean > > Jean Berko Gleason > > > > Aliyah MORGENSTERN wrote: >> Dear infochildes, >> >> Does anyone know of "good" scientific evidence that learning music at >> all or early has a positive impact on children's cognitive >> development, concentration, memory, attention to others etc... and on >> school results (reading as well as maths, languages of course...) and >> even higher education? I'd like to help a program which is trying to >> bring music into schools in "under-privileged" areas (called ZEP in >> France) but I'm not a specialist of that field and can only talk >> about my experience and intuitions... In France, music is very often >> only accessible to upper-middle class families. Any articles, >> websites... on the matter would really help. >> >> My best, >> >> Aliyah MORGENSTERN >> >>> >> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From lcn.salk at gmail.com Wed Mar 5 21:22:32 2008 From: lcn.salk at gmail.com (lcnadmin) Date: Wed, 5 Mar 2008 13:22:32 -0800 Subject: REMINDER: 12th International Professional Conference on Williams Syndrome Call for Abstracts Message-ID: CALL FOR ABSTRACTS: International Professional Conference on Williams Syndrome, July 13-14,2008, Hyatt Regency, Garden Grove, CA This conference on Williams Syndrome represents a unique opportunity for scientists and clinicians in diverse disciplines to present data and learn about integrating approaches toward understanding the links among genes, brain structure and function, and behavior. We are requesting abstracts to be submitted by researchers who can contribute to the growing body of research on Williams Syndrome. Submissions are encouraged from diverse disciplines (please request flyer for more information from IFISHMAN at salk.edu). You are invited to submit abstracts for this exciting event! ABSTRACT DEADLINE: 4:00pm PST on Friday, March 21, 2008. Submit Abstracts via email to IFISHMAN at salk.edu with "WSA Abstract" in the subject line. Include a cover page listing abstract title, author(s) name(s) affiliation(s), and presenting author's address, telephone number, fax, and email address. Please indicate whether platform or poster presentation is preferred. The abstract should include the title, statement of purpose, methods, results and discussion. Submissions must be formatted in Times 12- point font with no less than 1inch margins on all sides, single-spaced on one page. The Program Committee will review abstracts and acceptance notices will be emailed by 5/16/2008. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From theres.gruter at mail.mcgill.ca Thu Mar 6 17:01:18 2008 From: theres.gruter at mail.mcgill.ca (Theres) Date: Thu, 6 Mar 2008 09:01:18 -0800 Subject: CALL FOR PAPERS: Comparing child L2 and SLI: Crosslinguistic perspectives Message-ID: CALL FOR PAPERS Second Language Research Forum (SLRF) 2008 17-19 October 2008 University of Hawai`i at Manoa Special panel on "Comparing child L2 and SLI: Crosslinguistic perspectives" Call deadline: 15 April 2008 Abstracts are invited for a special panel on "Comparing child L2 and SLI: Crosslinguistic perspectives" to take place as part of SLRF at the University of Hawai`i, 17-19 October 2008. Recent work in a variety of linguistic frameworks has shown remarkable similarities between children acquiring a nonnative language (L2) and children diagnosed with Specific Language Impairment (SLI): Similar grammatical phenomena appear to be vulnerable in both cases. The aim of this panel is to bring together researchers working on child L2 and SLI in different languages within a linguistic framework, in order to address and discuss questions such as the following: - To what extent are similarities/differences between child L2 and SLI observed crosslinguistically? - What domains of the grammar seem to be particularly (in)vulnerable in child L2 and SLI crosslinguistically? - Are there aspects of grammatical development that clearly distinguish child L2 learners from children with SLI? - To what extent are the vulnerabilities grammatical phenomena and/or processing phenomena? - What are the implications of these similarities/differences for developmental theories of child L2 and SLI, and for linguistic theorizing more generally? Individual papers will be allotted 20 minutes (plus time for discussion). Submission Instructions: (NB: Do NOT submit abstracts for this panel through SLRF's online submission system.) - Abstracts should be anonymous, clearly titled and no more than 500 words. The text of the abstract should fit on one page, with a second page for examples, figures/tables and references. (Please include a word count at the bottom of the page.) - The title should be no longer than 12 words. - Each submission must also include a 50-word summary, to be published in the conference program. - In a single e-mail message to theres.gruter at umontreal.ca, send the abstract as a pdf file and the summary as a Microsoft Word or RTF file by 15 April 2008. - Title of the paper, author name(s), affiliation(s) and contact information should be included in the body of the e-mail message. Notification of acceptance is anticipated to be by mid-May. For questions and further information regarding this panel, please contact Theres Grueter (theres.gruter at umontreal.ca). For general information on SLRF 2008, see the conference website (http:// www.nflrc.hawaii.edu/slrf08/). --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Thu Mar 6 21:36:17 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 6 Mar 2008 16:36:17 -0500 Subject: LABORATORY COORDINATOR POSITION AVAILABLE Message-ID: This list-serve has been wonderful for me for finding terrific lab coordinators! Hope it works this time as well! Thanks! Roberta -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: labjob3-08.doc Type: application/msword Size: 34304 bytes Desc: not available URL: From saraf at macam.ac.il Fri Mar 7 09:05:28 2008 From: saraf at macam.ac.il (Sara Ferman) Date: Fri, 7 Mar 2008 11:05:28 +0200 Subject: Pictures and morphological rules Message-ID: Dear all, Recently I am interested in learning conditions that facilitate the learning of (uncovering) the semantic aspect of a morphological rule (in Hebrew). It seems to be obvious that pictures facilitate the learning of the semantic aspect of words. However, I could not find any scientific evidence for this belief. Does anyone know of "good" scientific evidence dealing with the issue of whether pictures affect the ability to uncover the semantic aspect of words and/or morphological rules (e.g., gender, plural)? Many thanks Sara Ferman Ph.D. Department of Communication Disorders Speech, Language and Hearing Sackler Faculty of Medicine Tel Aviv University, Israel saraf at macam.ac.il =================================== Dr. Sara Ferman Department of Communication Disorders Speech, Language and Hearing Sackler Faculty of Medicine Tel Aviv University Located at: Sheba Medical Center Tel Hashomer, Ramat Gan Israel 52621 Tel 972-3-5349817; Fax 972-3-5352868 Achva College of Education Beer Tuvia Levinsky College of Education Tel Aviv Tel (h) ++ 972 3 9461739; Cel: 050-5657957 Email: saraf at post.tau.ac.il; saraf at macam.ac.il --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Fri Mar 7 12:59:10 2008 From: slornat at psi.ucm.es (Susana Lopez Ornat) Date: Fri, 7 Mar 2008 13:59:10 +0100 Subject: Music Message-ID: Aliyah, I suppose you have it already, in case you don?t, I?m quite fond of this book "The child as a musician", Gary E McPherson, Oxford University Press 2006 Best! Susana Susana L?pez Ornat Dpto Psicolog?a B?sica II Facultad de Psicolog?a Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial ----- Original Message ----- From: "Aliyah MORGENSTERN" To: Sent: Wednesday, March 05, 2008 9:38 PM Subject: Re: Music Thank you so much! Best, Aliyah Le 5 mars 08 ? 20:22, Jean Berko Gleason a ?crit : > > Dear Aliyah > > Ellen Winner at Boston College and her colleagues at Project Zero at > Harvard have conducted quite a lot of research on the kinds of > questions > you raise. See, e.g., > > http://www2.bc.edu/~winner/current_music.html > > cheers, > > jean > > Jean Berko Gleason > > > > Aliyah MORGENSTERN wrote: >> Dear infochildes, >> >> Does anyone know of "good" scientific evidence that learning music at >> all or early has a positive impact on children's cognitive >> development, concentration, memory, attention to others etc... and on >> school results (reading as well as maths, languages of course...) and >> even higher education? I'd like to help a program which is trying to >> bring music into schools in "under-privileged" areas (called ZEP in >> France) but I'm not a specialist of that field and can only talk >> about my experience and intuitions... In France, music is very often >> only accessible to upper-middle class families. Any articles, >> websites... on the matter would really help. >> >> My best, >> >> Aliyah MORGENSTERN >> >>> >> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 15:13:35 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 07:13:35 -0800 Subject: Inner speech and sentence processing Message-ID: Hello Everyone, I am looking for research studies examining the role of private/inner speech in children's L1 or L2 sentence processing. My search for such studies has proven to be fruitless so far and I was wondering if any of you might know of any research looking at inner speech in relation to sentence processing. I would be very thankful for any suggestions. Best, Roxana Botezatu PhD Student Penn State University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From limber at comcast.net Sat Mar 8 16:58:28 2008 From: limber at comcast.net (john limber) Date: Sat, 8 Mar 2008 11:58:28 -0500 Subject: Inner speech and sentence processing In-Reply-To: <4454c8ef-068a-46ea-967e-214f92599b65@o77g2000hsf.googlegroups.com> Message-ID: Hi Roxanna - can you say a bit more about what you are concerned with-- for example do you mean consciousness of parsing, correlation of egocentric speech with sentence comprehension/production, reports of 'hearing voices' or a number of other interesting and obscure issues? Regards, John Limber University of New Hampshire Durham On 3/8/08 10:13 AM, "Roxana" wrote: > > Hello Everyone, > > I am looking for research studies examining the role of private/inner > speech in children's L1 or L2 sentence processing. My search for such > studies has proven to be fruitless so far and I was wondering if any > of you might know of any research looking at inner speech in relation > to sentence processing. > > I would be very thankful for any suggestions. > > Best, > > Roxana Botezatu > > PhD Student > Penn State University > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 17:53:46 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 09:53:46 -0800 Subject: Inner speech and sentence processing In-Reply-To: Message-ID: Hi John, I am mostly interested in the correlation of egocentric/inner speech with sentence comprehension in L1 and/or L2 speakers. I would not mind looking at studies (if there are any) involving production as well, but I am mainly interested in comprehension. Roxana --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Sat Mar 8 18:08:09 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 8 Mar 2008 19:08:09 +0100 Subject: Inner speech and sentence processing In-Reply-To: <8eb8c5b5-5399-4d5b-b219-e0072f6f78fb@m36g2000hse.googlegroups.com> Message-ID: Dear Roxana, In some version of a standard theory of psycholinguistics, we are not supposed to be talking to ourselves when we listen to other people. The theory holds that we are limited information processors and that, if we shift attention away from the incoming speech to our own inner voices, we will end up inadequately processing the incoming speech from other people. I can guarantee that this description fits my own experiences. If I get distracted with my own thoughts, I will fail to understand what other people are saying. Of course, many of us know people who seem to do just that. There are some common language expressions for these cases. Sometimes we say that you can "talk, talk, talk, but it all goes in one ear and out the other." Perhaps this is because the other person is not listening to us, but to their own inner voice. And there are people who "march to the beat of their own drum" and so on. So, are you thinking of this type of behavior when you talk about listening to inner speech, instead of focusing on the incoming material? If this is what you want to get at, I suppose I would mostly direct you to the psychoanalytic literature. In terms of psycholinguistics, I suppose you could demonstrate some of this experimentally. If you can get a group of subjects who are involved in some soul-shaking and threatening experience, it may well be the case that they will end up with lower scores on something like a sentence span test, since their mind will be "elsewhere" processing their own hopes and fears, rather than what people are saying. If, alternatively, you are imagining that people who listen to their own inner voices somehow do a better job of listening to others, then that would be still another matter. I suppose I could imagine some cases in which this might occur, but they are certainly more difficult to imagine. If you want to turn now to the role of inner speech in L2 acquisition (as opposed to sentence processing), that is another matter. There is indeed a whole book that came out about 12 years ago on the topic of L2 and inner speech. Google Scholar should find it. It does a nice job of reviewing the inner speech literature, but in the end the major claim I pulled out of it was that, if you want to learn a second language, it is a good idea to learn to think in that language. I don't think many of us would deny this. But this doesn't mean that we should think our own different thoughts when other people are talking. Good luck on this topic, --Brian MacWhinney On Mar 8, 2008, at 6:53 PM, Roxana wrote: > > Hi John, > > I am mostly interested in the correlation of egocentric/inner speech > with sentence comprehension in L1 and/or L2 speakers. I would not mind > looking at studies (if there are any) involving production as well, > but I am mainly interested in comprehension. > > Roxana > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mboteza1 at gmail.com Sat Mar 8 23:21:29 2008 From: mboteza1 at gmail.com (Roxana) Date: Sat, 8 Mar 2008 15:21:29 -0800 Subject: Inner speech and sentence processing In-Reply-To: <69D7EE15-FDA2-4873-BA7B-2287CA3D9D9F@cmu.edu> Message-ID: Hi Professor MacWhinney, Thank you so much for your suggestions. I have read the book that you have mentioned - "Inner Speech - L2." There is one thing that I wanted to add, since it was not explicit in my initial message - I am interested in finding research studies (if there are any out there) looking at the role of inner speech in the processing of written (not spoken) sentences or discourse. My sense is that while inner speech would no doubt interfere with the processing of spoken language, it might facilitate the processing of written language, especially when it comes to the processing of ambiguous sentences in either L1 or L2. I don't know if there have been any studies done in this regard. I was not able to find any, but I am still looking. Roxana --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From margaretmfleck at yahoo.com Sun Mar 9 15:18:51 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sun, 9 Mar 2008 08:18:51 -0700 Subject: Inner speech and sentence processing In-Reply-To: Message-ID: Such as phonological properties of the spoken words affecting the reading process? Margaret (Fleck, U. Illinois) --- Roxana wrote: > > Hi Professor MacWhinney, > > Thank you so much for your suggestions. I have read the book that you > have mentioned - "Inner Speech - L2." There is one thing that I wanted > to add, since it was not explicit in my initial message - I am > interested in finding research studies (if there are any out there) > looking at the role of inner speech in the processing of written (not > spoken) sentences or discourse. My sense is that while inner speech > would no doubt interfere with the processing of spoken language, it > might facilitate the processing of written language, especially when > it comes to the processing of ambiguous sentences in either L1 or L2. > I don't know if there have been any studies done in this regard. I was > not able to find any, but I am still looking. > > Roxana > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Sun Mar 9 16:14:00 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 9 Mar 2008 12:14:00 -0400 Subject: Inner speech and sentence processing In-Reply-To: <852219.7920.qm@web65708.mail.ac4.yahoo.com> Message-ID: Inner speech expts: Check out Devel Psych maybe 25 years ago for a paper by William Frawley and ?. Also check out the work of Laura Berk (Illinois State Univ.) and her book* Awakening Young Minds*. Laura also writes textbooks and because she follows developments in Vygotsky's theory, she may be a resource to you for more recent work. Best, Roberta Golinkoff On Sun, Mar 9, 2008 at 11:18 AM, Margaret Fleck wrote: > > > > Such as phonological properties of the spoken words affecting the reading > process? > > Margaret (Fleck, U. Illinois) > > --- Roxana wrote: > > > > > Hi Professor MacWhinney, > > > > Thank you so much for your suggestions. I have read the book that you > > have mentioned - "Inner Speech - L2." There is one thing that I wanted > > to add, since it was not explicit in my initial message - I am > > interested in finding research studies (if there are any out there) > > looking at the role of inner speech in the processing of written (not > > spoken) sentences or discourse. My sense is that while inner speech > > would no doubt interfere with the processing of spoken language, it > > might facilitate the processing of written language, especially when > > it comes to the processing of ambiguous sentences in either L1 or L2. > > I don't know if there have been any studies done in this regard. I was > > not able to find any, but I am still looking. > > > > Roxana > > > > > > > > > > > > > > -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmillians at gmail.com Mon Mar 10 02:16:19 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 9 Mar 2008 22:16:19 -0400 Subject: Inner speech and sentence processing In-Reply-To: <4454c8ef-068a-46ea-967e-214f92599b65@o77g2000hsf.googlegroups.com> Message-ID: Hi, When you refer to inner speech are you using the term to describe rehearsal of phonological information in the working memory system? If so, you might want to look into the work of Alan Baddeley as well as Susan Gathercole and Susan Pickering. Their work on the phonological loop and retaining information might be useful. Also, Joe Torgensen has written about the phonological processor and rehearsal in the book Attention, Memory, and Executive Functioning, Brooks Publishing. >From my understanding of inner speech - it is more of a mediator to regulate behavior and cognitive organization as well as other processes. Earlier Laura Berk was mentioned and her work is terrific. Also, you might want to look into Adele Diamond's work on executive functioning in young children. Molly On Sat, Mar 8, 2008 at 11:13 AM, Roxana wrote: > > Hello Everyone, > > I am looking for research studies examining the role of private/inner > speech in children's L1 or L2 sentence processing. My search for such > studies has proven to be fruitless so far and I was wondering if any > of you might know of any research looking at inner speech in relation > to sentence processing. > > I would be very thankful for any suggestions. > > Best, > > Roxana Botezatu > > PhD Student > Penn State University > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmillians at gmail.com Mon Mar 10 02:20:14 2008 From: mmillians at gmail.com (Molly Millians) Date: Sun, 9 Mar 2008 22:20:14 -0400 Subject: Inner speech and sentence processing In-Reply-To: <595494d70803091916i4beb7428ibe9a9ad596fcbccf@mail.gmail.com> Message-ID: Opps, I didn't read the previous response about written language. My earlier response might not pertain to you inquiry. On Sun, Mar 9, 2008 at 10:16 PM, Molly Millians wrote: > Hi, > > When you refer to inner speech are you using the term to describe > rehearsal of phonological information in the working memory system? If so, > you might want to look into the work of Alan Baddeley as well as Susan > Gathercole and Susan Pickering. Their work on the phonological loop and > retaining information might be useful. Also, Joe Torgensen has written about > the phonological processor and rehearsal in the book Attention, Memory, and > Executive Functioning, Brooks Publishing. > > From my understanding of inner speech - it is more of a mediator to > regulate behavior and cognitive organization as well as other processes. > Earlier Laura Berk was mentioned and her work is terrific. Also, you might > want to look into Adele Diamond's work on executive functioning in young > children. > > Molly > > > > On Sat, Mar 8, 2008 at 11:13 AM, Roxana wrote: > > > > > Hello Everyone, > > > > I am looking for research studies examining the role of private/inner > > speech in children's L1 or L2 sentence processing. My search for such > > studies has proven to be fruitless so far and I was wondering if any > > of you might know of any research looking at inner speech in relation > > to sentence processing. > > > > I would be very thankful for any suggestions. > > > > Best, > > > > Roxana Botezatu > > > > PhD Student > > Penn State University > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Mon Mar 10 16:40:46 2008 From: slornat at psi.ucm.es (Susana Lopez Ornat) Date: Mon, 10 Mar 2008 17:40:46 +0100 Subject: Inner speech and sentence processing Message-ID: Roxana: Time ago I did work on the types of processing in comprehension tasks of L1. I compared experimentally children of different ages with adults of different educational levels. It was a reading task. I tested for the comprehension of the (Spanish) sentences I used. Those were sentences with simple contents but with one embedded sentence inside a main one. They were presented in an attractive colourful poster form. Written. The subjects could keep seing them for as long as desired. I did find very clear differential comprehension results. Part of the sample "solved" the problem by *speaking out loud*. That is the bit (I think) that interests you. This is all informed in: Susana L?pez Ornat (1987)Automatizaci?n y control de la comprensi?n del lenguaje .En: (Ed)M.Yela: Estudios sobre inteligencia y lenguaje. Madrid, Pir?mide 172-200. ISBN:84-368-0365-5 Also, those results rose in me the questioning about "inner language". That had been "externalised" by some of the subjects in the sample: intermediate language development children but ALSO intermediate culture adults. This lead me to prepare a paper, which is only theoretical, about the subject. It is: S.L?pez Ornat (1991 b)El lenguaje en la mente. En: (Eds) M.M.Serrano & M. Sigu?n(Eds): Comunicaci?n y Lenguaje, Vol VI, En: (Eds) J.Mayor + J.L. Pinillos: Tratado de psicolog?a general; Madrid, Alhambra Universidad. 443-462. Good luck Susana L?pez Ornat Dpto Psicolog?a B?sica II Facultad de Psicolog?a Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial ----- Original Message ----- From: "Roxana" To: "Info-CHILDES" Sent: Sunday, March 09, 2008 12:21 AM Subject: Re: Inner speech and sentence processing > > Hi Professor MacWhinney, > > Thank you so much for your suggestions. I have read the book that you > have mentioned - "Inner Speech - L2." There is one thing that I wanted > to add, since it was not explicit in my initial message - I am > interested in finding research studies (if there are any out there) > looking at the role of inner speech in the processing of written (not > spoken) sentences or discourse. My sense is that while inner speech > would no doubt interfere with the processing of spoken language, it > might facilitate the processing of written language, especially when > it comes to the processing of ambiguous sentences in either L1 or L2. > I don't know if there have been any studies done in this regard. I was > not able to find any, but I am still looking. > > Roxana > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From jimlee53 at hotmail.com Tue Mar 11 05:41:14 2008 From: jimlee53 at hotmail.com (jimlee53) Date: Mon, 10 Mar 2008 22:41:14 -0700 Subject: how to do the research Message-ID: My daught began learning both Chinese and English at the age of 7 months old. Now she is 11 years old. She is a bilingual child.She can speak both Chinese and English very fluently. And she likes watching Disney DVDs. Although i have read some books about SLA, I still don't know how to do research about this phenomenon. Any experts are so kind to guide me ? Thanks. Contact: jimlee53 at hotmail.com --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From bpearson at research.umass.edu Tue Mar 11 12:59:34 2008 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Tue, 11 Mar 2008 08:59:34 -0400 Subject: how to do the research--new book on bilingualism research Message-ID: Dear Jmlee, There are now many people around the world doing research on childhood bilingualism. It will help to know more specifically what questions about the phenomenon are of interest to you in order to steer you in the right direction. AS IT HAPPENS, I have just written (!) a book on raising bilingual children. It is aimed at parents, but it also makes a good overview of research in the field which I hope will be useful to people who work with children and as an introduction for students. (Dear Infochildes Colleagues--I did not put jmlee53 up to asking this!) The book is called Raising a Bilingual Child and will be released by Random House April 15 (but it is already *available for pre-order* on Amazon at a discounted price: http://www.amazon.com/Raising-Bilingual-Child-Living-Language/dp/1400023343/ref=sr_1_2?ie=UTF8&s=books&qid=1205239637&sr=8-2 ) (Those who want to support their independent bookstore can no doubt begin asking for it there, too.) You can see some comments (or "advance praise") from several people who have read the book here: http://www.umass.edu/aae/bp_indexold.htm (click "book blurbs") The 23 pages of endnotes, which supplement the abbreviated notes in the book, are already on my website under "Publications." A party and book launch will take place here in Amherst on April 27. I was going to be writing to InfoChildes *soon* to solicit other people's suggestions for how to publicize the book. Thank you for giving me an "opening." I would like to hear more details about your and your child's experience, and I am more than willing to explore with you where you can learn more about this, and perhaps begin some research of your own. Best wishes, Barbara ************************************************************* Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders 226 South College University of Massachusetts Amherst MA 01003 Tel: 413-545-5023 Fax: 413-545-2792 bpearson at research.umass.edu www.umass.edu/aae/bp_indexold.htm ----- Original Message ----- From: "jimlee53" To: "Info-CHILDES" Sent: Tuesday, March 11, 2008 1:41 AM Subject: how to do the research > > My daught began learning both Chinese and English > at the age of 7 months old. Now she is 11 years old. > She is a bilingual child.She can speak both Chinese > and English very fluently. And she likes watching Disney > DVDs. Although i have read some books about SLA, > I still don't know how to do research about this phenomenon. > Any experts are so kind to guide me ? Thanks. > Contact: jimlee53 at hotmail.com > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcf636 at gmail.com Thu Mar 13 11:13:07 2008 From: mcf636 at gmail.com (Madalena Cruz-Ferreira) Date: Thu, 13 Mar 2008 19:13:07 +0800 Subject: Singapore Child Language SIG - Report Message-ID: Dear all, The report on the third meeting of the Singapore Child Language Special Interest Group (SCLSIG3) held in October 2007 on the topic 'Language models at home and in school' is now published in the SAAL Quarterly. This is the journal of the Singapore Association for Applied Linguistics. The report is available at http://www.saal.org.sg/sq81.pdf If you would like to have access to the meeting's abstracts and/or papers, please email me at mcf636 at hotmail.com Best Madalena --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From tobias.haug at signlang-assessment.info Thu Mar 13 12:29:07 2008 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Thu, 13 Mar 2008 13:29:07 +0100 Subject: References on language test translation/adaptation Message-ID: Dear all, I am currently searching for literature (for my dissertation) regarding translation/adaptation of languages tests from one language to aonther language. I found a few articles on the translation of the PPVT to Spanish, and the translation of the McArthur-Bates. Does anyone on this list know about articles (and the like) that deal with the problem of translating language tests into another language? I would collect all replies and provide a complete list of references on this topic to this list later on. Many thanks in advance, regrads, Tobias --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From leah.gedalyovich at gmail.com Thu Mar 13 16:45:59 2008 From: leah.gedalyovich at gmail.com (leah gedalyovich) Date: Thu, 13 Mar 2008 18:45:59 +0200 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: This was the subject of my masters' thesis The effect of translation on the lingusitic complexity and difficulty of developmental langauge tests: evidence from three subtests of the Clinical Evaluation of Language Fundamentals (Bar-Ilan University, 1994) It was never published but should be available throught the university. Hope this is helpful. Good luck! Leah Paltiel-Gedalyovich On Thu, Mar 13, 2008 at 2:29 PM, Tobias Haug < tobias.haug at signlang-assessment.info> wrote: > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From reilly1 at mail.sdsu.edu Thu Mar 13 17:11:09 2008 From: reilly1 at mail.sdsu.edu (Judy Reilly) Date: Thu, 13 Mar 2008 10:11:09 -0700 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01. kundenserver.de> Message-ID: Hi Tobias, I think the best way to consider these are as adaptations, not translations. The idea is to adapt to the language and culture. Philip Dale has written about the MacArthur Bates and how to adapt it. You might talk to him. Hope you are well Cheers, Judy At 05:29 AM 03/13/2008, you wrote: >Dear all, > >I am currently searching for literature (for my dissertation) >regarding translation/adaptation of languages tests from one >language to aonther language. I found a few articles on the >translation of the PPVT to Spanish, and the translation of the McArthur-Bates. > >Does anyone on this list know about articles (and the like) that >deal with the problem of translating language tests into another language? > >I would collect all replies and provide a complete list of >references on this topic to this list later on. > >Many thanks in advance, > >regrads, > >Tobias > Judy Reilly, Professor Department of Psychology San Diego State University 6330 Alvarado Court #208 San Diego, CA 92120 619-594-2840 FAX: 619-594-2058 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Thu Mar 13 17:41:55 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 13 Mar 2008 13:41:55 -0400 Subject: References on language test translation/adaptation In-Reply-To: Message-ID: Dear Folks, The Diagnostic Evaluation of Language Variation (DELV) put out by Psych Corps is being translated into Italian and efforts are underway to translate it into Dutch--and there is interest in making tests for cross-linguistic comparisons for 17 European dialects in a project directed by Uli Sauerland at ZAS in Berlin. It is an interesting and complex topic that needs to be treated with great sensitivity to particular language variation. It is nonetheless very important --- and I hope that lots of folks will be involved in developing and advising on these questions. Tom Roeper On Thu, Mar 13, 2008 at 12:45 PM, leah gedalyovich < leah.gedalyovich at gmail.com> wrote: > This was the subject of my masters' thesis > > The effect of translation on the lingusitic complexity and difficulty of > developmental langauge tests: evidence from three subtests of the Clinical > Evaluation of Language Fundamentals (Bar-Ilan University, 1994) > > It was never published but should be available throught the university. > > Hope this is helpful. Good luck! > > Leah Paltiel-Gedalyovich > > > > > On Thu, Mar 13, 2008 at 2:29 PM, Tobias Haug < > tobias.haug at signlang-assessment.info> wrote: > > > Dear all, > > > > I am currently searching for literature (for my dissertation) regarding > > translation/adaptation of languages tests from one language to aonther > > language. I found a few articles on the translation of the PPVT to Spanish, > > and the translation of the McArthur-Bates. > > > > Does anyone on this list know about articles (and the like) that deal > > with the problem of translating language tests into another language? > > > > I would collect all replies and provide a complete list of references on > > this topic to this list later on. > > > > Many thanks in advance, > > > > regrads, > > > > Tobias > > > > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Thu Mar 13 18:04:39 2008 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 13 Mar 2008 11:04:39 -0700 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01. kundenserver.de> Message-ID: Dear Tobias, Are you interested in sign languages too? Nini Hoiting has made a version of the MCDI in Sign Language of the Netherlands; Judy Reilly has done the same for American Sign Language. I'm cc'ing this to them. Best, Dan At 05:29 AM 3/13/2008, you wrote: >Dear all, > >I am currently searching for literature (for my dissertation) >regarding translation/adaptation of languages tests from one >language to aonther language. I found a few articles on the >translation of the PPVT to Spanish, and the translation of the McArthur-Bates. > >Does anyone on this list know about articles (and the like) that >deal with the problem of translating language tests into another language? > >I would collect all replies and provide a complete list of >references on this topic to this list later on. > >Many thanks in advance, > >regrads, > >Tobias > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin, Professor of the Graduate School Professor Emeritus of Psychology and Linguistics Department of Psychology email: slobin at berkeley.edu 3210 Tolman #1650 phone (Dept): 1-510-642-5292 University of California phone (home): 1-510-848-1769 Berkeley, CA 94720-1650 fax: 1-510-642-5293 USA http://ihd.berkeley.edu/slobin.htm >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Thu Mar 13 19:14:08 2008 From: beachjade at gmail.com (beachjade) Date: Thu, 13 Mar 2008 12:14:08 -0700 Subject: References on language test translation/adaptation In-Reply-To: <7.0.1.0.2.20080313110303.03e0b0d8@berkeley.edu> Message-ID: Friend & Keplinger (2008) report on the procedures for adapting a behavioral vocabulary measure from American-English to Mexican-Spanish and on potential cultural issues that arose. Here is the full reference: Friend, M. & Keplinger, M. (2008). Reliability and validity of the Computerized Comprehension Task (CCT): data from American English and Mexican Spanish infants. Journal of Child Language, 35, 77-98.Good luck! Maggie Friend On Thu, Mar 13, 2008 at 11:04 AM, Dan I. Slobin wrote: > Dear Tobias, > > Are you interested in sign languages too? Nini Hoiting has made a version > of the MCDI in Sign Language of the Netherlands; > Judy Reilly has done the same for American Sign Language. I'm cc'ing this > to them. > > Best, > Dan > > At 05:29 AM 3/13/2008, you wrote: > > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Dan I. Slobin, Professor of the Graduate School > Professor Emeritus of Psychology and Linguistics > > Department of Psychology email: slobin at berkeley.edu > 3210 Tolman #1650 phone (Dept): 1-510-642-5292 > University of California phone (home): 1-510-848-1769 > Berkeley, CA 94720-1650 fax: 1-510-642-5293 > USA > http://ihd.berkeley.edu/slobin.htm > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.DeCat at leeds.ac.uk Fri Mar 14 10:12:22 2008 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Fri, 14 Mar 2008 03:12:22 -0700 Subject: word order errors in the Noun Phrase (L1 acquisition) Message-ID: Dear colleagues, I'm looking for references of work documenting word order errors in the Noun Phrase, in first language acquisition. Could anybody help? Many thanks in advance. With best wishes, Cecile De Cat --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From prado.beth at gmail.com Fri Mar 14 11:02:21 2008 From: prado.beth at gmail.com (Beth Prado) Date: Fri, 14 Mar 2008 11:02:21 +0000 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: I have have done quite a bit of work adapting language and cognitive tests for both adults and children to a language spoken in Indonesia called Sasak. I agree that the word 'adaptation' is much better than 'translation.' I can think of at least four things that must be adapted - the items, the instructions, the materials, and the format of the test. We always worked with the goal of testing the same underlying ability as the original test but using items, materials, etc. that are appropriate to the local context. I don't know much that is published on the topic but would be glad to discuss in more detail if you would like. Beth -- ******************************************* Elizabeth Prado Psychology Department Fylde C Floor Lancaster LA14YF UK Tel: 01524 593560 Website: http://www.psych.lancs.ac.uk/people/BethPrado.html On Thu, Mar 13, 2008 at 12:29 PM, Tobias Haug < tobias.haug at signlang-assessment.info> wrote: > Dear all, > > I am currently searching for literature (for my dissertation) regarding > translation/adaptation of languages tests from one language to aonther > language. I found a few articles on the translation of the PPVT to Spanish, > and the translation of the McArthur-Bates. > > Does anyone on this list know about articles (and the like) that deal with > the problem of translating language tests into another language? > > I would collect all replies and provide a complete list of references on > this topic to this list later on. > > Many thanks in advance, > > regrads, > > Tobias > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Fri Mar 14 14:53:32 2008 From: barriere.isa at gmail.com (isa barriere) Date: Fri, 14 Mar 2008 10:53:32 -0400 Subject: References on language test translation/adaptation In-Reply-To: <2131fe2c0803140402m3d34284p9e9423a7bb763024@mail.gmail.com> Message-ID: Dear Tobias, There is a recent article that you may find very useful: Pena, E.D. (2007) Lost in translation: methodological considerations in cross-cultural research. Child development, 78 (4): 1255-1264. It was published after Is started working on an adaptation of the CDI to (religious) Yiddish children and I have found it very useful, including the concepts it emphasizes- functional equivalence, cultural equivalence and metric equivalence. It also includes a rich relevant and up to date bibliography. Best, Isabelle Barriere, PhD Director of Policy for Research and Education Yeled v'Yalda Early Chilldhood Center Co-Director, YVY Research Institute On 3/14/08, Beth Prado wrote: > > I have have done quite a bit of work adapting language and cognitive tests > for both adults and children to a language spoken in Indonesia called > Sasak. I agree that the word 'adaptation' is much better than > 'translation.' I can think of at least four things that must be adapted - > the items, the instructions, the materials, and the format of the test. We > always worked with the goal of testing the same underlying ability as the > original test but using items, materials, etc. that are appropriate to the > local context. I don't know much that is published on the topic but would > be glad to discuss in more detail if you would like. > Beth > > -- > ******************************************* > Elizabeth Prado > Psychology Department Fylde C Floor Lancaster LA14YF UK > Tel: 01524 593560 > Website: http://www.psych.lancs.ac.uk/people/BethPrado.html > > > On Thu, Mar 13, 2008 at 12:29 PM, Tobias Haug < > tobias.haug at signlang-assessment.info> wrote: > > > Dear all, > > > > I am currently searching for literature (for my dissertation) regarding > > translation/adaptation of languages tests from one language to aonther > > language. I found a few articles on the translation of the PPVT to Spanish, > > and the translation of the McArthur-Bates. > > > > Does anyone on this list know about articles (and the like) that deal > > with the problem of translating language tests into another language? > > > > I would collect all replies and provide a complete list of references on > > this topic to this list later on. > > > > Many thanks in advance, > > > > regrads, > > > > Tobias > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From stopbas at anadolu.edu.tr Fri Mar 14 15:22:04 2008 From: stopbas at anadolu.edu.tr (stopbas) Date: Fri, 14 Mar 2008 17:22:04 +0200 Subject: ICPLA 2008 Congress Message-ID: Dear Colleagues, It is a great honor for us to be the host country for the 12th Congress of the International Clinical Phonetics and Linguistics Association that will take place in Istanbul, Turkey, from June 25 to June 28, 2008. The platform of plenary talks, papers and poster presentations covers a wide range of topics relevant to the theoretical, experimental, clinical, cross-linguistic, multi-linguistic aspects of speech and language development and disorders; processing, hearing, perception and production from peripheral to central deficits. The accepted presentations (oral and poster) are announced at the website http://www.icpla2008.org We look forward to seeing you in Istanbul; in the world's city of natural beauties, as being the bridge between the continents and cultures, and the cradle of the civilizations. Sincerely yours, Prof. Dr. Seyhun Topbas, MA, MSc, PhD. Anadolu University President of the Local Organizing Committee CONGRESS COMMITTEES INTERNATIONAL CLINICAL PHONETICS & LINGUISTICS (ICPLA ) President: Sara Howard (UK) Vice-President: Sharynne McLeod (Australia) Secretary: Ben Maassen (Netherlands) Treasurer: Megan McAuliffe (New Zealand) Membership Secretary: Thomas W. Powell (USA) Honorary President of ICPLA Martin BALL (USA) Anadolu University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.gif Type: image/gif Size: 1492 bytes Desc: not available URL: From sharon.armonlotem at gmail.com Mon Mar 17 09:07:02 2008 From: sharon.armonlotem at gmail.com (Sharon Armon-Lotem) Date: Mon, 17 Mar 2008 10:07:02 +0100 Subject: word order errors in the Noun Phrase (L1 acquisition) In-Reply-To: Message-ID: Dear Cecile, You can see my paper on Hebrew: Mommy Sock in a Minimalist Eye: On the Acquisition of DP in Hebrew In Penner, Z. and N. Dittmar (eds.) *Issues in the Theory of Language Acquisition**.* Peter Lang AG, European Academic Publishers. The paper looks at "wrong" word order in the genitive construction in Hebrew. Best Sharon On Fri, Mar 14, 2008 at 11:12 AM, Cecile De Cat wrote: > > Dear colleagues, > > I'm looking for references of work documenting word order errors in > the Noun Phrase, in first language acquisition. Could anybody help? > > Many thanks in advance. > > With best wishes, > > Cecile De Cat > > > -- Dr. Sharon Armon-Lotem The Department of English and the Gonda Multidisciplinary Brain Research Center Bar Ilan University Ramat Gan, Israel --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From jodi.reich at yale.edu Mon Mar 17 15:43:33 2008 From: jodi.reich at yale.edu (Jodi Reich) Date: Mon, 17 Mar 2008 08:43:33 -0700 Subject: Postdoctoral Position at Yale University Message-ID: Dear info-CHILDES, Below is information regarding a postdoctoral position at Yale University. In addition to contacting Dr. Grigorenko directly about the position, interested applicants could also contact me for more information. Best regards, Jodi Reich jodi.reich at yale.edu ----------------------------------------- Applications are being accepted for a postdoctoral position at the Child Study Center, Yale University. This position is part of a large- scale NIH-funded study of language impairment in children who are native speakers of Russian. Applicants should be native speakers of Russian who have training in theoretical linguistics and some related experimental research experience. Attention to detail and accuracy is a must. Individuals interested in language acquisition and language impairments are encouraged to apply. The position is available for 12 months beginning June 1st, 2008 (or earlier). Applications will be accepted until the position is filled. Send curriculum vitae, any published research papers, three letters of reference, and a brief statement of research goals to Elena Grigorenko, Ph.D., Yale University Child Study Center, 230 South Frontage Road, New Haven, CT 06519. Yale University is an Affirmative Action/Equal Opportunity Employer. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From nabilah.halal at gmail.com Fri Mar 21 00:51:15 2008 From: nabilah.halal at gmail.com (Nabilah Halal) Date: Fri, 21 Mar 2008 00:51:15 +0000 Subject: Greek Literacy Message-ID: Dear all, I am a postgrad and I am working on spelling and stress accuracy in young Greek children (ages 5-8). I was wondering if anyone has done any work or knows any good books and papers to recommend to me. I also want to know if there are any stardardized tests on reading (words and nonwords) in Greek. I appreciate your assistance. Please reply back to mm563 at york.ac.uk Best regards, Mary Markogiannaki --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From napkolhoff at gmail.com Tue Mar 25 10:39:34 2008 From: napkolhoff at gmail.com (Elma M. Nap-Kolhoff) Date: Tue, 25 Mar 2008 11:39:34 +0100 Subject: PhD and Postdoc position at Tilburg University Message-ID: Dear all, We announce two vacancies at Tilburg University (the Netherlands) for a postdoc and a PhD student, in the framework of a Science Foundation-funded project. The project deals with issues in psycholinguistics, literacy and language acquisition, and works with Turkish and Dutch subjects. For a full description of the project, click on the following link: http://www.uvt.nl/vacatures/extern/500080405.html Best regards, Elma Nap-Kolhoff -- Drs. Elma M. Nap-Kolhoff promovendus Departement Taal- & Cultuurstudies t +31 (0)13 466 3264 f +31 (0)13 466 2892 e e.m.kolhoff at uvt.nl i www.uvt.nl/faculteiten/fgw/dtc/ Universiteit van Tilburg | Dante Building | D209 Postbus 90153 | 5000 LE | TILBURG | Nederland --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From letitia.naigles at uconn.edu Tue Mar 25 20:28:24 2008 From: letitia.naigles at uconn.edu (letty) Date: Tue, 25 Mar 2008 13:28:24 -0700 Subject: Lab coordinator/Research assistant wanted!! Message-ID: Research Assistant I Department of Psychology Child Language Lab Dr. Letitia Naigles, PI University of Connecticut The Department of Psychology is seeking applicants to fill a full- time, end-date position as Research Assistant I on an NIH-supported research project comparing the processes of language development in typically developing children and children with autism under the supervision of Dr. Letitia Naigles. Responsibilities include data collection (off-site at children's homes), entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Required qualifications of the desired candidate would be excellent organizational and interpersonal skills and basic computer literacy. A Bachelor's degree in speech pathology, psychology, linguistics, or a related discipline, supplemented by one or more years of experience in the conduct of health or natural/social science research or equivalent combination of education and experience is required. At least one year of experience working with children and their families is required. Experience with children on the autistic spectrum is desirable. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children's language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. There may be opportunities to attend professional conferences. This is an end-date position renewable yearly for up to three years. The desired start date is early July 2008. Feel free to send inquiries via e-mail to Letitia.naigles at uconn.edu. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references to: Carol Valone, Department of Psychology, University of Connecticut, 406 Babbidge Road, U-1020, Storrs, CT 06269-1020; via email to carol.valone at uconn.edu. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mariehojholt at stofanet.dk Mon Mar 31 08:52:19 2008 From: mariehojholt at stofanet.dk (=?iso-8859-1?Q?Marie_H=F8jholt?=) Date: Mon, 31 Mar 2008 10:52:19 +0200 Subject: an onomatopoeic toddler Message-ID: Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From zajdo at hotmail.com Mon Mar 31 15:01:51 2008 From: zajdo at hotmail.com (=?iso-8859-1?Q?Krisztina_Zajd=F3?=) Date: Mon, 31 Mar 2008 09:01:51 -0600 Subject: an onomatopoeic toddler In-Reply-To: <005d01c8930c$86ebf380$6401a8c0@marie> Message-ID: Dear Marie, Your toddler sounds interesting. Please, send me your paper. I am looking forward to reading it. :-))) Thank you. Best regards, Krisztina Zajd?------------------------------------ Krisztina Zajd?, M.A., M.A., Ph.D. Linguist, Speech scientistAssistant Professor of Speech-Language Pathology Director of Child Speech/Phonology LabUniversity of WyomingDivision of Communication DisordersDept. 3311 1000 E. University Avenue Laramie, WY 82071Ph: 307-766-6405F: 307-766-6829zajdo at hotmail.com------------------------------------ From: mariehojholt at stofanet.dkTo: info-childes at googlegroups.comSubject: an onomatopoeic toddlerDate: Mon, 31 Mar 2008 10:52:19 +0200 Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From debgibson at telus.net Mon Mar 31 17:59:25 2008 From: debgibson at telus.net (Deborah Gibson) Date: Mon, 31 Mar 2008 10:59:25 -0700 Subject: an onomatopoeic toddler In-Reply-To: <005d01c8930c$86ebf380$6401a8c0@marie> Message-ID: Hi Marie I would like a copy too please. Many of my autistic son's earliest words were onomatopoeic. thanks Deborah Gibson, UBC, Vancouver On 31-Mar-08, at 1:52 AM, Marie H?jholt wrote: > Dear all! > I am a student of linguistics in Denmark, and last month I handed > in an (20ECTS) essay on individual variation in childrens language > aqcuisition, - a single case study of a boy (12-28months) who used > far more onomatopoeic words than conventional ones. His production > of onomatopoeia was large and creative and the essay provides many > illustrative examples, that might be useful for any of you who > either neeed samples of childrens onomatopoeia, need good examples > of phonetically/articulatorilly funny productions, or just a nice > example of individual variation in language acquisition! > If you contact me, I will send it to you in PDF. All sounds are > transcribed in IPA. > All my best > Marie Hoejholt > Aarhus > Denmark > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Mon Mar 31 17:50:31 2008 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Tue, 1 Apr 2008 06:50:31 +1300 Subject: an onomatopoeic toddler Message-ID: Yes, please. I'd like a copy. Susan Foster-Cohen susan.foster-cohen at canterbury.ac.nz -----Original Message----- From: info-childes at googlegroups.com on behalf of Marie H?jholt Sent: Mon 3/31/2008 9:52 PM To: info-childes at googlegroups.com Subject: an onomatopoeic toddler Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From l.hand at auckland.ac.nz Mon Mar 31 21:10:12 2008 From: l.hand at auckland.ac.nz (Linda Hand) Date: Tue, 1 Apr 2008 10:10:12 +1300 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Thank you. I would like a copy. Linda Hand, PhD Senior Lecturer, Speech Sciences Programme Dept of Psychology The University of Auckland Tamaki Campus, Private Bag 92019 Auckland 1142 New Zealand. ph +64+9 373 7599 extn 88735 ________________________________ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Deborah Gibson Sent: Tuesday, 1 April 2008 6:59 a.m. To: info-childes at googlegroups.com Subject: Re: an onomatopoeic toddler Hi Marie I would like a copy too please. Many of my autistic son's earliest words were onomatopoeic. thanks Deborah Gibson, UBC, Vancouver On 31-Mar-08, at 1:52 AM, Marie H?jholt wrote: Dear all! I am a student of linguistics in Denmark, and last month I handed in an (20ECTS) essay on individual variation in childrens language aqcuisition, - a single case study of a boy (12-28months) who used far more onomatopoeic words than conventional ones. His production of onomatopoeia was large and creative and the essay provides many illustrative examples, that might be useful for any of you who either neeed samples of childrens onomatopoeia, need good examples of phonetically/articulatorilly funny productions, or just a nice example of individual variation in language acquisition! If you contact me, I will send it to you in PDF. All sounds are transcribed in IPA. All my best Marie Hoejholt Aarhus Denmark --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Mon Mar 31 21:59:23 2008 From: slobin at berkeley.edu (Dan I. Slobin) Date: Mon, 31 Mar 2008 14:59:23 -0700 Subject: an onomatopoeic toddler In-Reply-To: Message-ID: Dear Deborah, Now that this topic has been opened up, would you share your son's early onomatopoeic words? Dan At 10:59 AM 3/31/2008, you wrote: >Hi Marie > >I would like a copy too please. Many of my >autistic son's earliest words were onomatopoeic. > >thanks > >Deborah Gibson, <debgibson at telus.net> >UBC, Vancouver > > >On 31-Mar-08, at 1:52 AM, Marie H?jholt wrote: >>Dear all! >>I am a student of linguistics in Denmark, and >>last month I handed in an (20ECTS) essay on >>individual variation in childrens language >>aqcuisition, - a single case study of a >>boy (12-28months) who used far more >>onomatopoeic words than conventional ones. His >>production of onomatopoeia was large and >>creative and the essay provides many >>illustrative examples, that might be useful for >>any of you who either neeed samples of >>childrens onomatopoeia, need good examples of >>phonetically/articulatorilly funny productions, >>or just a nice example of individual variation in language acquisition! >>If you contact me, I will send it to you in >>PDF. All sounds are transcribed in IPA. >>All my best >>Marie Hoejholt >>Aarhus >>Denmark >> >> > > > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin, Professor of the Graduate School Professor Emeritus of Psychology and Linguistics Department of Psychology email: slobin at berkeley.edu 3210 Tolman #1650 phone (Dept): 1-510-642-5292 University of California phone (home): 1-510-848-1769 Berkeley, CA 94720-1650 fax: 1-510-642-5293 USA http://ihd.berkeley.edu/slobin.htm >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes-unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: