From mits at ling.ed.ac.uk Thu May 1 11:17:22 2008 From: mits at ling.ed.ac.uk (Mits) Date: Thu, 1 May 2008 04:17:22 -0700 Subject: IASCL 2008: Program and registration Message-ID: The full program for the XI International Congress for the Study of Child Language (IASCL) (Edinburgh, 28 July – 1 August 2008) is now available on the conference website at: http://www.in-conference.org.uk/IASCL/index.html Note that in addition to the plenary talks, regular symposia and poster sessions, there are two special sessions: 1. "The Phon & PhonBank Initiative within CHILDES" (Organizers: Yvan Rose & Brian MacWhinney) 2. Special session in honour of Ann Peters -- "Perspectives on the complexity of language acquisition: Conversation, prosody, typology and individual differences" (Organizer: Edy Veneziano) To register for the conference, please go to the 'Registration' page of the conference website at http://www.in-conference.org.uk/IASCL/registration.html. IASCL 2008 Organizing Committee Antonalla Sorace Mits Ota Barbora Skarabela --~--~---------~--~----~------------~-------~--~----~ 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 k.j.alcock at lancaster.ac.uk Fri May 2 15:20:35 2008 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Fri, 2 May 2008 16:20:35 +0100 Subject: Parental recall of language milestones Message-ID: Does anyone know of any research into the accuracy of parental recall of language milestones, after the event (at whatever time interval)? I know parental recall of milestones is used in medical research, but I can't find any research into their accuracy either for motor or language milestones; there seems to be a little on language loss in children with subsequently diagnosed autism but again I can't find any work validating the actual parent report. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 cslater at alma.edu Fri May 2 17:15:40 2008 From: cslater at alma.edu (Carol Slater) Date: Fri, 2 May 2008 13:15:40 -0400 Subject: 'feets' and the like Message-ID: Dear all: As a student was browsing through BROWN yesterday, he came across a regular suffix applied to an irregular form. He would like to search systematically for other instances of this phenomenon but I didn't know what strategy to suggest: searching *CHI tiers with FREQ +s and a file of regular endings preceded by * seemed to be a possibility, but it is clearly one that would involve lots and lots of hand searching through irrelevant hits. I wonder whether anyone could suggest a more graceful solution? We would both be very grateful for the help. In hope, Carol Slater Dana Professor of Psychology Alma College Alma, Michigan --~--~---------~--~----~------------~-------~--~----~ 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 pgordon at exchange.tc.columbia.edu Fri May 2 18:16:41 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Fri, 2 May 2008 14:16:41 -0400 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Carol, There are only about half a dozen irregular plurals in English that a child is likely to use (mice, men, children, feet, teeth), so the best is to just list them individually in your search. Peter Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 Office: (212) 678-8162 Lab: (212) 678-8169 Fax:(212) 678-8233 Web Page: http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Carol Slater Sent: Friday, May 02, 2008 1:16 PM To: info-childes at googlegroups.com Subject: 'feets' and the like Dear all: As a student was browsing through BROWN yesterday, he came across a regular suffix applied to an irregular form. He would like to search systematically for other instances of this phenomenon but I didn't know what strategy to suggest: searching *CHI tiers with FREQ +s and a file of regular endings preceded by * seemed to be a possibility, but it is clearly one that would involve lots and lots of hand searching through irrelevant hits. I wonder whether anyone could suggest a more graceful solution? We would both be very grateful for the help. In hope, Carol Slater Dana Professor of Psychology Alma College Alma, Michigan --~--~---------~--~----~------------~-------~--~----~ 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 drdjhatch at gmail.com Fri May 2 18:49:38 2008 From: drdjhatch at gmail.com (Dr DJ Hatch) Date: Fri, 2 May 2008 20:49:38 +0200 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Hi Carol Your query might best be put the good and helpful folk on the corpus linguistics list. Corpora at uib.no On 2/5/08 19:15, "Carol Slater" wrote: > > Dear all: > As a student was browsing through BROWN yesterday, he came across a regular > suffix applied to an irregular form. He would like to search systematically > for other instances of this phenomenon but I didn't know what strategy to > suggest: searching *CHI tiers with FREQ +s and a file of regular endings > preceded by * seemed to be a possibility, but it is clearly one that would > involve lots and lots of hand searching through irrelevant hits. > I wonder whether anyone could suggest a more graceful solution? We would both > be very grateful for the help. > In hope, > Carol Slater > > Dana Professor of Psychology > Alma College > Alma, Michigan > > > --~--~---------~--~----~------------~-------~--~----~ 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 Fri May 2 19:28:49 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 2 May 2008 21:28:49 +0200 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Dear Carol, Peter and DJ, A couple of suggestions on this. First, I think that DJ may be confusing the Brown University (Kucera& Francis) corpus from Bergen with the Roger Brown child language corpus in CHILDES. Second, I would agree with Peter regarding the efficacy of simplymaking a list of the forms like "feets" and searching for them directly. For plurals, this is quite easy. For fun, I am attaching the relevant list. Of course, this doesn't include things like "corporas" and such. The CLAN command to find this is kwal +s at feets.cut +re +r5 +f *.cha The +re would allow you to do the whole database in one command, not just Brown. The +r5 is important to avoid missing the forms already tagged using the replacement format. You will see what I mean when you run the command. The +f outputs a file that goes into the first folder you examine. The list for verbs, such as "ranned" would be much longer. You can find a list of irregular verbs and make up a file for this on the example of feets.cut. Good luck with this. By the way, discussion of CHILDES program features is supposed to be sent to chibolts at googlegroups.com, if possible. --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 -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- A non-text attachment was scrubbed... Name: feets.cut Type: application/octet-stream Size: 92 bytes Desc: not available URL: -------------- next part -------------- On May 2, 2008, at 7:15 PM, Carol Slater wrote: > > Dear all: > As a student was browsing through BROWN yesterday, he came across a > regular suffix applied to an irregular form. He would like to search > systematically for other instances of this phenomenon but I didn't > know what strategy to suggest: searching *CHI tiers with FREQ +s and > a file of regular endings preceded by * seemed to be a possibility, > but it is clearly one that would involve lots and lots of hand > searching through irrelevant hits. > I wonder whether anyone could suggest a more graceful solution? We > would both be very grateful for the help. > In hope, > Carol Slater > > Dana Professor of Psychology > Alma College > Alma, Michigan > > --~--~---------~--~----~------------~-------~--~----~ > 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 Fri May 2 19:31:56 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Fri, 2 May 2008 12:31:56 -0700 Subject: Parental recall of language milestones In-Reply-To: <84C837A579BB6B41993A00F525676759044D69A2@exchange-be3.lancs.local> Message-ID: It may also be worth asking whether parental recall changes if the parent is pregnant and/or has a small baby. Memory problems are common in both cases, and many of the kids in the studies we read are the right age to have a small sibling or a pregnant mom. Margaret (Margaret Fleck, U. Illinois) "Alcock, Katie" wrote: Parental recall of language milestones Does anyone know of any research into the accuracy of parental recall of language milestones, after the event (at whatever time interval)? I know parental recall of milestones is used in medical research, but I can't find any research into their accuracy either for motor or language milestones; there seems to be a little on language loss in children with subsequently diagnosed autism but again I can't find any work validating the actual parent report. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 angelchan at arts.cuhk.edu.hk Mon May 5 03:03:05 2008 From: angelchan at arts.cuhk.edu.hk (Angel Chan (LIN)) Date: Mon, 5 May 2008 11:03:05 +0800 Subject: Second Call and Updates: Bilingual Acquisition Conference in Hong Kong 11-12 Dec 2008 (Submission Deadline: 15 June 2008) Message-ID: Dear colleague, An international conference on Bilingual Acquisition in Early Childhood will be held at the Chinese University of Hong Kong (CUHK) from 11-12 December 2008. The conference is organized by the newly established Childhood Bilingualism Research Centre at CUHK. This is a second call for papers for our conference (deadline: 15 June, 2008). We'd like to draw your attention especially to the following three updates: 1. Titles and Abstracts of Our Keynote Talks (i) Brian MacWhinney (Carnegie Mellon University) Title: Language Learning in Childhood and Adulthood: How different are they? Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#brian (ii) William O'Grady (University of Hawai'i) Title: Scope in Two Languages Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#ogrady (iii) Johanne Paradis (University of Alberta) Title: Are Bilingual Children Slower to Acquire Language than Monolingual Children? Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#paradis (iv) Yasuhiro Shirai (University of Pittsburgh) Title: The Acquisition of Tense-Aspect Marking by Cantonese-English Bilingual Children Abstract: TBA 2. A Special Workshop on "Methods for Automatic Computational Analysis of Data on Bilingual Acquisition" by Brian MacWhinney This presentation will show how researchers can utilize three basic methods to study bilingual language acquisition. The first method focuses on the analysis of morphosyntax using automatic part of speech taggers and parsers. The second method uses the "gem" technique to locate segments that reveal important patterns in linguistic and social interaction. The third method emphasizes the ability to use alternative programs (CLAN, Praat, ELAN, etc.) to analyze the same set of multimedia data. 3. A Pre-Conference Workshop on Sign Bilingualism in the Asia-Pacific Region will be held on 10 Dec 2008. The workshop is organized by the Centre for Sign Linguistics and Deaf Studies at CUHK. This workshop aims at attracting researchers from all over the Asia-Pacific region who are interested in the language development of deaf and hard of hearing children growing up in a sign bilingual environment. Call for Papers for the Sign Bilingualism Workshop: http://www.cuhk.edu.hk/lin/conference/baec/signlang.html Deadline: 15 June, 2008 For further details, please visit our conference website: http://www.cuhk.edu.hk/lin/conference/baec/ Call for Papers for the Conference: http://www.cuhk.edu.hk/lin/conference/baec/#callpaper Deadline: 15 June, 2008 We look forward to seeing you in Hong Kong two weeks before Christmas this year! Best Regards, Angel Chan Centre Coordinator Childhood Bilingualism Research Centre http://www.cuhk.edu.hk/lin/cbrc/ Department of Linguistics and Modern Languages The Chinese University of Hong Kong Mobile: (852) 9132 8401 Tel: (852) 2609 7019 Fax: (852) 2603 7755 Homepage: http://www.cuhk.edu.hk/lin/people/angelchan/ --~--~---------~--~----~------------~-------~--~----~ 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 fwouk at comcast.net Mon May 5 05:32:25 2008 From: fwouk at comcast.net (Fay Wouk) Date: Mon, 5 May 2008 17:32:25 +1200 Subject: Query - references on complementation Message-ID: Can anyone suggest any references on the acquisition of complement clauses in languages other than English, from a usage-based perspective? I'm looking for articles similar in spirit to Diessel andTomasello 2001 The Acquisition of Finite Complement Clauses in English: A Corpus-Based Analysis Cognitive Linguistics, 2001, 12, 2, 97-141, but on other languages. thanks, Fay Fay Wouk Senior Lecturer in Linguistics Dept. of Applied Language Studies and Linguistics University of Auckland Private Bag 92019 Auckland New Zealand 373-7599 ext. 88587 f.wouk at auckland.ac.nz --~--~---------~--~----~------------~-------~--~----~ 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 Marianne.KilaniSchoch at unil.ch Mon May 5 08:27:51 2008 From: Marianne.KilaniSchoch at unil.ch (Marianne Kiliani-Schoch) Date: Mon, 5 May 2008 10:27:51 +0200 Subject: IASCL 2008: Program and registration In-Reply-To: <5d86144e-447b-415a-9d11-b4f55b54419c@c65g2000hsa.googlegroups.com> Message-ID: Could you please tell me whether the delay for cancellation refunds is May 30 as indicated on the website a few months ago or April 15 (which is much too early) ? Thank you. Marianne Kilani-Schoch Mits a écrit : > The full program for the XI International Congress for the Study of > Child Language (IASCL) (Edinburgh, 28 July – 1 August 2008) is now > available on the conference website at: > > http://www.in-conference.org.uk/IASCL/index.html > > Note that in addition to the plenary talks, regular symposia and > poster sessions, there are two special sessions: > > 1. "The Phon & PhonBank Initiative within CHILDES" (Organizers: Yvan > Rose & Brian MacWhinney) > > 2. Special session in honour of Ann Peters -- "Perspectives on the > complexity of language acquisition: Conversation, prosody, typology > and individual differences" (Organizer: Edy Veneziano) > > To register for the conference, please go to the 'Registration' page > of the conference website at http://www.in-conference.org.uk/IASCL/registration.html. > > IASCL 2008 Organizing Committee > Antonalla Sorace > Mits Ota > Barbora Skarabela > > > --~--~---------~--~----~------------~-------~--~----~ 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 ken.reeder at ubc.ca Wed May 7 21:08:13 2008 From: ken.reeder at ubc.ca (Ken Reeder) Date: Wed, 7 May 2008 14:08:13 -0700 Subject: Searching for a book for very new students of child language Message-ID: I've been given a nice opportunity to develop a hybrid course at UBC at freshman or sophomore (1st/2nd yr) level entitled "Child Language Development." What is particularly interesting (for me at any rate) is that my students will be child care workers with minimal educational background, and that they are all working with aboriginal preschool children in British Columbia's southern interior. I'm searching for good introductory and short books in two (perhaps overlapping) areas: first language acquisition, and heritage language maintenance/ bilingualism. While the latter will probably be handled by way of Multilingual Matters' fine materials, I'm still searching for just the right title in first language acquisition. I'd like it to be a highly readable translation of our best current understandings in the field and manageable for these students. A tall order? Any suggestions? Glad to summarize your responses here if this fine discussion tool doesn't already do so. Thanks, all. --~--~---------~--~----~------------~-------~--~----~ 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 Wed May 7 21:46:38 2008 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Wed, 7 May 2008 17:46:38 -0400 Subject: Searching for a book for very new students of child language Message-ID: Dear Ken, I hope I'm still in the grace period of "shameless self-promotion" for my book that came out in April (and that in any case I was going to bring to the attention of InfoChildes in the next few days). Raising a Bilingual Child: A Step-by-Step Guide for Parents, by Zurer Pearson was recently released by Random House. http://www.randomhouse.com/catalog/display.pperl?isbn=9781400023349 (It's only $15, and even less already on Amazon : ). In it, I tried to accomplish the very goals you set forth: a "highly readable translation of our best current understandings in the field," that covers first and second language acquisition and tailors its suggestions for parents in the framework of Fishman's guidelines for language revitalization. It is written for parents (and I hope childcare workers) and so the scholarly apparatus is at a minimum, but I have careful page-by-page notes of all my references available on my website: http://www.zurer.com/pearson/bilingualchild so someone who wants to can go further in depth on any of its topics. I hope you will get hold of it and will give me your opinion of its suitability for your purpose. For my other Infochildes colleagues--please get copies for all your friends and relations! (And think of where we can place reviews of it.) I might add for Ken that I think you will also enjoy reading Tom Roeper's book _The Prism of Grammar_. I have tried to make sure that my descriptions of language and language acquisition are consistent with modern theories of grammar, but his book actually explains them (for first language acquisition), once again with parents in mind. Good luck with what sounds like a fascinating assignment. Best, Barbara Pearson *********************************************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Coordinator Depts of Linguistics and Communication Disorders South College 226 University of Massachusetts, Amherst Amherst MA 01003 413-545-5023 fax: 545-2972 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson ----- Original Message ----- From: "Ken Reeder" To: "Info-CHILDES" Sent: Wednesday, May 07, 2008 5:08 PM Subject: Searching for a book for very new students of child language > > I've been given a nice opportunity to develop a hybrid course at UBC > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > Development." What is particularly interesting (for me at any rate) is > that my students will be child care workers with minimal educational > background, and that they are all working with aboriginal preschool > children in British Columbia's southern interior. I'm searching for > good introductory and short books in two (perhaps overlapping) areas: > first language acquisition, and heritage language maintenance/ > bilingualism. While the latter will probably be handled by way of > Multilingual Matters' fine materials, I'm still searching for just the > right title in first language acquisition. I'd like it to be a highly > readable translation of our best current understandings in the field > and manageable for these students. A tall order? Any suggestions? > > Glad to summarize your responses here if this fine discussion tool > doesn't already do so. Thanks, all. > > > --~--~---------~--~----~------------~-------~--~----~ 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 May 7 21:56:45 2008 From: barriere.isa at gmail.com (isa barriere) Date: Wed, 7 May 2008 16:56:45 -0500 Subject: Searching for a book for very new students of child language In-Reply-To: <000b01c8b08b$d4877910$6401a8c0@VALUEDE91AB895> Message-ID: Dear Ken, Just to say I fully support Barbara Z. Pearson's self-promotion. I recently read her book and have put it on the the list to share with the supervisor of the family and social workers in the non-profit organization where I work and that serves more than 2,000 low SES children from very diverse linguistic and cultural backgrounds. I am also going to use it for workshops I will be giving education professionals (teachers and assistant teachers) of the same (older 3 to 5) children in the fall who in their recent feedback on professional development sessions expressed the need to know more about bilingual families. To teach about infants and toddlers, I also very much like "when speech comes to children" by Boysson-Bardies: it has a lot of information on cross-linguistic studies. Best, Isabelle Barriere, PhD Director of Policy for Research and Education Yeled v'Yalda Early Childhood Center On Wed, May 7, 2008 at 4:46 PM, Barbara Z. Pearson < bpearson at research.umass.edu> wrote: > > Dear Ken, > > I hope I'm still in the grace period of "shameless self-promotion" for my > book that came out in April (and that in any case I was going to bring to > the attention of InfoChildes in the next few days). Raising a Bilingual > Child: A Step-by-Step Guide for Parents, by Zurer Pearson was recently > released by Random House. > http://www.randomhouse.com/catalog/display.pperl?isbn=9781400023349 (It's > only $15, and even less already on Amazon : ). > > In it, I tried to accomplish the very goals you set forth: a "highly > readable translation of our best current understandings in the field," > that > covers first and second language acquisition and tailors its suggestions > for > parents in the framework of Fishman's guidelines for language > revitalization. It is written for parents (and I hope childcare workers) > and > so the scholarly apparatus is at a minimum, but I have careful > page-by-page > notes of all my references available on my website: > http://www.zurer.com/pearson/bilingualchild so someone who wants to can go > further in depth on any of its topics. > > I hope you will get hold of it and will give me your opinion of its > suitability for your purpose. > > For my other Infochildes colleagues--please get copies for all your > friends > and relations! (And think of where we can place reviews of it.) > > I might add for Ken that I think you will also enjoy reading Tom Roeper's > book _The Prism of Grammar_. I have tried to make sure that my > descriptions > of language and language acquisition are consistent with modern theories > of > grammar, but his book actually explains them (for first language > acquisition), once again with parents in mind. > > Good luck with what sounds like a fascinating assignment. > > Best, > Barbara Pearson > *********************************************************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Coordinator > Depts of Linguistics and Communication Disorders > South College 226 > University of Massachusetts, Amherst > Amherst MA 01003 > > 413-545-5023 > fax: 545-2972 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > ----- Original Message ----- > From: "Ken Reeder" > To: "Info-CHILDES" > Sent: Wednesday, May 07, 2008 5:08 PM > Subject: Searching for a book for very new students of child language > > > > > > I've been given a nice opportunity to develop a hybrid course at UBC > > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > > Development." What is particularly interesting (for me at any rate) is > > that my students will be child care workers with minimal educational > > background, and that they are all working with aboriginal preschool > > children in British Columbia's southern interior. I'm searching for > > good introductory and short books in two (perhaps overlapping) areas: > > first language acquisition, and heritage language maintenance/ > > bilingualism. While the latter will probably be handled by way of > > Multilingual Matters' fine materials, I'm still searching for just the > > right title in first language acquisition. I'd like it to be a highly > > readable translation of our best current understandings in the field > > and manageable for these students. A tall order? Any suggestions? > > > > Glad to summarize your responses here if this fine discussion tool > > doesn't already do so. Thanks, all. > > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ 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 roeper at linguist.umass.edu Wed May 7 23:15:27 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 7 May 2008 19:15:27 -0400 Subject: Searching for a book for very new students of child language In-Reply-To: Message-ID: Dear Ken, Barbara Pearson was kind enough to mention my book--The Prism of Grammar: How Child Language Illuminstes Humanism. It is indeed intended for teachers and those actually dealing with children, for the most part. And if you or they find it of use---I would welcome feedback on how the various explorations for children go and what varients people think of. best, Tom Roeper On Wed, May 7, 2008 at 5:08 PM, Ken Reeder wrote: > > I've been given a nice opportunity to develop a hybrid course at UBC > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > Development." What is particularly interesting (for me at any rate) is > that my students will be child care workers with minimal educational > background, and that they are all working with aboriginal preschool > children in British Columbia's southern interior. I'm searching for > good introductory and short books in two (perhaps overlapping) areas: > first language acquisition, and heritage language maintenance/ > bilingualism. While the latter will probably be handled by way of > Multilingual Matters' fine materials, I'm still searching for just the > right title in first language acquisition. I'd like it to be a highly > readable translation of our best current understandings in the field > and manageable for these students. A tall order? Any suggestions? > > Glad to summarize your responses here if this fine discussion tool > doesn't already do so. Thanks, all. > > > -- 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 Roberta at udel.edu Thu May 8 00:28:42 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 7 May 2008 20:28:42 -0400 Subject: Searching for a book for very new students of child language In-Reply-To: <41e87b220805071615v70612ebcl76c50c4242f327d6@mail.gmail.com> Message-ID: "How Babies Talk: THe Magic and Mystery of Language in the First Three Years of Life" might be useful to you! About L1 acquisition with little experiments they can try. Roberta Golinkoff On 5/7/08, Tom Roeper wrote: > > Dear Ken, Barbara Pearson was kind enough to mention my book--The Prism > of Grammar: How Child Language Illuminstes Humanism. It is > indeed intended for teachers and those actually dealing with > children, for the most part. > And if you or they find it of use---I would welcome feedback on > how the various explorations for children go and what varients > people think of. > > best, Tom Roeper > > On Wed, May 7, 2008 at 5:08 PM, Ken Reeder wrote: > > > > > I've been given a nice opportunity to develop a hybrid course at UBC > > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > > Development." What is particularly interesting (for me at any rate) is > > that my students will be child care workers with minimal educational > > background, and that they are all working with aboriginal preschool > > children in British Columbia's southern interior. I'm searching for > > good introductory and short books in two (perhaps overlapping) areas: > > first language acquisition, and heritage language maintenance/ > > bilingualism. While the latter will probably be handled by way of > > Multilingual Matters' fine materials, I'm still searching for just the > > right title in first language acquisition. I'd like it to be a highly > > readable translation of our best current understandings in the field > > and manageable for these students. A tall order? Any suggestions? > > > > Glad to summarize your responses here if this fine discussion tool > > doesn't already do so. Thanks, all. > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > -- 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 k.j.alcock at lancaster.ac.uk Thu May 8 09:58:23 2008 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Thu, 8 May 2008 10:58:23 +0100 Subject: Fully-funded MSc plus PhD place at Lancaster University Message-ID: Fully-funded MSc plus PhD place at Lancaster University, in partnership with the Down Syndrome Educational Trust, Portsmouth, to commence in October, 2008. Oral motor abilities: Speech and Language in Down Syndrome This project will provide funding for a student to complete both the MSc in Psychological Research Methods (or in Developmental Psychology, as preferred by the student), and three years registration at PhD level, subject to satisfactory completion of the MSc. Alternatively, students who already hold a suitable Masters degree are encouraged to apply for funding for a three year PhD place. Background to the project: Children who have Down Syndrome (DS) have difficulties with speech and language. Usually these are more impaired than non-verbal abilities for such children, and unintelligible speech, as well as difficulties in constructing meaningful sentences, lead to social, communication, and educational difficulties. It has also been found that children with DS have problems with oral motor control (control of mouth movements). It is not known how much these two sets of difficulties are linked. Do children find it hard to speak because they cannot control their mouth movements? Or do children who have poor speech and do not practice moving their mouths while speaking lack the experience of motor control to be able to perform other types of mouth movements? It is also hard to know whether children's language difficulties are due to their poor speech - difficulty with word formation leading to difficulty with sentence formation - or whether, for example, memory or cognitive difficulties are more closely related to language difficulties. This project will compare children with DS to typically developing (TD) children with the same mental age, testing both groups of children at three time points on tests of oral motor control, speech, language, and non-verbal abilities. We will be able to see whether poor oral motor control when children are younger leads to poor speech and/or language when children are older, or whether the link is in the other direction. This research will give us more information about the motor, speech and language abilities of children with Down Syndrome. It will therefore help speech and language therapists, parents, teachers, and psychologists providing assessments and interventions, especially in determining how development might be expected to proceed in these children. We will also be able to find out more about the possible links between oral movements, speech and language in typically developing children and those with speech and language difficulties. Research will be carried out in the North-West and in Portsmouth but it is expected that the student will be resident in Lancaster with data collection trips lasting 2 to 8 weeks spent in Portsmouth. There are now several popular speech therapies being promoted and taught that involve oral motor practice. Knowing how much early oral motor abilities contribute to later speech and language abilities may also help us to determine whether these therapies are based on genuine links between children's speech, language and oral motor skill development. The successful student will be registered for an MSc from 1st October 2008 and will receive a tax-free stipend of £14,600 per annum, payment of tuition fees, and research expenses which will be provided by the non-academic partner. Stipends may only be paid to EU or UK students who satisfy the basic residential eligibility requirements. We welcome applications from well-qualified new graduates or those about to graduate, or those with an appropriate Masters degree. Note that the successful candidate will be required to undergo a CRB check. The deadline for applications is 20th June. Potential applicants are encouraged to contact Dr Katie Alcock (k.j.alcock at lancaster.ac.uk) for informal discussion. Alternatively contact the Department's postgraduate coordinator for an application form: Telephone: +44 (0)1524 594975 Fax: +44 (0)1524 593744 Email: postgraduate.psychology at lancaster.ac.uk Address: Psychology Department Lancaster University Lancaster, LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 h.vanderlely at ucl.ac.uk Mon May 12 09:55:00 2008 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 12 May 2008 10:55:00 +0100 Subject: London Post Doctoral Research Post Message-ID: An HTML attachment was scrubbed... URL: From tobias.haug at signlang-assessment.info Mon May 12 14:18:49 2008 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Mon, 12 May 2008 16:18:49 +0200 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: Dear all, Thanks for all the replies regarding references on language test adaptation. Please find attached a list with the references I would find so far and get a hold of (not all references are only on adaptation issues, but at least scratch the topic). Many thanks for the input, Tobias Am 13.03.2008 um 13:29 schrieb Tobias Haug: > 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 > > > > Tobias Haug Fax: +49-721-50 96 63 147 tobias.haug at signlang-assessment.info http://www.icsla.org http://www.signlang-assessment.info http://www.projekt.gebaerdensprachtest.de --~--~---------~--~----~------------~-------~--~----~ 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: References Type: application/octet-stream Size: 44032 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From cynthia.fisher at gmail.com Mon May 12 22:50:12 2008 From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com) Date: Mon, 12 May 2008 15:50:12 -0700 Subject: Lab Coordinator Position Message-ID: Hello, My lab has an opening for a full-time lab coordinator (or two half- time positions). The official ad is pasted in below. The position is termed Visiting, which means that it is a 12-month appointment that can be extended for up to 3 years, and may become a permanent position pending the availability of funding. Please pass this announcement on to any of your students who might be interested, and contact me (clfishe at uiuc.edu) with any questions. best, Cynthia Fisher _________________________________________ Visiting Coordinator of Research Programs Department of Psychology University of Illinois at Urbana-Champaign The Language Acquisition Lab in the Department of Psychology at the University of Illinois seeks to fill a vacancy for a Visiting Coordinator of Research Programs. The lab is directed by Dr. Cynthia Fisher. The purpose of this position is to facilitate the lab's experimental research on language comprehension and learning by young children. Specific duties and responsibilities include: -- Recruiting, training, and supervising undergraduate lab assistants -- Recruiting families to participate in the research -- Purchasing and maintaining lab equipment and supplies -- Assisting in the design of experiments and the creation of experimental stimuli for experiments with children (from infancy through preschool age) and adults -- Conducting experiments, coding and analyzing data -- Performing library research and assisting with the preparation of papers and grant proposals -- Assisting with IRB review and reports -- Managing a small network of computers Minimum Qualifications: Bachelor's degree, preferably in a related discipline (e.g., Psychology, Cognitive Science, Linguistics). Excellent organizational and interpersonal/supervisory skills. Demonstrated experience working productively with a team of researchers. Strong verbal skills, and an ability to perform duties using independent judgment and decision-making without extensive supervision. Preferred Qualifications: Experience with young children is strongly preferred. Desirable skills include expertise in statistical analysis, and computer skills including web page design. Depending on the applicant pool, this position could be filled with one 100% or two 50% positions. This position may become regular at a later date. Applicants must indicate which position they are applying for. Applicants must be eligible to work in the United States and salary is commensurate with qualifications and experience. In order to ensure full consideration, applications must be received by May 26, 2008. Applicants may be interviewed prior to the closing date; however, no hiring decision will be made until after that date. The expected start is as soon as possible after the closing date. Please submit a cover letter, resume, and name and contact information for three professional references, to Summer Curry, sdcurry at psych.uiuc.edu. If necessary, applications and an email address could be mailed to: Summer Curry, Search #11827, Department of Psychology, University of Illinois, 603 East Daniel Street, Champaign, IL 61820. phone: 217-265-8486 For further information, contact Cynthia Fisher via email at clfishe at uiuc.edu. Please refer to search #11827 in all communications. The University of Illinois 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 hauser at eva.mpg.de Wed May 21 07:41:09 2008 From: hauser at eva.mpg.de (Hauser, Gerlind) Date: Wed, 21 May 2008 00:41:09 -0700 Subject: comparison of German and English demonstratives Message-ID: Does anyone know of comparative work on the meaning and use of "da" vs. "there" ? Or anything in that direction? Thanks in advance! Gerlind Hauser hauser at eva.mpg.de --~--~---------~--~----~------------~-------~--~----~ 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 Evan.J.Kidd at manchester.ac.uk Thu May 22 06:41:28 2008 From: Evan.J.Kidd at manchester.ac.uk (Evan J Kidd) Date: Thu, 22 May 2008 07:41:28 +0100 Subject: comparison of German and English demonstratives In-Reply-To: <0d1bee5d-6e88-44ad-a50e-340ab4d574f6@25g2000hsx.googlegroups.com> Message-ID: Gerlind, Do you mean in child language or in general linguistics? I don't think anyone has done this in child language, but you might want to check out Holger Diessel's work on demonstratives (he used to work for the MPI in Leipzig, so Mike or Elena will be able to point you to his work). Evan _________________________________ Dr Evan Kidd Lecturer in Psychology School of Psychological Sciences University of Manchester Oxford Road M13 9PL Manchester, UK Ph: +44 (0) 161 275 2578 Fax: +44 (0) 161 275 8587 http://www.psych-sci.manchester.ac.uk/staff/108727 __________________________________ -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Hauser, Gerlind Sent: 21 May 2008 08:41 To: Info-CHILDES Subject: comparison of German and English demonstratives Does anyone know of comparative work on the meaning and use of "da" vs. "there" ? Or anything in that direction? Thanks in advance! Gerlind Hauser hauser at eva.mpg.de --~--~---------~--~----~------------~-------~--~----~ 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 n.g.garmann at iln.uio.no Thu May 22 09:50:20 2008 From: n.g.garmann at iln.uio.no (Nina) Date: Thu, 22 May 2008 02:50:20 -0700 Subject: Early phonological development Message-ID: Dear all, I am currently planning a three year post doctor project on the early phonological development of Norwegian children. I find it difficult to determine the appropriate number of children for this study. My current plan is to compile data from one-hour play sessions with 10 children every six weeks for six months (18, 19.5, 21, 22.5, 24 months). Has anyone done a similar study or could anyone in other ways supply me with any ideas concerning the number of participants, session intervals or the six months period of data compilation? Regards, Nina G. Garmann --~--~---------~--~----~------------~-------~--~----~ 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 mv509 at york.ac.uk Thu May 22 09:55:05 2008 From: mv509 at york.ac.uk (Marilyn Vihman) Date: Thu, 22 May 2008 10:55:05 +0100 Subject: Early phonological development In-Reply-To: <87716e48-12e2-4bab-b632-c8bf3f81dc97@r66g2000hsg.googlegroups.com> Message-ID: Dear Nina, If you were working on this project with me I would recommend shorter recording sessions but more frequent intervals, since the lexicon and phonological patterning of children changes so rapidly in this period. If you'd like more of my views, just write me directly; I have data from children of those ages learning a number of different languages. -marilyn vihman On 22 May 2008, at 10:50, Nina wrote: > > Dear all, > > I am currently planning a three year post doctor project on the early > phonological development of Norwegian children. I find it difficult to > determine the appropriate number of children for this study. My > current plan is to compile data from one-hour play sessions with 10 > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > months). Has anyone done a similar study or could anyone in other ways > supply me with any ideas concerning the number of participants, > session intervals or the six months period of data compilation? > > Regards, Nina G. Garmann > > > Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 Thu May 22 13:13:36 2008 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Thu, 22 May 2008 09:13:36 -0400 Subject: Early phonological development Message-ID: Dear Nina, I second the choice of 10 children. The number you need, I believe, depends on the variability in your measures, (which I suspect is pretty great in early phonological measures), but I have found as a rule of thumb that 10 is better than 7 and not usually much better than 12. When I have done preliminary analyses of groups before all the data were collected, group means from 6 and 7 children were rarely within a standard error plus or minus of the eventual group (of around 30), whereas groups of 10 almost always were. You might start out with a couple extra though to guard against technical failures and non-cooperation--or hurricanes, in our case! Good luck, 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 www.zurer.com/pearson ----- Original Message ----- From: "Nina" To: "Info-CHILDES" Sent: Thursday, May 22, 2008 5:50 AM Subject: Early phonological development > > Dear all, > > I am currently planning a three year post doctor project on the early > phonological development of Norwegian children. I find it difficult to > determine the appropriate number of children for this study. My > current plan is to compile data from one-hour play sessions with 10 > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > months). Has anyone done a similar study or could anyone in other ways > supply me with any ideas concerning the number of participants, > session intervals or the six months period of data compilation? > > Regards, Nina G. Garmann > > > --~--~---------~--~----~------------~-------~--~----~ 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 elenan at ualberta.ca Fri May 23 17:44:51 2008 From: elenan at ualberta.ca (Elena Nicoladis) Date: Fri, 23 May 2008 10:44:51 -0700 Subject: Learning language from older siblings Message-ID: We have some data that are suggestive that a child may have been attending more to his older sister than to his parents in the acquisition of his early words (i.e., his parents spoke to him almost exclusively in Mandarin, his older sister about 50/50 Mandarin and English; there were no other significant caregivers during the relevant time period; the child's first 50 words are about equally split between the two languages). Does anyone know of any research on the role of older siblings in children's early language acquisition? I'd be happy to post a summary to the group, if there are multiple references. Cheers, Elena --~--~---------~--~----~------------~-------~--~----~ 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 k1n at psu.edu Fri May 23 19:39:45 2008 From: k1n at psu.edu (Keith Nelson) Date: Fri, 23 May 2008 15:39:45 -0400 Subject: Learning language from older siblings In-Reply-To: <75f68b8c-c371-4018-a545-411f6db4a02d@p39g2000prm.googlegroups.com> Message-ID: Hi. the chapter by Nelson & Bonvillian in the book Children's Language Vol 1 (K. E. Nelson Ed.) has an association between faster language growth and older siblings who are relatively close to the target child's age. Best, Keith N At 10:44 AM -0700 5/23/08, Elena Nicoladis wrote: >We have some data that are suggestive that a child may have been >attending more to his older sister than to his parents in the >acquisition of his early words (i.e., his parents spoke to him almost >exclusively in Mandarin, his older sister about 50/50 Mandarin and >English; there were no other significant caregivers during the >relevant time period; the child's first 50 words are about equally >split between the two languages). > >Does anyone know of any research on the role of older siblings in >children's early language acquisition? > >I'd be happy to post a summary to the group, if there are multiple >references. > >Cheers, >Elena > -- 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 --~--~---------~--~----~------------~-------~--~----~ 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 brunilda at gmail.com Sat May 24 19:15:21 2008 From: brunilda at gmail.com (Bruno Estigarribia) Date: Sat, 24 May 2008 15:15:21 -0400 Subject: Early phonological development In-Reply-To: <023001c8bc0d$a7292f30$6501a8c0@53F4FCFB03A24FF> Message-ID: Nina, Clearly, a rule of thumb like that provided by Barbara is useful. However, I would say the number of children, sampling frequency, and duration of each sample is mostly determined by the questions you want to ask and the kind of analysis you have in mind. It seems to me that 60 minute samples are too long, unless (a) you want to highly increase your estimates' accuracy at each timepoint or (b) you are looking at infrequent variables. Or, if you were planning to use time series analysis, for instance, you may have enough with half the children and 30 minute samples, because you'll need a lot more data points for each child. The bottomline is: now is when you need to plan your questions and analysis very carefully, and the answer will depend very directly on the particulars of your analysis plan. And of course, another crucial thing is your recording equipment, but since you didn't ask about that, I assume you're all set! Bruno Estigarribia FPG Child Development Institute Neurodevelopmental Disorders Research Center UNC - Chapel Hill > Dear Nina, > I second the choice of 10 children. The number you need, I believe, depends > on the variability in your measures, (which I suspect is pretty great in > early phonological measures), but I have found as a rule of thumb that 10 is > better than 7 and not usually much better than 12. When I have done > preliminary analyses of groups before all the data were collected, group > means from 6 and 7 children were rarely within a standard error plus or > minus of the eventual group (of around 30), whereas groups of 10 almost > always were. You might start out with a couple extra though to guard > against technical failures and non-cooperation--or hurricanes, in our case! > > Good luck, > 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 > www.zurer.com/pearson > > > ----- Original Message ----- > From: "Nina" > To: "Info-CHILDES" > Sent: Thursday, May 22, 2008 5:50 AM > Subject: Early phonological development > > > >> Dear all, >> >> I am currently planning a three year post doctor project on the early >> phonological development of Norwegian children. I find it difficult to >> determine the appropriate number of children for this study. My >> current plan is to compile data from one-hour play sessions with 10 >> children every six weeks for six months (18, 19.5, 21, 22.5, 24 >> months). Has anyone done a similar study or could anyone in other ways >> supply me with any ideas concerning the number of participants, >> session intervals or the six months period of data compilation? >> >> Regards, Nina G. Garmann >> > > > > > --~--~---------~--~----~------------~-------~--~----~ 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 n.g.garmann at iln.uio.no Sat May 24 22:45:53 2008 From: n.g.garmann at iln.uio.no (Nina Gram Garmann) Date: Sun, 25 May 2008 00:45:53 +0200 Subject: Early phonological development In-Reply-To: <48386949.50108@gmail.com> Message-ID: Dear Bruno Estigarribia, Thanks for your input! And of course, i would also be interested in any advice concerning recording equipment. Regards, Nina Garmann > > Nina, > > Clearly, a rule of thumb like that provided by Barbara is useful. > However, I would say the number of children, sampling frequency, and > duration of each sample is mostly determined by the questions you want > to ask and the kind of analysis you have in mind. It seems to me that 60 > minute samples are too long, unless (a) you want to highly increase your > estimates' accuracy at each timepoint or (b) you are looking at > infrequent variables. Or, if you were planning to use time series > analysis, for instance, you may have enough with half the children and > 30 minute samples, because you'll need a lot more data points for each > child. The bottomline is: now is when you need to plan your questions > and analysis very carefully, and the answer will depend very directly on > the particulars of your analysis plan. > And of course, another crucial thing is your recording equipment, but > since you didn't ask about that, I assume you're all set! > Bruno Estigarribia > FPG Child Development Institute > Neurodevelopmental Disorders Research Center > UNC - Chapel Hill >> Dear Nina, >> I second the choice of 10 children. The number you need, I believe, >> depends >> on the variability in your measures, (which I suspect is pretty great in >> early phonological measures), but I have found as a rule of thumb that >> 10 is >> better than 7 and not usually much better than 12. When I have done >> preliminary analyses of groups before all the data were collected, group >> means from 6 and 7 children were rarely within a standard error plus or >> minus of the eventual group (of around 30), whereas groups of 10 almost >> always were. You might start out with a couple extra though to guard >> against technical failures and non-cooperation--or hurricanes, in our >> case! >> >> Good luck, >> 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 >> www.zurer.com/pearson >> >> >> ----- Original Message ----- >> From: "Nina" >> To: "Info-CHILDES" >> Sent: Thursday, May 22, 2008 5:50 AM >> Subject: Early phonological development >> >> >> >>> Dear all, >>> >>> I am currently planning a three year post doctor project on the early >>> phonological development of Norwegian children. I find it difficult to >>> determine the appropriate number of children for this study. My >>> current plan is to compile data from one-hour play sessions with 10 >>> children every six weeks for six months (18, 19.5, 21, 22.5, 24 >>> months). Has anyone done a similar study or could anyone in other ways >>> supply me with any ideas concerning the number of participants, >>> session intervals or the six months period of data compilation? >>> >>> Regards, Nina G. Garmann >>> >> >> >> > >> > > > > > -- Nina Gram Garmann Stipendiat Institutt for lingvistiske og nordiske studier Universitetet i Oslo Postboks 1102 Blindern 0317 OSLO n.g.garmann at iln.uio.no --~--~---------~--~----~------------~-------~--~----~ 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 Mon May 26 17:01:40 2008 From: koller at memphis.edu (Kim Oller) Date: Mon, 26 May 2008 10:01:40 -0700 Subject: Early phonological development In-Reply-To: Message-ID: Dear Nina, I second the comments from Marilyn about sampling more frequently rather than at longer intervals. A current body of research coming from our own laboratories and from analysis of the huge infant database from Infoture suggests extraordinary levels of day to day and hour to hour variation in the focus of infant vocalization and speech. This of course makes sense, but I think we have not in the past paid nearly enough attention to this kind of variation. There will be reports on this phenomenon from our laboratories soon. Best wishes, Kim D, Kimbrough Oller Professor and Plough Chair of Excellence The University of Memphis On May 22, 4:55 am, Marilyn Vihman wrote: > Dear Nina, > > If you were working on this project with me I would recommend shorter > recording sessions but more frequent intervals, since the lexicon and > phonological patterning of children changes so rapidly in this period. > If you'd like more of my views, just write me directly; I have data > from children of those ages learning a number of different languages. > > -marilyn vihman > > On 22 May 2008, at 10:50, Nina wrote: > > > > > Dear all, > > > I am currently planning a three year post doctor project on the early > > phonological development of Norwegian children. I find it difficult to > > determine the appropriate number of children for this study. My > > current plan is to compile data from one-hour play sessions with 10 > > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > > months). Has anyone done a similar study or could anyone in other ways > > supply me with any ideas concerning the number of participants, > > session intervals or the six months period of data compilation? > > > Regards, Nina G. Garmann > > Marilyn M. Vihman > Professor, Language and Linguistic Science > V/C/210, 2nd Floor, Block C, Vanbrugh College > University of York > Heslington > York YO10 5DD > tel 01904 433612 > fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 pgordon at exchange.tc.columbia.edu Tue May 27 14:27:31 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Tue, 27 May 2008 10:27:31 -0400 Subject: Early phonological development Message-ID: There is a Psych review article by Adolph and Johnson coming out soon that examines the role of sampling frequency in longitudinal developmental research essentially showing how long sampling intervals can provide a very distorted picture of the actual developmental profile. Peter Gordon 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: Mon 5/26/2008 1:01 PM To: Info-CHILDES Subject: Re: Early phonological development Dear Nina, I second the comments from Marilyn about sampling more frequently rather than at longer intervals. A current body of research coming from our own laboratories and from analysis of the huge infant database from Infoture suggests extraordinary levels of day to day and hour to hour variation in the focus of infant vocalization and speech. This of course makes sense, but I think we have not in the past paid nearly enough attention to this kind of variation. There will be reports on this phenomenon from our laboratories soon. Best wishes, Kim D, Kimbrough Oller Professor and Plough Chair of Excellence The University of Memphis On May 22, 4:55 am, Marilyn Vihman wrote: > Dear Nina, > > If you were working on this project with me I would recommend shorter > recording sessions but more frequent intervals, since the lexicon and > phonological patterning of children changes so rapidly in this period. > If you'd like more of my views, just write me directly; I have data > from children of those ages learning a number of different languages. > > -marilyn vihman > > On 22 May 2008, at 10:50, Nina wrote: > > > > > Dear all, > > > I am currently planning a three year post doctor project on the early > > phonological development of Norwegian children. I find it difficult to > > determine the appropriate number of children for this study. My > > current plan is to compile data from one-hour play sessions with 10 > > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > > months). Has anyone done a similar study or could anyone in other ways > > supply me with any ideas concerning the number of participants, > > session intervals or the six months period of data compilation? > > > Regards, Nina G. Garmann > > Marilyn M. Vihman > Professor, Language and Linguistic Science > V/C/210, 2nd Floor, Block C, Vanbrugh College > University of York > Heslington > York YO10 5DD > tel 01904 433612 > fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 May 31 21:54:08 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 31 May 2008 23:54:08 +0200 Subject: two new English corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora from children learning American English. The first is from Richard Weist at Fredonia. Although the study focused on the use of time marking and autobiographical memory, the data are of general interest for their longitudinal coverage. Audio is not yet available, but we hope to add it eventually. A readme for this "Fredonia" corpus is given below. The second corpus is from Melanie Soderstrom of the University of Manitoba. This corpus focuses on two mothers of preverbal children and the transcripts are fully linked to audio. The readme for the Soderstrom corpus also follows below. Many thanks to both Melanie and Dick for these lovely additions to CHILDES. --Brian MacWhinney Fredonia Corpus: The research was supported by grant # BCS-0091702 from the National Science Foundation, a SUNY Fredonia Scholarly Incentive Award, and funds provided by the Department of Psychology at SUNY Fredonia. The goal of this longitudinal project was to obtain caregiver-child interaction data from children aged 2 to 5, in order to capture the children’s language in an early phase of the acquisition of their event time (ET) system and continue observations through the emergence of their reference time (RT) system. Whenever possible, the children were audio tape recorded in either a laboratory setting or in their homes twice a month for approximately 30 minutes. The audiotapes were transcribed into the CHAT format, and then the transcriptions were completely checked for accuracy. The children are as follows together with their starting ages, ending ages, and number (n) of transcripts: Ben (2;4 – 3;3, n=11), Emily (2;6 – 4;5 n = 23), Emma (2;7 – 4;7 n = 28), Jillian (2;1 – 2;10 n = 22), Matty (2;3 – 5;0 n = 56), and Roman (2;2 – 4;7 n = 42). Three forms of past reference were analyzed: 1) regular and irregular simple past tense, 2) past progressive, and 3) subordinate clause constructions with when and past time reference (i.e., past when- sentences). Simple past was acquired relatively early at 2;4 (cf. Brown, 1973), past when-sentences relatively late at 3;6 (cf. Limber, 1973), and past-progressive in the interim at 2;10. The discourse segments surrounding the sentences that contained these forms were analyzed for the following three elements: 1) reference time context established, 2) a supporting event expressed in the segment, and 3) reference made to a self-relevant real-life event. The likelihood that a discourse segment would include these three elements increased as past reference advanced from simple past to past progressive and then to past when-sentences. As the morphosyntax of past reference became more complex, a higher proportion of past time references provided evidence for autobiographical memory. Publications using these data should cite this article: Weist, R., & Zevenbergen, A. (2008) Autobiographical Memory and Past Time Reference, Language Learning and Development, 4. Soderstrom Corpus This corpus was collected to examine the properties of speech input available to preverbal infants relevant to the acquisition of the grammar, and to evaluate the prosodic bootstrapping hypothesis for preverbal infants. The collection of this corpus was funded by a Kirschstein NRSA postdoctoral research fellowship 5F32HD042927 to MS and an NIH grant 1RO1HD32005 to JLM. The participants were two mothers, each with young boy babies. The mothers and their babies were visited at (semi)-regular intervals from 6-10 months (14 hours and 8.5 hours), along with two one-hour recordings each at 12 months. Transcripts or analyses of two follow-up recordings made of each mother at 18 months (with video), may be made available to individuals upon request to the above address. Additional information regarding the two families is available in the JCL citation below. The mothers very kindly agreed to donate their recordings to CHILDES and to have the first names of the immediate family members available in CHILDES in order to facilitate analyses. Please treat this information with respect and help to preserve their anonymity otherwise. Last and middle names and some other possibly identifying information have been removed from the transcript and recordings. Charles was born 24-FEB-2003 and his brother was born 29-AUG-1998. Joseph was born 19-DEC-2002. His sister was born 17-MAR-2000 and his brother was born 07-APR-1998. The audio recordings were collected by the mothers in the home. Recordings obtained within a short period of time are combined into the same transcript file. Transcription uses basic CHAT format with no phonetic detail. Please note that while care was taken in transcribing speech errors, noisy environments, and other difficult sections, the transcripts should not be considered error-free. Users should examine the transcripts and/or recordings carefully given their particular research needs. Additional information regarding the transcription process is available in the above JCL reference or by contacting Melanie Soderstrom at the above address. Please advise Melanie Soderstrom if you detect any obvious discrepancies between the recordings and the written form. Publications using these data should cite: Soderstrom, M., Blossom, M., Foygel, R., & Morgan, J.L. (in press). Acoustical cues and grammatical units in speech to two preverbal infants. Journal of Child Language. --~--~---------~--~----~------------~-------~--~----~ 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 mits at ling.ed.ac.uk Thu May 1 11:17:22 2008 From: mits at ling.ed.ac.uk (Mits) Date: Thu, 1 May 2008 04:17:22 -0700 Subject: IASCL 2008: Program and registration Message-ID: The full program for the XI International Congress for the Study of Child Language (IASCL) (Edinburgh, 28 July ? 1 August 2008) is now available on the conference website at: http://www.in-conference.org.uk/IASCL/index.html Note that in addition to the plenary talks, regular symposia and poster sessions, there are two special sessions: 1. "The Phon & PhonBank Initiative within CHILDES" (Organizers: Yvan Rose & Brian MacWhinney) 2. Special session in honour of Ann Peters -- "Perspectives on the complexity of language acquisition: Conversation, prosody, typology and individual differences" (Organizer: Edy Veneziano) To register for the conference, please go to the 'Registration' page of the conference website at http://www.in-conference.org.uk/IASCL/registration.html. IASCL 2008 Organizing Committee Antonalla Sorace Mits Ota Barbora Skarabela --~--~---------~--~----~------------~-------~--~----~ 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 k.j.alcock at lancaster.ac.uk Fri May 2 15:20:35 2008 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Fri, 2 May 2008 16:20:35 +0100 Subject: Parental recall of language milestones Message-ID: Does anyone know of any research into the accuracy of parental recall of language milestones, after the event (at whatever time interval)? I know parental recall of milestones is used in medical research, but I can't find any research into their accuracy either for motor or language milestones; there seems to be a little on language loss in children with subsequently diagnosed autism but again I can't find any work validating the actual parent report. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 cslater at alma.edu Fri May 2 17:15:40 2008 From: cslater at alma.edu (Carol Slater) Date: Fri, 2 May 2008 13:15:40 -0400 Subject: 'feets' and the like Message-ID: Dear all: As a student was browsing through BROWN yesterday, he came across a regular suffix applied to an irregular form. He would like to search systematically for other instances of this phenomenon but I didn't know what strategy to suggest: searching *CHI tiers with FREQ +s and a file of regular endings preceded by * seemed to be a possibility, but it is clearly one that would involve lots and lots of hand searching through irrelevant hits. I wonder whether anyone could suggest a more graceful solution? We would both be very grateful for the help. In hope, Carol Slater Dana Professor of Psychology Alma College Alma, Michigan --~--~---------~--~----~------------~-------~--~----~ 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 pgordon at exchange.tc.columbia.edu Fri May 2 18:16:41 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Fri, 2 May 2008 14:16:41 -0400 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Carol, There are only about half a dozen irregular plurals in English that a child is likely to use (mice, men, children, feet, teeth), so the best is to just list them individually in your search. Peter Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 Office: (212) 678-8162 Lab: (212) 678-8169 Fax:(212) 678-8233 Web Page: http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Carol Slater Sent: Friday, May 02, 2008 1:16 PM To: info-childes at googlegroups.com Subject: 'feets' and the like Dear all: As a student was browsing through BROWN yesterday, he came across a regular suffix applied to an irregular form. He would like to search systematically for other instances of this phenomenon but I didn't know what strategy to suggest: searching *CHI tiers with FREQ +s and a file of regular endings preceded by * seemed to be a possibility, but it is clearly one that would involve lots and lots of hand searching through irrelevant hits. I wonder whether anyone could suggest a more graceful solution? We would both be very grateful for the help. In hope, Carol Slater Dana Professor of Psychology Alma College Alma, Michigan --~--~---------~--~----~------------~-------~--~----~ 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 drdjhatch at gmail.com Fri May 2 18:49:38 2008 From: drdjhatch at gmail.com (Dr DJ Hatch) Date: Fri, 2 May 2008 20:49:38 +0200 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Hi Carol Your query might best be put the good and helpful folk on the corpus linguistics list. Corpora at uib.no On 2/5/08 19:15, "Carol Slater" wrote: > > Dear all: > As a student was browsing through BROWN yesterday, he came across a regular > suffix applied to an irregular form. He would like to search systematically > for other instances of this phenomenon but I didn't know what strategy to > suggest: searching *CHI tiers with FREQ +s and a file of regular endings > preceded by * seemed to be a possibility, but it is clearly one that would > involve lots and lots of hand searching through irrelevant hits. > I wonder whether anyone could suggest a more graceful solution? We would both > be very grateful for the help. > In hope, > Carol Slater > > Dana Professor of Psychology > Alma College > Alma, Michigan > > > --~--~---------~--~----~------------~-------~--~----~ 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 Fri May 2 19:28:49 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 2 May 2008 21:28:49 +0200 Subject: 'feets' and the like In-Reply-To: <20080502131540.BGC50847@mp1.cc.alma.edu> Message-ID: Dear Carol, Peter and DJ, A couple of suggestions on this. First, I think that DJ may be confusing the Brown University (Kucera& Francis) corpus from Bergen with the Roger Brown child language corpus in CHILDES. Second, I would agree with Peter regarding the efficacy of simplymaking a list of the forms like "feets" and searching for them directly. For plurals, this is quite easy. For fun, I am attaching the relevant list. Of course, this doesn't include things like "corporas" and such. The CLAN command to find this is kwal +s at feets.cut +re +r5 +f *.cha The +re would allow you to do the whole database in one command, not just Brown. The +r5 is important to avoid missing the forms already tagged using the replacement format. You will see what I mean when you run the command. The +f outputs a file that goes into the first folder you examine. The list for verbs, such as "ranned" would be much longer. You can find a list of irregular verbs and make up a file for this on the example of feets.cut. Good luck with this. By the way, discussion of CHILDES program features is supposed to be sent to chibolts at googlegroups.com, if possible. --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 -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- A non-text attachment was scrubbed... Name: feets.cut Type: application/octet-stream Size: 92 bytes Desc: not available URL: -------------- next part -------------- On May 2, 2008, at 7:15 PM, Carol Slater wrote: > > Dear all: > As a student was browsing through BROWN yesterday, he came across a > regular suffix applied to an irregular form. He would like to search > systematically for other instances of this phenomenon but I didn't > know what strategy to suggest: searching *CHI tiers with FREQ +s and > a file of regular endings preceded by * seemed to be a possibility, > but it is clearly one that would involve lots and lots of hand > searching through irrelevant hits. > I wonder whether anyone could suggest a more graceful solution? We > would both be very grateful for the help. > In hope, > Carol Slater > > Dana Professor of Psychology > Alma College > Alma, Michigan > > --~--~---------~--~----~------------~-------~--~----~ > 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 Fri May 2 19:31:56 2008 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Fri, 2 May 2008 12:31:56 -0700 Subject: Parental recall of language milestones In-Reply-To: <84C837A579BB6B41993A00F525676759044D69A2@exchange-be3.lancs.local> Message-ID: It may also be worth asking whether parental recall changes if the parent is pregnant and/or has a small baby. Memory problems are common in both cases, and many of the kids in the studies we read are the right age to have a small sibling or a pregnant mom. Margaret (Margaret Fleck, U. Illinois) "Alcock, Katie" wrote: Parental recall of language milestones Does anyone know of any research into the accuracy of parental recall of language milestones, after the event (at whatever time interval)? I know parental recall of milestones is used in medical research, but I can't find any research into their accuracy either for motor or language milestones; there seems to be a little on language loss in children with subsequently diagnosed autism but again I can't find any work validating the actual parent report. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 angelchan at arts.cuhk.edu.hk Mon May 5 03:03:05 2008 From: angelchan at arts.cuhk.edu.hk (Angel Chan (LIN)) Date: Mon, 5 May 2008 11:03:05 +0800 Subject: Second Call and Updates: Bilingual Acquisition Conference in Hong Kong 11-12 Dec 2008 (Submission Deadline: 15 June 2008) Message-ID: Dear colleague, An international conference on Bilingual Acquisition in Early Childhood will be held at the Chinese University of Hong Kong (CUHK) from 11-12 December 2008. The conference is organized by the newly established Childhood Bilingualism Research Centre at CUHK. This is a second call for papers for our conference (deadline: 15 June, 2008). We'd like to draw your attention especially to the following three updates: 1. Titles and Abstracts of Our Keynote Talks (i) Brian MacWhinney (Carnegie Mellon University) Title: Language Learning in Childhood and Adulthood: How different are they? Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#brian (ii) William O'Grady (University of Hawai'i) Title: Scope in Two Languages Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#ogrady (iii) Johanne Paradis (University of Alberta) Title: Are Bilingual Children Slower to Acquire Language than Monolingual Children? Abstract: http://www.cuhk.edu.hk/lin/conference/baec/keynotes.html#paradis (iv) Yasuhiro Shirai (University of Pittsburgh) Title: The Acquisition of Tense-Aspect Marking by Cantonese-English Bilingual Children Abstract: TBA 2. A Special Workshop on "Methods for Automatic Computational Analysis of Data on Bilingual Acquisition" by Brian MacWhinney This presentation will show how researchers can utilize three basic methods to study bilingual language acquisition. The first method focuses on the analysis of morphosyntax using automatic part of speech taggers and parsers. The second method uses the "gem" technique to locate segments that reveal important patterns in linguistic and social interaction. The third method emphasizes the ability to use alternative programs (CLAN, Praat, ELAN, etc.) to analyze the same set of multimedia data. 3. A Pre-Conference Workshop on Sign Bilingualism in the Asia-Pacific Region will be held on 10 Dec 2008. The workshop is organized by the Centre for Sign Linguistics and Deaf Studies at CUHK. This workshop aims at attracting researchers from all over the Asia-Pacific region who are interested in the language development of deaf and hard of hearing children growing up in a sign bilingual environment. Call for Papers for the Sign Bilingualism Workshop: http://www.cuhk.edu.hk/lin/conference/baec/signlang.html Deadline: 15 June, 2008 For further details, please visit our conference website: http://www.cuhk.edu.hk/lin/conference/baec/ Call for Papers for the Conference: http://www.cuhk.edu.hk/lin/conference/baec/#callpaper Deadline: 15 June, 2008 We look forward to seeing you in Hong Kong two weeks before Christmas this year! Best Regards, Angel Chan Centre Coordinator Childhood Bilingualism Research Centre http://www.cuhk.edu.hk/lin/cbrc/ Department of Linguistics and Modern Languages The Chinese University of Hong Kong Mobile: (852) 9132 8401 Tel: (852) 2609 7019 Fax: (852) 2603 7755 Homepage: http://www.cuhk.edu.hk/lin/people/angelchan/ --~--~---------~--~----~------------~-------~--~----~ 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 fwouk at comcast.net Mon May 5 05:32:25 2008 From: fwouk at comcast.net (Fay Wouk) Date: Mon, 5 May 2008 17:32:25 +1200 Subject: Query - references on complementation Message-ID: Can anyone suggest any references on the acquisition of complement clauses in languages other than English, from a usage-based perspective? I'm looking for articles similar in spirit to Diessel andTomasello 2001 The Acquisition of Finite Complement Clauses in English: A Corpus-Based Analysis Cognitive Linguistics, 2001, 12, 2, 97-141, but on other languages. thanks, Fay Fay Wouk Senior Lecturer in Linguistics Dept. of Applied Language Studies and Linguistics University of Auckland Private Bag 92019 Auckland New Zealand 373-7599 ext. 88587 f.wouk at auckland.ac.nz --~--~---------~--~----~------------~-------~--~----~ 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 Marianne.KilaniSchoch at unil.ch Mon May 5 08:27:51 2008 From: Marianne.KilaniSchoch at unil.ch (Marianne Kiliani-Schoch) Date: Mon, 5 May 2008 10:27:51 +0200 Subject: IASCL 2008: Program and registration In-Reply-To: <5d86144e-447b-415a-9d11-b4f55b54419c@c65g2000hsa.googlegroups.com> Message-ID: Could you please tell me whether the delay for cancellation refunds is May 30 as indicated on the website a few months ago or April 15 (which is much too early) ? Thank you. Marianne Kilani-Schoch Mits a ?crit : > The full program for the XI International Congress for the Study of > Child Language (IASCL) (Edinburgh, 28 July ? 1 August 2008) is now > available on the conference website at: > > http://www.in-conference.org.uk/IASCL/index.html > > Note that in addition to the plenary talks, regular symposia and > poster sessions, there are two special sessions: > > 1. "The Phon & PhonBank Initiative within CHILDES" (Organizers: Yvan > Rose & Brian MacWhinney) > > 2. Special session in honour of Ann Peters -- "Perspectives on the > complexity of language acquisition: Conversation, prosody, typology > and individual differences" (Organizer: Edy Veneziano) > > To register for the conference, please go to the 'Registration' page > of the conference website at http://www.in-conference.org.uk/IASCL/registration.html. > > IASCL 2008 Organizing Committee > Antonalla Sorace > Mits Ota > Barbora Skarabela > > > --~--~---------~--~----~------------~-------~--~----~ 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 ken.reeder at ubc.ca Wed May 7 21:08:13 2008 From: ken.reeder at ubc.ca (Ken Reeder) Date: Wed, 7 May 2008 14:08:13 -0700 Subject: Searching for a book for very new students of child language Message-ID: I've been given a nice opportunity to develop a hybrid course at UBC at freshman or sophomore (1st/2nd yr) level entitled "Child Language Development." What is particularly interesting (for me at any rate) is that my students will be child care workers with minimal educational background, and that they are all working with aboriginal preschool children in British Columbia's southern interior. I'm searching for good introductory and short books in two (perhaps overlapping) areas: first language acquisition, and heritage language maintenance/ bilingualism. While the latter will probably be handled by way of Multilingual Matters' fine materials, I'm still searching for just the right title in first language acquisition. I'd like it to be a highly readable translation of our best current understandings in the field and manageable for these students. A tall order? Any suggestions? Glad to summarize your responses here if this fine discussion tool doesn't already do so. Thanks, all. --~--~---------~--~----~------------~-------~--~----~ 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 Wed May 7 21:46:38 2008 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Wed, 7 May 2008 17:46:38 -0400 Subject: Searching for a book for very new students of child language Message-ID: Dear Ken, I hope I'm still in the grace period of "shameless self-promotion" for my book that came out in April (and that in any case I was going to bring to the attention of InfoChildes in the next few days). Raising a Bilingual Child: A Step-by-Step Guide for Parents, by Zurer Pearson was recently released by Random House. http://www.randomhouse.com/catalog/display.pperl?isbn=9781400023349 (It's only $15, and even less already on Amazon : ). In it, I tried to accomplish the very goals you set forth: a "highly readable translation of our best current understandings in the field," that covers first and second language acquisition and tailors its suggestions for parents in the framework of Fishman's guidelines for language revitalization. It is written for parents (and I hope childcare workers) and so the scholarly apparatus is at a minimum, but I have careful page-by-page notes of all my references available on my website: http://www.zurer.com/pearson/bilingualchild so someone who wants to can go further in depth on any of its topics. I hope you will get hold of it and will give me your opinion of its suitability for your purpose. For my other Infochildes colleagues--please get copies for all your friends and relations! (And think of where we can place reviews of it.) I might add for Ken that I think you will also enjoy reading Tom Roeper's book _The Prism of Grammar_. I have tried to make sure that my descriptions of language and language acquisition are consistent with modern theories of grammar, but his book actually explains them (for first language acquisition), once again with parents in mind. Good luck with what sounds like a fascinating assignment. Best, Barbara Pearson *********************************************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Coordinator Depts of Linguistics and Communication Disorders South College 226 University of Massachusetts, Amherst Amherst MA 01003 413-545-5023 fax: 545-2972 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson ----- Original Message ----- From: "Ken Reeder" To: "Info-CHILDES" Sent: Wednesday, May 07, 2008 5:08 PM Subject: Searching for a book for very new students of child language > > I've been given a nice opportunity to develop a hybrid course at UBC > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > Development." What is particularly interesting (for me at any rate) is > that my students will be child care workers with minimal educational > background, and that they are all working with aboriginal preschool > children in British Columbia's southern interior. I'm searching for > good introductory and short books in two (perhaps overlapping) areas: > first language acquisition, and heritage language maintenance/ > bilingualism. While the latter will probably be handled by way of > Multilingual Matters' fine materials, I'm still searching for just the > right title in first language acquisition. I'd like it to be a highly > readable translation of our best current understandings in the field > and manageable for these students. A tall order? Any suggestions? > > Glad to summarize your responses here if this fine discussion tool > doesn't already do so. Thanks, all. > > > --~--~---------~--~----~------------~-------~--~----~ 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 May 7 21:56:45 2008 From: barriere.isa at gmail.com (isa barriere) Date: Wed, 7 May 2008 16:56:45 -0500 Subject: Searching for a book for very new students of child language In-Reply-To: <000b01c8b08b$d4877910$6401a8c0@VALUEDE91AB895> Message-ID: Dear Ken, Just to say I fully support Barbara Z. Pearson's self-promotion. I recently read her book and have put it on the the list to share with the supervisor of the family and social workers in the non-profit organization where I work and that serves more than 2,000 low SES children from very diverse linguistic and cultural backgrounds. I am also going to use it for workshops I will be giving education professionals (teachers and assistant teachers) of the same (older 3 to 5) children in the fall who in their recent feedback on professional development sessions expressed the need to know more about bilingual families. To teach about infants and toddlers, I also very much like "when speech comes to children" by Boysson-Bardies: it has a lot of information on cross-linguistic studies. Best, Isabelle Barriere, PhD Director of Policy for Research and Education Yeled v'Yalda Early Childhood Center On Wed, May 7, 2008 at 4:46 PM, Barbara Z. Pearson < bpearson at research.umass.edu> wrote: > > Dear Ken, > > I hope I'm still in the grace period of "shameless self-promotion" for my > book that came out in April (and that in any case I was going to bring to > the attention of InfoChildes in the next few days). Raising a Bilingual > Child: A Step-by-Step Guide for Parents, by Zurer Pearson was recently > released by Random House. > http://www.randomhouse.com/catalog/display.pperl?isbn=9781400023349 (It's > only $15, and even less already on Amazon : ). > > In it, I tried to accomplish the very goals you set forth: a "highly > readable translation of our best current understandings in the field," > that > covers first and second language acquisition and tailors its suggestions > for > parents in the framework of Fishman's guidelines for language > revitalization. It is written for parents (and I hope childcare workers) > and > so the scholarly apparatus is at a minimum, but I have careful > page-by-page > notes of all my references available on my website: > http://www.zurer.com/pearson/bilingualchild so someone who wants to can go > further in depth on any of its topics. > > I hope you will get hold of it and will give me your opinion of its > suitability for your purpose. > > For my other Infochildes colleagues--please get copies for all your > friends > and relations! (And think of where we can place reviews of it.) > > I might add for Ken that I think you will also enjoy reading Tom Roeper's > book _The Prism of Grammar_. I have tried to make sure that my > descriptions > of language and language acquisition are consistent with modern theories > of > grammar, but his book actually explains them (for first language > acquisition), once again with parents in mind. > > Good luck with what sounds like a fascinating assignment. > > Best, > Barbara Pearson > *********************************************************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Coordinator > Depts of Linguistics and Communication Disorders > South College 226 > University of Massachusetts, Amherst > Amherst MA 01003 > > 413-545-5023 > fax: 545-2972 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > ----- Original Message ----- > From: "Ken Reeder" > To: "Info-CHILDES" > Sent: Wednesday, May 07, 2008 5:08 PM > Subject: Searching for a book for very new students of child language > > > > > > I've been given a nice opportunity to develop a hybrid course at UBC > > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > > Development." What is particularly interesting (for me at any rate) is > > that my students will be child care workers with minimal educational > > background, and that they are all working with aboriginal preschool > > children in British Columbia's southern interior. I'm searching for > > good introductory and short books in two (perhaps overlapping) areas: > > first language acquisition, and heritage language maintenance/ > > bilingualism. While the latter will probably be handled by way of > > Multilingual Matters' fine materials, I'm still searching for just the > > right title in first language acquisition. I'd like it to be a highly > > readable translation of our best current understandings in the field > > and manageable for these students. A tall order? Any suggestions? > > > > Glad to summarize your responses here if this fine discussion tool > > doesn't already do so. Thanks, all. > > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ 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 roeper at linguist.umass.edu Wed May 7 23:15:27 2008 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 7 May 2008 19:15:27 -0400 Subject: Searching for a book for very new students of child language In-Reply-To: Message-ID: Dear Ken, Barbara Pearson was kind enough to mention my book--The Prism of Grammar: How Child Language Illuminstes Humanism. It is indeed intended for teachers and those actually dealing with children, for the most part. And if you or they find it of use---I would welcome feedback on how the various explorations for children go and what varients people think of. best, Tom Roeper On Wed, May 7, 2008 at 5:08 PM, Ken Reeder wrote: > > I've been given a nice opportunity to develop a hybrid course at UBC > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > Development." What is particularly interesting (for me at any rate) is > that my students will be child care workers with minimal educational > background, and that they are all working with aboriginal preschool > children in British Columbia's southern interior. I'm searching for > good introductory and short books in two (perhaps overlapping) areas: > first language acquisition, and heritage language maintenance/ > bilingualism. While the latter will probably be handled by way of > Multilingual Matters' fine materials, I'm still searching for just the > right title in first language acquisition. I'd like it to be a highly > readable translation of our best current understandings in the field > and manageable for these students. A tall order? Any suggestions? > > Glad to summarize your responses here if this fine discussion tool > doesn't already do so. Thanks, all. > > > -- 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 Roberta at udel.edu Thu May 8 00:28:42 2008 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 7 May 2008 20:28:42 -0400 Subject: Searching for a book for very new students of child language In-Reply-To: <41e87b220805071615v70612ebcl76c50c4242f327d6@mail.gmail.com> Message-ID: "How Babies Talk: THe Magic and Mystery of Language in the First Three Years of Life" might be useful to you! About L1 acquisition with little experiments they can try. Roberta Golinkoff On 5/7/08, Tom Roeper wrote: > > Dear Ken, Barbara Pearson was kind enough to mention my book--The Prism > of Grammar: How Child Language Illuminstes Humanism. It is > indeed intended for teachers and those actually dealing with > children, for the most part. > And if you or they find it of use---I would welcome feedback on > how the various explorations for children go and what varients > people think of. > > best, Tom Roeper > > On Wed, May 7, 2008 at 5:08 PM, Ken Reeder wrote: > > > > > I've been given a nice opportunity to develop a hybrid course at UBC > > at freshman or sophomore (1st/2nd yr) level entitled "Child Language > > Development." What is particularly interesting (for me at any rate) is > > that my students will be child care workers with minimal educational > > background, and that they are all working with aboriginal preschool > > children in British Columbia's southern interior. I'm searching for > > good introductory and short books in two (perhaps overlapping) areas: > > first language acquisition, and heritage language maintenance/ > > bilingualism. While the latter will probably be handled by way of > > Multilingual Matters' fine materials, I'm still searching for just the > > right title in first language acquisition. I'd like it to be a highly > > readable translation of our best current understandings in the field > > and manageable for these students. A tall order? Any suggestions? > > > > Glad to summarize your responses here if this fine discussion tool > > doesn't already do so. Thanks, all. > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > -- 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 k.j.alcock at lancaster.ac.uk Thu May 8 09:58:23 2008 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Thu, 8 May 2008 10:58:23 +0100 Subject: Fully-funded MSc plus PhD place at Lancaster University Message-ID: Fully-funded MSc plus PhD place at Lancaster University, in partnership with the Down Syndrome Educational Trust, Portsmouth, to commence in October, 2008. Oral motor abilities: Speech and Language in Down Syndrome This project will provide funding for a student to complete both the MSc in Psychological Research Methods (or in Developmental Psychology, as preferred by the student), and three years registration at PhD level, subject to satisfactory completion of the MSc. Alternatively, students who already hold a suitable Masters degree are encouraged to apply for funding for a three year PhD place. Background to the project: Children who have Down Syndrome (DS) have difficulties with speech and language. Usually these are more impaired than non-verbal abilities for such children, and unintelligible speech, as well as difficulties in constructing meaningful sentences, lead to social, communication, and educational difficulties. It has also been found that children with DS have problems with oral motor control (control of mouth movements). It is not known how much these two sets of difficulties are linked. Do children find it hard to speak because they cannot control their mouth movements? Or do children who have poor speech and do not practice moving their mouths while speaking lack the experience of motor control to be able to perform other types of mouth movements? It is also hard to know whether children's language difficulties are due to their poor speech - difficulty with word formation leading to difficulty with sentence formation - or whether, for example, memory or cognitive difficulties are more closely related to language difficulties. This project will compare children with DS to typically developing (TD) children with the same mental age, testing both groups of children at three time points on tests of oral motor control, speech, language, and non-verbal abilities. We will be able to see whether poor oral motor control when children are younger leads to poor speech and/or language when children are older, or whether the link is in the other direction. This research will give us more information about the motor, speech and language abilities of children with Down Syndrome. It will therefore help speech and language therapists, parents, teachers, and psychologists providing assessments and interventions, especially in determining how development might be expected to proceed in these children. We will also be able to find out more about the possible links between oral movements, speech and language in typically developing children and those with speech and language difficulties. Research will be carried out in the North-West and in Portsmouth but it is expected that the student will be resident in Lancaster with data collection trips lasting 2 to 8 weeks spent in Portsmouth. There are now several popular speech therapies being promoted and taught that involve oral motor practice. Knowing how much early oral motor abilities contribute to later speech and language abilities may also help us to determine whether these therapies are based on genuine links between children's speech, language and oral motor skill development. The successful student will be registered for an MSc from 1st October 2008 and will receive a tax-free stipend of ?14,600 per annum, payment of tuition fees, and research expenses which will be provided by the non-academic partner. Stipends may only be paid to EU or UK students who satisfy the basic residential eligibility requirements. We welcome applications from well-qualified new graduates or those about to graduate, or those with an appropriate Masters degree. Note that the successful candidate will be required to undergo a CRB check. The deadline for applications is 20th June. Potential applicants are encouraged to contact Dr Katie Alcock (k.j.alcock at lancaster.ac.uk) for informal discussion. Alternatively contact the Department's postgraduate coordinator for an application form: Telephone: +44 (0)1524 594975 Fax: +44 (0)1524 593744 Email: postgraduate.psychology at lancaster.ac.uk Address: Psychology Department Lancaster University Lancaster, LA1 4YF --~--~---------~--~----~------------~-------~--~----~ 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 h.vanderlely at ucl.ac.uk Mon May 12 09:55:00 2008 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 12 May 2008 10:55:00 +0100 Subject: London Post Doctoral Research Post Message-ID: An HTML attachment was scrubbed... URL: From tobias.haug at signlang-assessment.info Mon May 12 14:18:49 2008 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Mon, 12 May 2008 16:18:49 +0200 Subject: References on language test translation/adaptation In-Reply-To: <601428710.142461205411347481.JavaMail.open-xchange@oxgw01.kundenserver.de> Message-ID: Dear all, Thanks for all the replies regarding references on language test adaptation. Please find attached a? list with the references I would find so far and get a hold of (not all references are only on adaptation issues, but at least scratch the topic). Many thanks for the input, Tobias Am 13.03.2008 um 13:29 schrieb Tobias Haug: > 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 > > > > Tobias Haug Fax: +49-721-50 96 63 147 tobias.haug at signlang-assessment.info http://www.icsla.org http://www.signlang-assessment.info http://www.projekt.gebaerdensprachtest.de --~--~---------~--~----~------------~-------~--~----~ 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: References Type: application/octet-stream Size: 44032 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From cynthia.fisher at gmail.com Mon May 12 22:50:12 2008 From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com) Date: Mon, 12 May 2008 15:50:12 -0700 Subject: Lab Coordinator Position Message-ID: Hello, My lab has an opening for a full-time lab coordinator (or two half- time positions). The official ad is pasted in below. The position is termed Visiting, which means that it is a 12-month appointment that can be extended for up to 3 years, and may become a permanent position pending the availability of funding. Please pass this announcement on to any of your students who might be interested, and contact me (clfishe at uiuc.edu) with any questions. best, Cynthia Fisher _________________________________________ Visiting Coordinator of Research Programs Department of Psychology University of Illinois at Urbana-Champaign The Language Acquisition Lab in the Department of Psychology at the University of Illinois seeks to fill a vacancy for a Visiting Coordinator of Research Programs. The lab is directed by Dr. Cynthia Fisher. The purpose of this position is to facilitate the lab's experimental research on language comprehension and learning by young children. Specific duties and responsibilities include: -- Recruiting, training, and supervising undergraduate lab assistants -- Recruiting families to participate in the research -- Purchasing and maintaining lab equipment and supplies -- Assisting in the design of experiments and the creation of experimental stimuli for experiments with children (from infancy through preschool age) and adults -- Conducting experiments, coding and analyzing data -- Performing library research and assisting with the preparation of papers and grant proposals -- Assisting with IRB review and reports -- Managing a small network of computers Minimum Qualifications: Bachelor's degree, preferably in a related discipline (e.g., Psychology, Cognitive Science, Linguistics). Excellent organizational and interpersonal/supervisory skills. Demonstrated experience working productively with a team of researchers. Strong verbal skills, and an ability to perform duties using independent judgment and decision-making without extensive supervision. Preferred Qualifications: Experience with young children is strongly preferred. Desirable skills include expertise in statistical analysis, and computer skills including web page design. Depending on the applicant pool, this position could be filled with one 100% or two 50% positions. This position may become regular at a later date. Applicants must indicate which position they are applying for. Applicants must be eligible to work in the United States and salary is commensurate with qualifications and experience. In order to ensure full consideration, applications must be received by May 26, 2008. Applicants may be interviewed prior to the closing date; however, no hiring decision will be made until after that date. The expected start is as soon as possible after the closing date. Please submit a cover letter, resume, and name and contact information for three professional references, to Summer Curry, sdcurry at psych.uiuc.edu. If necessary, applications and an email address could be mailed to: Summer Curry, Search #11827, Department of Psychology, University of Illinois, 603 East Daniel Street, Champaign, IL 61820. phone: 217-265-8486 For further information, contact Cynthia Fisher via email at clfishe at uiuc.edu. Please refer to search #11827 in all communications. The University of Illinois 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 hauser at eva.mpg.de Wed May 21 07:41:09 2008 From: hauser at eva.mpg.de (Hauser, Gerlind) Date: Wed, 21 May 2008 00:41:09 -0700 Subject: comparison of German and English demonstratives Message-ID: Does anyone know of comparative work on the meaning and use of "da" vs. "there" ? Or anything in that direction? Thanks in advance! Gerlind Hauser hauser at eva.mpg.de --~--~---------~--~----~------------~-------~--~----~ 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 Evan.J.Kidd at manchester.ac.uk Thu May 22 06:41:28 2008 From: Evan.J.Kidd at manchester.ac.uk (Evan J Kidd) Date: Thu, 22 May 2008 07:41:28 +0100 Subject: comparison of German and English demonstratives In-Reply-To: <0d1bee5d-6e88-44ad-a50e-340ab4d574f6@25g2000hsx.googlegroups.com> Message-ID: Gerlind, Do you mean in child language or in general linguistics? I don't think anyone has done this in child language, but you might want to check out Holger Diessel's work on demonstratives (he used to work for the MPI in Leipzig, so Mike or Elena will be able to point you to his work). Evan _________________________________ Dr Evan Kidd Lecturer in Psychology School of Psychological Sciences University of Manchester Oxford Road M13 9PL Manchester, UK Ph: +44 (0) 161 275 2578 Fax: +44 (0) 161 275 8587 http://www.psych-sci.manchester.ac.uk/staff/108727 __________________________________ -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Hauser, Gerlind Sent: 21 May 2008 08:41 To: Info-CHILDES Subject: comparison of German and English demonstratives Does anyone know of comparative work on the meaning and use of "da" vs. "there" ? Or anything in that direction? Thanks in advance! Gerlind Hauser hauser at eva.mpg.de --~--~---------~--~----~------------~-------~--~----~ 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 n.g.garmann at iln.uio.no Thu May 22 09:50:20 2008 From: n.g.garmann at iln.uio.no (Nina) Date: Thu, 22 May 2008 02:50:20 -0700 Subject: Early phonological development Message-ID: Dear all, I am currently planning a three year post doctor project on the early phonological development of Norwegian children. I find it difficult to determine the appropriate number of children for this study. My current plan is to compile data from one-hour play sessions with 10 children every six weeks for six months (18, 19.5, 21, 22.5, 24 months). Has anyone done a similar study or could anyone in other ways supply me with any ideas concerning the number of participants, session intervals or the six months period of data compilation? Regards, Nina G. Garmann --~--~---------~--~----~------------~-------~--~----~ 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 mv509 at york.ac.uk Thu May 22 09:55:05 2008 From: mv509 at york.ac.uk (Marilyn Vihman) Date: Thu, 22 May 2008 10:55:05 +0100 Subject: Early phonological development In-Reply-To: <87716e48-12e2-4bab-b632-c8bf3f81dc97@r66g2000hsg.googlegroups.com> Message-ID: Dear Nina, If you were working on this project with me I would recommend shorter recording sessions but more frequent intervals, since the lexicon and phonological patterning of children changes so rapidly in this period. If you'd like more of my views, just write me directly; I have data from children of those ages learning a number of different languages. -marilyn vihman On 22 May 2008, at 10:50, Nina wrote: > > Dear all, > > I am currently planning a three year post doctor project on the early > phonological development of Norwegian children. I find it difficult to > determine the appropriate number of children for this study. My > current plan is to compile data from one-hour play sessions with 10 > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > months). Has anyone done a similar study or could anyone in other ways > supply me with any ideas concerning the number of participants, > session intervals or the six months period of data compilation? > > Regards, Nina G. Garmann > > > Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 Thu May 22 13:13:36 2008 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Thu, 22 May 2008 09:13:36 -0400 Subject: Early phonological development Message-ID: Dear Nina, I second the choice of 10 children. The number you need, I believe, depends on the variability in your measures, (which I suspect is pretty great in early phonological measures), but I have found as a rule of thumb that 10 is better than 7 and not usually much better than 12. When I have done preliminary analyses of groups before all the data were collected, group means from 6 and 7 children were rarely within a standard error plus or minus of the eventual group (of around 30), whereas groups of 10 almost always were. You might start out with a couple extra though to guard against technical failures and non-cooperation--or hurricanes, in our case! Good luck, 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 www.zurer.com/pearson ----- Original Message ----- From: "Nina" To: "Info-CHILDES" Sent: Thursday, May 22, 2008 5:50 AM Subject: Early phonological development > > Dear all, > > I am currently planning a three year post doctor project on the early > phonological development of Norwegian children. I find it difficult to > determine the appropriate number of children for this study. My > current plan is to compile data from one-hour play sessions with 10 > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > months). Has anyone done a similar study or could anyone in other ways > supply me with any ideas concerning the number of participants, > session intervals or the six months period of data compilation? > > Regards, Nina G. Garmann > > > --~--~---------~--~----~------------~-------~--~----~ 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 elenan at ualberta.ca Fri May 23 17:44:51 2008 From: elenan at ualberta.ca (Elena Nicoladis) Date: Fri, 23 May 2008 10:44:51 -0700 Subject: Learning language from older siblings Message-ID: We have some data that are suggestive that a child may have been attending more to his older sister than to his parents in the acquisition of his early words (i.e., his parents spoke to him almost exclusively in Mandarin, his older sister about 50/50 Mandarin and English; there were no other significant caregivers during the relevant time period; the child's first 50 words are about equally split between the two languages). Does anyone know of any research on the role of older siblings in children's early language acquisition? I'd be happy to post a summary to the group, if there are multiple references. Cheers, Elena --~--~---------~--~----~------------~-------~--~----~ 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 k1n at psu.edu Fri May 23 19:39:45 2008 From: k1n at psu.edu (Keith Nelson) Date: Fri, 23 May 2008 15:39:45 -0400 Subject: Learning language from older siblings In-Reply-To: <75f68b8c-c371-4018-a545-411f6db4a02d@p39g2000prm.googlegroups.com> Message-ID: Hi. the chapter by Nelson & Bonvillian in the book Children's Language Vol 1 (K. E. Nelson Ed.) has an association between faster language growth and older siblings who are relatively close to the target child's age. Best, Keith N At 10:44 AM -0700 5/23/08, Elena Nicoladis wrote: >We have some data that are suggestive that a child may have been >attending more to his older sister than to his parents in the >acquisition of his early words (i.e., his parents spoke to him almost >exclusively in Mandarin, his older sister about 50/50 Mandarin and >English; there were no other significant caregivers during the >relevant time period; the child's first 50 words are about equally >split between the two languages). > >Does anyone know of any research on the role of older siblings in >children's early language acquisition? > >I'd be happy to post a summary to the group, if there are multiple >references. > >Cheers, >Elena > -- 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 --~--~---------~--~----~------------~-------~--~----~ 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 brunilda at gmail.com Sat May 24 19:15:21 2008 From: brunilda at gmail.com (Bruno Estigarribia) Date: Sat, 24 May 2008 15:15:21 -0400 Subject: Early phonological development In-Reply-To: <023001c8bc0d$a7292f30$6501a8c0@53F4FCFB03A24FF> Message-ID: Nina, Clearly, a rule of thumb like that provided by Barbara is useful. However, I would say the number of children, sampling frequency, and duration of each sample is mostly determined by the questions you want to ask and the kind of analysis you have in mind. It seems to me that 60 minute samples are too long, unless (a) you want to highly increase your estimates' accuracy at each timepoint or (b) you are looking at infrequent variables. Or, if you were planning to use time series analysis, for instance, you may have enough with half the children and 30 minute samples, because you'll need a lot more data points for each child. The bottomline is: now is when you need to plan your questions and analysis very carefully, and the answer will depend very directly on the particulars of your analysis plan. And of course, another crucial thing is your recording equipment, but since you didn't ask about that, I assume you're all set! Bruno Estigarribia FPG Child Development Institute Neurodevelopmental Disorders Research Center UNC - Chapel Hill > Dear Nina, > I second the choice of 10 children. The number you need, I believe, depends > on the variability in your measures, (which I suspect is pretty great in > early phonological measures), but I have found as a rule of thumb that 10 is > better than 7 and not usually much better than 12. When I have done > preliminary analyses of groups before all the data were collected, group > means from 6 and 7 children were rarely within a standard error plus or > minus of the eventual group (of around 30), whereas groups of 10 almost > always were. You might start out with a couple extra though to guard > against technical failures and non-cooperation--or hurricanes, in our case! > > Good luck, > 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 > www.zurer.com/pearson > > > ----- Original Message ----- > From: "Nina" > To: "Info-CHILDES" > Sent: Thursday, May 22, 2008 5:50 AM > Subject: Early phonological development > > > >> Dear all, >> >> I am currently planning a three year post doctor project on the early >> phonological development of Norwegian children. I find it difficult to >> determine the appropriate number of children for this study. My >> current plan is to compile data from one-hour play sessions with 10 >> children every six weeks for six months (18, 19.5, 21, 22.5, 24 >> months). Has anyone done a similar study or could anyone in other ways >> supply me with any ideas concerning the number of participants, >> session intervals or the six months period of data compilation? >> >> Regards, Nina G. Garmann >> > > > > > --~--~---------~--~----~------------~-------~--~----~ 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 n.g.garmann at iln.uio.no Sat May 24 22:45:53 2008 From: n.g.garmann at iln.uio.no (Nina Gram Garmann) Date: Sun, 25 May 2008 00:45:53 +0200 Subject: Early phonological development In-Reply-To: <48386949.50108@gmail.com> Message-ID: Dear Bruno Estigarribia, Thanks for your input! And of course, i would also be interested in any advice concerning recording equipment. Regards, Nina Garmann > > Nina, > > Clearly, a rule of thumb like that provided by Barbara is useful. > However, I would say the number of children, sampling frequency, and > duration of each sample is mostly determined by the questions you want > to ask and the kind of analysis you have in mind. It seems to me that 60 > minute samples are too long, unless (a) you want to highly increase your > estimates' accuracy at each timepoint or (b) you are looking at > infrequent variables. Or, if you were planning to use time series > analysis, for instance, you may have enough with half the children and > 30 minute samples, because you'll need a lot more data points for each > child. The bottomline is: now is when you need to plan your questions > and analysis very carefully, and the answer will depend very directly on > the particulars of your analysis plan. > And of course, another crucial thing is your recording equipment, but > since you didn't ask about that, I assume you're all set! > Bruno Estigarribia > FPG Child Development Institute > Neurodevelopmental Disorders Research Center > UNC - Chapel Hill >> Dear Nina, >> I second the choice of 10 children. The number you need, I believe, >> depends >> on the variability in your measures, (which I suspect is pretty great in >> early phonological measures), but I have found as a rule of thumb that >> 10 is >> better than 7 and not usually much better than 12. When I have done >> preliminary analyses of groups before all the data were collected, group >> means from 6 and 7 children were rarely within a standard error plus or >> minus of the eventual group (of around 30), whereas groups of 10 almost >> always were. You might start out with a couple extra though to guard >> against technical failures and non-cooperation--or hurricanes, in our >> case! >> >> Good luck, >> 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 >> www.zurer.com/pearson >> >> >> ----- Original Message ----- >> From: "Nina" >> To: "Info-CHILDES" >> Sent: Thursday, May 22, 2008 5:50 AM >> Subject: Early phonological development >> >> >> >>> Dear all, >>> >>> I am currently planning a three year post doctor project on the early >>> phonological development of Norwegian children. I find it difficult to >>> determine the appropriate number of children for this study. My >>> current plan is to compile data from one-hour play sessions with 10 >>> children every six weeks for six months (18, 19.5, 21, 22.5, 24 >>> months). Has anyone done a similar study or could anyone in other ways >>> supply me with any ideas concerning the number of participants, >>> session intervals or the six months period of data compilation? >>> >>> Regards, Nina G. Garmann >>> >> >> >> > >> > > > > > -- Nina Gram Garmann Stipendiat Institutt for lingvistiske og nordiske studier Universitetet i Oslo Postboks 1102 Blindern 0317 OSLO n.g.garmann at iln.uio.no --~--~---------~--~----~------------~-------~--~----~ 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 Mon May 26 17:01:40 2008 From: koller at memphis.edu (Kim Oller) Date: Mon, 26 May 2008 10:01:40 -0700 Subject: Early phonological development In-Reply-To: Message-ID: Dear Nina, I second the comments from Marilyn about sampling more frequently rather than at longer intervals. A current body of research coming from our own laboratories and from analysis of the huge infant database from Infoture suggests extraordinary levels of day to day and hour to hour variation in the focus of infant vocalization and speech. This of course makes sense, but I think we have not in the past paid nearly enough attention to this kind of variation. There will be reports on this phenomenon from our laboratories soon. Best wishes, Kim D, Kimbrough Oller Professor and Plough Chair of Excellence The University of Memphis On May 22, 4:55?am, Marilyn Vihman wrote: > Dear Nina, > > If you were working on this project with me I would recommend shorter > recording sessions but more frequent intervals, since the lexicon and > phonological patterning of children changes so rapidly in this period. > If you'd like more of my views, just write me directly; I have data > from children of those ages learning a number of different languages. > > -marilyn vihman > > On 22 May 2008, at 10:50, Nina wrote: > > > > > Dear all, > > > I am currently planning a three year post doctor project on the early > > phonological development of Norwegian children. I find it difficult to > > determine the appropriate number of children for this study. My > > current plan is to compile data from one-hour play sessions with 10 > > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > > months). Has anyone done a similar study or could anyone in other ways > > supply me with any ideas concerning the number of participants, > > session intervals or the six months period of data compilation? > > > Regards, Nina G. Garmann > > Marilyn M. Vihman > Professor, Language and Linguistic Science > V/C/210, 2nd Floor, Block C, Vanbrugh College > University of York > Heslington > York YO10 5DD > tel 01904 433612 > fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 pgordon at exchange.tc.columbia.edu Tue May 27 14:27:31 2008 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Tue, 27 May 2008 10:27:31 -0400 Subject: Early phonological development Message-ID: There is a Psych review article by Adolph and Johnson coming out soon that examines the role of sampling frequency in longitudinal developmental research essentially showing how long sampling intervals can provide a very distorted picture of the actual developmental profile. Peter Gordon 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: Mon 5/26/2008 1:01 PM To: Info-CHILDES Subject: Re: Early phonological development Dear Nina, I second the comments from Marilyn about sampling more frequently rather than at longer intervals. A current body of research coming from our own laboratories and from analysis of the huge infant database from Infoture suggests extraordinary levels of day to day and hour to hour variation in the focus of infant vocalization and speech. This of course makes sense, but I think we have not in the past paid nearly enough attention to this kind of variation. There will be reports on this phenomenon from our laboratories soon. Best wishes, Kim D, Kimbrough Oller Professor and Plough Chair of Excellence The University of Memphis On May 22, 4:55 am, Marilyn Vihman wrote: > Dear Nina, > > If you were working on this project with me I would recommend shorter > recording sessions but more frequent intervals, since the lexicon and > phonological patterning of children changes so rapidly in this period. > If you'd like more of my views, just write me directly; I have data > from children of those ages learning a number of different languages. > > -marilyn vihman > > On 22 May 2008, at 10:50, Nina wrote: > > > > > Dear all, > > > I am currently planning a three year post doctor project on the early > > phonological development of Norwegian children. I find it difficult to > > determine the appropriate number of children for this study. My > > current plan is to compile data from one-hour play sessions with 10 > > children every six weeks for six months (18, 19.5, 21, 22.5, 24 > > months). Has anyone done a similar study or could anyone in other ways > > supply me with any ideas concerning the number of participants, > > session intervals or the six months period of data compilation? > > > Regards, Nina G. Garmann > > Marilyn M. Vihman > Professor, Language and Linguistic Science > V/C/210, 2nd Floor, Block C, Vanbrugh College > University of York > Heslington > York YO10 5DD > tel 01904 433612 > fax 01904 432673 --~--~---------~--~----~------------~-------~--~----~ 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 May 31 21:54:08 2008 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 31 May 2008 23:54:08 +0200 Subject: two new English corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora from children learning American English. The first is from Richard Weist at Fredonia. Although the study focused on the use of time marking and autobiographical memory, the data are of general interest for their longitudinal coverage. Audio is not yet available, but we hope to add it eventually. A readme for this "Fredonia" corpus is given below. The second corpus is from Melanie Soderstrom of the University of Manitoba. This corpus focuses on two mothers of preverbal children and the transcripts are fully linked to audio. The readme for the Soderstrom corpus also follows below. Many thanks to both Melanie and Dick for these lovely additions to CHILDES. --Brian MacWhinney Fredonia Corpus: The research was supported by grant # BCS-0091702 from the National Science Foundation, a SUNY Fredonia Scholarly Incentive Award, and funds provided by the Department of Psychology at SUNY Fredonia. The goal of this longitudinal project was to obtain caregiver-child interaction data from children aged 2 to 5, in order to capture the children?s language in an early phase of the acquisition of their event time (ET) system and continue observations through the emergence of their reference time (RT) system. Whenever possible, the children were audio tape recorded in either a laboratory setting or in their homes twice a month for approximately 30 minutes. The audiotapes were transcribed into the CHAT format, and then the transcriptions were completely checked for accuracy. The children are as follows together with their starting ages, ending ages, and number (n) of transcripts: Ben (2;4 ? 3;3, n=11), Emily (2;6 ? 4;5 n = 23), Emma (2;7 ? 4;7 n = 28), Jillian (2;1 ? 2;10 n = 22), Matty (2;3 ? 5;0 n = 56), and Roman (2;2 ? 4;7 n = 42). Three forms of past reference were analyzed: 1) regular and irregular simple past tense, 2) past progressive, and 3) subordinate clause constructions with when and past time reference (i.e., past when- sentences). Simple past was acquired relatively early at 2;4 (cf. Brown, 1973), past when-sentences relatively late at 3;6 (cf. Limber, 1973), and past-progressive in the interim at 2;10. The discourse segments surrounding the sentences that contained these forms were analyzed for the following three elements: 1) reference time context established, 2) a supporting event expressed in the segment, and 3) reference made to a self-relevant real-life event. The likelihood that a discourse segment would include these three elements increased as past reference advanced from simple past to past progressive and then to past when-sentences. As the morphosyntax of past reference became more complex, a higher proportion of past time references provided evidence for autobiographical memory. Publications using these data should cite this article: Weist, R., & Zevenbergen, A. (2008) Autobiographical Memory and Past Time Reference, Language Learning and Development, 4. Soderstrom Corpus This corpus was collected to examine the properties of speech input available to preverbal infants relevant to the acquisition of the grammar, and to evaluate the prosodic bootstrapping hypothesis for preverbal infants. The collection of this corpus was funded by a Kirschstein NRSA postdoctoral research fellowship 5F32HD042927 to MS and an NIH grant 1RO1HD32005 to JLM. The participants were two mothers, each with young boy babies. The mothers and their babies were visited at (semi)-regular intervals from 6-10 months (14 hours and 8.5 hours), along with two one-hour recordings each at 12 months. Transcripts or analyses of two follow-up recordings made of each mother at 18 months (with video), may be made available to individuals upon request to the above address. Additional information regarding the two families is available in the JCL citation below. The mothers very kindly agreed to donate their recordings to CHILDES and to have the first names of the immediate family members available in CHILDES in order to facilitate analyses. Please treat this information with respect and help to preserve their anonymity otherwise. Last and middle names and some other possibly identifying information have been removed from the transcript and recordings. Charles was born 24-FEB-2003 and his brother was born 29-AUG-1998. Joseph was born 19-DEC-2002. His sister was born 17-MAR-2000 and his brother was born 07-APR-1998. The audio recordings were collected by the mothers in the home. Recordings obtained within a short period of time are combined into the same transcript file. Transcription uses basic CHAT format with no phonetic detail. Please note that while care was taken in transcribing speech errors, noisy environments, and other difficult sections, the transcripts should not be considered error-free. Users should examine the transcripts and/or recordings carefully given their particular research needs. Additional information regarding the transcription process is available in the above JCL reference or by contacting Melanie Soderstrom at the above address. Please advise Melanie Soderstrom if you detect any obvious discrepancies between the recordings and the written form. Publications using these data should cite: Soderstrom, M., Blossom, M., Foygel, R., & Morgan, J.L. (in press). Acoustical cues and grammatical units in speech to two preverbal infants. Journal of Child Language. --~--~---------~--~----~------------~-------~--~----~ 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: