From katnkaboodle at gmail.com Wed Dec 9 18:16:01 2009 From: katnkaboodle at gmail.com (katnkaboodle at gmail.com) Date: Wed, 9 Dec 2009 10:16:01 -0800 Subject: Job posting: Research Associate/Project Coordinator at Northwestern University Message-ID: Job posting: Research Associate/ Project Coordinator We are seeking a researcher with to join our dynamic, interdisciplinary research team for a fixed-term appointment in the ArticuLab at Northwestern University. This position will work within our team of researchers to contribute to the advancement and development of our virtual peer system for science literacy. Advanced training in linguistics, psychology, education, child development, African American studies or related field is required. The appointment will conclude July 31st, 2010. More information on current lab projects can be found at: articulab.northwestern.edu. Contact Justine Cassell at justine at northwestern.edu or call the ArticuLab at 847.467.4662 for additional information. Requirements: - Advanced training (Masters or PhD) in Linguistics, Psychology, Education, Computer Science, Child Development, African American studies or a related field - Ability to communicate effectively with multiple project stakeholders, including faculty, researchers, and undergraduate students - Ability to quickly summarize, integrate, and implement state- of-the-art research techniques into the current project - Highly motivated, organized and detail-oriented. Ability to work independently and take leadership when needed. - Working directly with the PI, coordinate and manage multiple aspects of the research process, including IRB compliance, relationships with off-site locations, equipment procurement, and data management - Ability to develop coding schemes for verbal and non-verbal behaviors, and creative analysis techniques - Proficient in statistical analysis for the social/behavioral sciences. Proficient use of at least 1 statistical software package, e.g. SPSS, JMP, Stata, MatLab, R or other. Responsibilities: Working directly with the PI and technical staff, the researcher will: - Analyze linguistic and behavioral data using statistical software; prepare and present analyses for publications and presentation - Develop and refine coding schemas for verbal and non-verbal behavior - Conduct and/or supervise data collection with children at off-site locations - Train and supervise undergraduate research assistants - Maintain and organize inventory of video and audio data - Maintain IRB compliance in all data collection and aspects of the research - Collaborate to produce publications and presentations of the research work -- 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 aliyah.morgenstern at gmail.com Wed Dec 9 21:42:47 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 9 Dec 2009 22:42:47 +0100 Subject: CONF: Language Culture and Mind 4 Message-ID: Final call for papers - Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ We send this final announcement that the 4th International Conference on Language, Culture and Mind (LCM 4) will be held in Turku, Finland, at Åbo Akademi University, 21st-23rd June 2010. Note: The deadline for abstract submission is Dec 15, 2009! The goals of LCM conferences are to contribute to situating the study of language in a contemporary interdisciplinary dialogue (involving linguistics, psychology, philosophy, anthropology, semiotics and other related fields), and to promote a better integration of cognitive and cultural perspectives in empirical and theoretical studies of language. Confirmed plenary speakers: * Jukka Hyönä, University of Turku * Peggy Miller, University of Illinois at Champaign-Urbana * Cornelia Müller, Berlin Gesture Centre and Europa-Universität Viadrina * Bradd Shore, Emory University, Atlanta * Dan Zahavi, Centre for Subjectivity Research, Copenhagen Round tables (with invited participants): * Intersubjectivity and Lifeworld: Constituted in language or consciousness? * Theorizing language, culture, and mind: in honour of Claude Levi Strauss * Multimodality and embodiment in communication and language The International LCM committee invites the submission of abstracts for presentations (oral and posters), on topics including but not limited to: * biological and cultural co-evolution * comparative study of communication systems * cognitive and cultural schematization in language * emergence of language in ontogeny and phylogeny * language in social interaction and multi-modal communication * language, intersubjectivity and normativity * language and thought, emotion and consciousness Abstracts of up to 500 words, including references, should be sent to lcm4turku at gmail.com as an attachment, in pdf or rtf format. Indicate if the abstract is for an oral or poster presentation. Note that there will be proper poster session(s), with one minute self-presentations to the audience in the plenary hall, just before the poster session. The deadline for abstract submission is Dec 15, 2009. Please see the homesite for additional information on abstract formatting. Registration for the conference should be done through the online registration form; see http://web.abo.fi/fak/hf/fin/LCM4/registration.html . The fees for the LCM conference are: * Early registration (until 1st March 2010): 140 euros (110 euros for members of SALC: the Scandinavian Association for Language and Cognition) * Late registration (from 2nd March 2010 to 1st May 2010): 165 euros (125 euros for members of SALC) * Reduced registration fee (see registration form): 125 euros (90 euros for members of SALC) * The Finnish Evening 70 euros (60 euros for members of SALC) The registration fee includes lunch and coffee breaks during the conference, admission to all scientific sessions, all congress materials and administration costs. The Finnish evening fee includes a steam ship trip, dinner and sauna (swimming), and Finnish tango music. Important dates * Deadline for abstract submission 15 Dec 2009 * Notification of acceptance 15 Feb 2010 * Last date for early registration 1 Mar 2010 * Last date for registration 1 May 2010 * Final program publication 15th May 2010 The international LCM committee * Alan Cienki, Vrije Universiteit Amsterdam, Language and Communication * Carlos Cornejo, Pontificia Universidad Católica de Chile, Psychology * Barbara Fultner, Denison University, Philosophy * Anders Hougaard, University of Southern Denmark, Social Cognition * Esa Itkonen, University of Turku, Linguistics * John Lucy, University of Chicago, Comparative Human Development and Psychology * Aliyah Morgenstern, Université Sorbonne Nouvelle-Paris 3, Linguistics * Chris Sinha, University of Portsmouth, Psychology * Daniel Wolk, University of Kurdistan Hawler, Sociology * Jordan Zlatev, Lund University, Linguistics/Cognitive Semiotics LCM4 Local organizing committee * Urpo Nikanne, Åbo Akademi University, Finnish language * Anneli Pajunen, University of Tampere, Finnish languge * Esa Itkonen, University of Turku, General linguistics Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From Roberta at udel.edu Fri Dec 11 14:39:33 2009 From: Roberta at udel.edu (Roberta Golinkoff) Date: Fri, 11 Dec 2009 09:39:33 -0500 Subject: POSTDOCTORAL FELLOWSHIP JOHNS HOPKINS Message-ID: Dear Friends, Please do not reply to me but to the person listed below about this opportunity. Roberta Golinkoff Announcement: Job Description Postdoctoral Fellowship School of Education Department of Interdisciplinary Studies in Education Neuro-Education Initiative Candidates are invited to apply for a postdoctoral fellowship for the Johns Hopkins University School of Education Department of Interdisciplinary Studies in Education. The position requires the collaboration across schools and disciplines within JHU and other institutions and organizations to support the work of the SoE Neuro-Education Initiative. Specific duties include assisting in the management of academic programs, professional development activities, research, grant writing, and communications and outreach. Academic Programs: · Mind, Brain, and Teaching Certificate- Face-to-Face Courses: Assisting the department chair with coordination of the current certificate including recruitment activities, managing student application processes, determining student selection, providing student advisory support, providing support to faculty, scheduling courses, and assisting with budget management for the certificate. · Mind, Brain, and Teaching Certificate- Online Courses: Expansion of the MBT courses to online format in collaboration with the Center for Technology Education for a national cohort. Assisting the department chair with coordination of the online certificate including recruitment activities, managing student application processes, determining student selection, providing student advisory support, providing support to faculty, scheduling courses, and assisting with budget management for the certificate. · Teaching or co-teaching courses or course components in both the face-to-face and online certificates. · Arranging internships and/or capstone experiences for students enrolled in the certificates. · Research and grant writing for expansion of the current certificate to a full degree program at the master’s and doctoral level. Professional Development Programs: · Assisting the NEI Co-Directors in planning NEI professional development programs including the annual national summit and professional development series for educators. · Working with SoE marketing department to advertise information regarding professional development programs. Research Initiatives: · Working with researchers across JHU, Kennedy Krieger Institute and other universities to conduct interdisciplinary research in areas that intersect education, cognitive science, experimental psychology, neuroscience, public health and other related fields. · Writing grants for research funding. Grant Writing: · Writing grants for NEI infrastructure including personnel and operational costs. Communication and Outreach: · Working with NEI co-directors in activities related to dissemination of research findings, web support, and post-summit information synthesis and reporting. · Maintaining data-base for NEI outreach activities. We seek applicants who have a doctoral degree and interdisciplinary training in related fields including education, cognitive science, psychology, neuroscience, or public health. Salary is competitive, with excellent benefits. Applications will be reviewed immediately and the position will remain open until filled with a start date of January 30, 2010 or later. Please send curriculum vita, research interests, and three letters of recommendation to: Chair, Department of Interdisciplinary Studies in Education c/o Connie Kinsley Johns Hopkins University School of Education Building 2800 North Charles Street Baltimore, MD 21218 -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- 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 Sean.Redmond at health.utah.edu Fri Dec 11 15:49:19 2009 From: Sean.Redmond at health.utah.edu (Sean M Redmond) Date: Fri, 11 Dec 2009 08:49:19 -0700 Subject: Faculty Position University of Utah In-Reply-To: <3946094c0912110639gfbfeecbq9b7afdba02805ec1@mail.gmail.com> Message-ID: Department of Communication Sciences & Disorders Assistant or Associate Professor in Speech-Language Pathology Full-time Tenure Track Faculty University of Utah Salt Lake City, Utah The University of Utah Department of Communication Sciences and Disorders invites applicants for an assistant / associate professor position in its Speech-Language Pathology program. Preference will be given to individuals with expertise in one or more of the following areas: autism, AAC, literacy, learning disabilities and/or school-age language disorders. Other areas will also be considered. The position is a full-time, 9-month, tenure track appointment beginning August 15, 2010. Requirements: Doctorate in Communication Sciences and Disorders, Special Education, or related discipline. University teaching experience and ASHA clinical certification (CCC-SLP) are desired, but not required. Salary based upon qualifications. Excellent benefits package. Screening of applications will begin immediately and continue until the position is filled. Application deadline for interviews is February 1, 2010. Send letter of application including a statement of research, clinical and teaching experience and interests, curriculum vitae and 3 letters of reference to the search committee chair: Kathy Chapman, Ph.D., University of Utah, Department of Communication Sciences and Disorders, 390 South 1530 East, Room 1201 BEHS, Salt Lake City, Utah 84112-0252. Email applications are encouraged and should be sent to sharon.benavides at hsc.utah.edu . For information, contact Dr. Kathy Chapman at kathy.chapman at health.utah.edu or 801-587-9076. University: The University of Utah is a Doctoral/Research Extensive University with 27,000 students from every state and over 100 foreign countries. The Department of Communication Sciences and Disorders (www.health.utah.edu/csd/) is located in the College of Health and currently includes 14 full-time faculty, 100 undergraduate students and 90 graduate students. Both the Speech-Language Pathology and Audiology programs are CAA accredited. Our new modern departmental clinic and affiliated medical centers provide excellent opportunities for research. Community: Salt Lake City is a beautiful city of 250,000 in a major metropolitan area of 1.5 million, nestled in the foothills of the Wasatch Mountains. Utah's great outdoors are close by, offering activities such as world class skiing, hiking, and mountain biking in the spectacular canyons surrounding the city. The city is cosmopolitan with easy access to theater, the arts, sports, entertainment and nightlife. Downtown Salt Lake City and the University are accessible by light rail to the suburbs. The University of Utah is an Equal Opportunity / Affirmative Action employer, encourages applications from women and minorities, and provides reasonable accommodation to the known disabilities of applicants and employees. The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students. -- 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 Mon Dec 14 17:13:26 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 14 Dec 2009 17:13:26 +0000 Subject: July 2010 world congress on behavioral development - Lusaka ZAMBIA - Deadline extended to 31st December In-Reply-To: <2d61ed040910042339w69e4491dj6d7a15704b05701c@mail.gmail.com> Message-ID: I¹m just forwarding this from Robert Serpell, the conference organiser, as the deadline has been extended. Dear colleague, I am writing to encourage you to consider submitting a proposal for the July 2010 congress of the ISSBD ( the International Society for the Study of Behavioral Development ), which will be hosted in Lusaka by the UNZA Departments of Psychology, Educational Psyc/Sociology/Special Ed and Pediatrics & Child Health. There are several reasons why I think this particular congress will be special: 1. It is the first time that the ISSBD's International Biennial Meetings will be held in Africa, and the Local Organising Committee plans, with the assistance of an expert panel of African researchers from 8 other African countries to give the event a truly African flavor. 2. The slate of invited speakers and contributors to invited symposia is quite outstanding, including a number of stars of the field, and representing 25 countries across 6 continents (Africa, Asia, Australia, Europe, North and South America) 3. The range of topics and theoretical perspectives covered by the invited programme is already extremely broad, covering the full lifespan and drawing on multiple disciplines, including: adolescents in migrant families across nations; advancing early childhood developmental and policy research in Africa; an Africentric perspective on human development; ageing, social relations and health; cognitive development in chimpanzees; child abuse and neglect; childhood studies in Africa; children living in poverty in different nations; cultural differences in cognitive styles; cyberbullying; development of political persons on three continents; development of verbal deception; epigenetic approaches to development; gendered analyses of youth development; HIV, AIDS and behavioural change; individual differences in developmental plasticity; intervention with vulnerable children and youth in Latin America; learning to read Chinese; mainstream values among Chinese adolescents; memory development in childhood and adolescence; mental health of young people with chronic illness; multilingual socialization; multinational research on parenting; neurocognitive development of decision-making; personal storytelling; reading acquisition in Africa; risk, protection, and well-being among children on the streets; self-regulation; shaping the social brain & behavior during development; theory of mind; a unified theory of development; and using research to improve child and youth well-being. 4. In addition to the invited programme, we have already received proposals on line from 28 different countries, and they expand still further the intellectual scope of the congress. We are hoping the congress will be attended by about 800 participants. Do please seriously consider being one of them ! Best wishes, RS Robert Serpell PhD Professor of Psychology University of Zambia and ISSBD 2010 Congress Convenor TAKE A LOOK at our new website: www.issbd2010.com UNZA will be hosting the 2010 biennial international meetings of the ISSBD (International Society for the Study of Behavioral Development) in Lusaka, Zambia from 18 to 22 July 2010. PO Box 32379 Lusaka, Zambia Phone: (+260) 1 291777 Fax: (+260) 1 253952 Home (+260) 1 291001 Cell (+260) 977 758705 e-mail robertserpell at gmail.com Physical address: Psychology Dept, School of Humanities & Social Sciences University of Zambia Great East Road campus Lusaka ------ End of Forwarded Message -- 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 yqwang at admin.ecnu.edu.cn Tue Dec 15 13:20:30 2009 From: yqwang at admin.ecnu.edu.cn (yqwang) Date: Tue, 15 Dec 2009 21:20:30 +0800 Subject: ask for suggestions on research methodology Message-ID: This is the first time I ask for help here. I am looking forward for your kind suggestions. In my Ph.D. dissertation, I want to conduct a study on kindergarten English instruction. Since 1990s, parents are crazy for young kids’ English learning in China. It’s a fact in Shanghai that most kindergarten provide English program for 3-6 year children. It seems that parents are over-anxious. However, what is the relationship between kindergarten English learning and later English achievement? Can the early start guarantee more success? What are the optimal conditions for children to learn a foreign language? I think a careful study is necessary and of great significance to both parents and kindergarten teachers.　How can I conduct my study effectively? Is there anyone have done relevant studies? Suggestions on methodology are especially welcome. Thanks in advance for any help anyone is able to offer regarding this point. Ellen ************************************************************************************************ Ellen Wang Ph.D. Student Children’s Language Development and Education Area Department of Preschool Education East China Normal University Shanghai, China -- 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_bedijs at yahoo.de Tue Dec 15 14:24:21 2009 From: k_bedijs at yahoo.de (Kristina Bedijs) Date: Tue, 15 Dec 2009 14:24:21 +0000 Subject: AW: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Hi Ellen, There are several studies on the subject ongoing in Europe. It is a general belief that English learning has to start as early as possible, to avoid disadvantages for the child and to benefit from the so-called "open frames" in language acquisition that might close later, once the child has acquired its own mother tongue completely. One study you might be interested in is "The main pedagogical principles underlying the teaching of languages to very young learners. Languages for the children of Europe. Published Research, Good Practice & Main Principles", conducted by the European Commission. You find it here: http://ec.europa.eu/education/policies/lang/doc/young_en.pdf As to your study, I would suggest you undertake English language competence tests within kindergarten children and primary school children. It would be best if you could find primary school children with and without former English schooling in kindergarten. Results may prove either advantages for those children starting very soon, or show no differences at all between the children's competences, whether they started at 3 or at 6 years. Hope that helps! Kristina (Göttingen, Germany) ________________________________ Von: yqwang An: info-childes Gesendet: Dienstag, den 15. Dezember 2009, 14:20:30 Uhr Betreff: ask for suggestions on research methodology This is the first time I ask for help here. I am looking forward for your kind suggestions. Inmy Ph.D. dissertation, I want to conduct a study on kindergarten English instruction. Since 1990s, parents are crazy for young kids’English learning in China . It’s a fact in Shanghai that most kindergarten provide English program for 3-6 year children. It seems that parents are over-anxious. However, what is the relationship between kindergarten English learning and later English achievement?Can the early start guarantee more success? What are the optimal conditions for children to learn a foreign language?I think a careful study is necessary and of great significance to both parents and kindergartenteachers.　Howcan I conduct my study effectively? Is there anyone have done relevant studies?Suggestions on methodology are especially welcome. Thanks in advance for any help anyone is able to offer regarding this point. Ellen ************************************************************************************************ Ellen Wang Ph.D. Student Children’s Language Development and Education Area Department of Preschool Education EastChina Normal University Shanghai, China -- 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. __________________________________________________ Do You Yahoo!? Sie sind Spam leid? Yahoo! Mail verfügt über einen herausragenden Schutz gegen Massenmails. http://mail.yahoo.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Tue Dec 15 20:21:18 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Tue, 15 Dec 2009 20:21:18 +0000 Subject: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Dear Ellen, I teach a class in child bilingualism, so probably some of what my students read and think about is relevant here. I'll just respond to the questions I might know something about... On 15 Dec 2009, at 13:20, yqwang wrote: > This is the first time I ask for help here. I am looking forward for > your kind suggestions. > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids’ > English learning in China. It’s a fact in Shanghai that most > kindergarten provide English program for 3-6 year children. It seems > that parents are over-anxious. However, what is the relationship > between kindergarten English learning and later English achievement? > Can the early start guarantee more success? I'd say that ealry L2 is useful only insofar as it is an immersion experience. Very young children don't do well with explicit teaching, and don't benefit from just an hour or two a week. Also, for it to be of any use, there must be serious continuity: If they keep getting exposure to English over a long period of time, and it involves interaction with English speakers that is interesting and motivating to them, and it is not interrupted by a few years of no exposure, then yes, early learning can be beneficial. > What are the optimal conditions for children to learn a foreign > language? As I indicated above, the key thing is immersion - hearing the language used by fluent (if not L1) users, and with motivation: reasons to use the language, ideally with social interlocutors who are of interest to the children and who do not know the children's L1. > I think a careful study is necessary and of great significance to > both parents and kindergarten teachers.　How can I conduct my study > effectively? Is there anyone have done relevant studies?Suggestions > on methodology are especially welcome. I would start by using audio/video recording to see who the children are talking to, what kind of responses they are giving, etc - a naturalistic observational study, perhaps focusing on a small number of individual children. There is a considerably literature, though not necessarily quite what you are planning to study. Some sources for the literature include Ellen Bialystok's book (2001) and one by Barbara Pearson, mainly addressed to families, I think, last year. Lily Wong Fillmore studied children learning English in immersion in Kindergarten or first grade in N. California in the 1970s. Barry McLaughlin has a book (1980s) on L2 acquisition in childhood. I suggest hunting around via Google Scholar... I hope these remarks are helpful! -marilyn vihman > Thanks in advance for any help anyone is able to offer regarding > this point. > > Ellen > > > ************************************************************************************************ > > > Ellen Wang > Ph.D. Student > Children’s Language Development and Education Area > Department of Preschool Education > East China Normal University > Shanghai, China > > > > -- > > 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 > . Marilyn 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 barriere.isa at gmail.com Wed Dec 16 03:29:01 2009 From: barriere.isa at gmail.com (isa barriere) Date: Tue, 15 Dec 2009 22:29:01 -0500 Subject: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Dear Ellen, Please check my website: www.yeled.org/res.asp where at least 2 different sections include useful bibliographic references: 1. The Dual Language Policy (link in the second paragraph of the website, 2nd section under mission) 2. The Links to information about Dual Language Learners. Best, Isabelle Barriere, PhD On Tue, Dec 15, 2009 at 8:20 AM, yqwang wrote: > This is the first time I ask for help here. I am looking forward for your > kind suggestions. > > > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids’English learning in China. It’s a fact in Shanghai that most kindergarten > provide English program for 3-6 year children. It seems that parents are > over-anxious. However, what is the relationship between kindergarten English > learning and later English achievement? Can the early start guarantee more > success? What are the optimal conditions for children to learn a foreign > language? I think a careful study is necessary and of great significance > to both parents and kindergarten teachers. How can I conduct my study > effectively? Is there anyone have done relevant studies? Suggestions on > methodology are especially welcome. > > Thanks in advance for any help anyone is able to offer regarding this > point. > > > > Ellen > > > > > > > ************************************************************************************************ > > > > > > Ellen Wang > > Ph.D. Student > > Children’s Language Development and Education Area > > Department of Preschool Education > > East China Normal University > > Shanghai, China > > > > > -- > 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. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lempert at psych.utoronto.ca Wed Dec 16 13:10:29 2009 From: lempert at psych.utoronto.ca (Henrietta Lempert) Date: Wed, 16 Dec 2009 08:10:29 -0500 Subject: ask for suggestions on research methodology In-Reply-To: <200912152120184219739@admin.ecnu.edu.cn> Message-ID: Dear Ellen, The McGill University studies on French Immersion in Quebec have relevance for your proposed work. The first French immersion kindergarten was initiated in the early 70's in a Montreal suburb (St. Lambert, QP)(essentially, the teacher was a native speaker of French, and spoke only French to the children during the half-day kindergarten). The program attracted considerable research attention from McGill psycholinguists. You may want to read the literature for a description of the program and of the research tracking the children's progress in French and English grammar and phonology. For references, Google French Immersion Montreal, Fred Genesee, W.E. Lambert & G.R. Tucker (or use PsycInfo). You may also want to read V. Yip & S. Matthews "The Bilingual Child" (although you probably have already done so!). Hope this helps, Henrietta > This is the first time I ask for help here. I am looking forward for your > kind suggestions. > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids’ > English learning in China. It’s a fact in Shanghai that most > kindergarten provide English program for 3-6 year children. It seems that > parents are over-anxious. However, what is the relationship between > kindergarten English learning and later English achievement? Can the early > start guarantee more success? What are the optimal conditions for children > to learn a foreign language? I think a careful study is necessary and of > great significance to both parents and kindergarten teachers.　How can I > conduct my study effectively? Is there anyone have done relevant studies? > Suggestions on methodology are especially welcome. > Thanks in advance for any help anyone is able to offer regarding this > point. > > Ellen > > > ************************************************************************************************ > > > Ellen Wang > Ph.D. Student > Children’s Language Development and Education Area > Department of Preschool Education > East China Normal University > Shanghai, China > > > -- > > 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. > > > -- 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 Dec 17 00:04:31 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Wed, 16 Dec 2009 19:04:31 -0500 Subject: ask for suggestions on research methodology/ a reference In-Reply-To: Message-ID: Dear Ellen, I second Marilyn Vihman's suggestions for your research questions. Young children can learn *about* English, and they can enjoy some songs and games in English from casual programs, but they will not learn to use the language without a serious and continuous commitment to create an immersion situation for at least part of their day, several days a week. My own children participated in Spanish for English speakers when they were in elementary school in Miami. Classes were 20 minutes or so per day, three or four times a week. I am not aware of any studies evaluating them, but children who took them were given no credit for them when it came to language classes in junior high school, and within a month or so, children who didn't take them seemed to know as much as those who did. The program is called "World Languages" by the Miami-Dade Public Schools: http://bilingual.dadeschools.net/ I called the Office of Educational Accountability to see if there has been any official evaluation of the learning that takes place in those programs. The director said that the 20 minutes a day, 4 times a week was a disaster. It might have worked, but no one ever did the whole program. Children were always being pulled out for something else. She sent me a study of a slightly different model, however, which was done in-house by Schneyderman and Abella and was just published on line in a Taylor & Francis journal: Bilingual Research Journal, 32: 241–259, 2009. http://www.informaworld.com/smpp/title~content=t909204797. This newer program is called "Extended Foreign Language" with two models: 1 hour of Spanish language arts per day, or 1 hour of Spanish language arts plus 1/2 hour of science or social studies in Spanish. The research followed a sample of children from kindergarten to 3rd grade, some native Spanish speakers, but the more interesting ones for your purposes were the non-Hispanic children. One analysis compared the two programs to each other, and another compared the participants' English and Math standardized (FCAT) scores to a carefully matched control sample. The two models of the program were not very different in outcome for the native Spanish speakers (and the students were above the national averages for the normed reading tests in Spanish). Not surprisingly, the non-native Spanish speakers did somewhat better with the extra half-hour per day than with just one hour. One chart shows that by 3rd grade, 53% with 1 hour a day, and 61% with 1.5 hours a day scored "fluent" on the LAS-O. (The native speakers went from 61% to 91% fluent speakers in that time.) By 3rd grade, native speakers had no "non-speakers" according to the LAS; the 1.5 hours/day program had 9% "non-speakers" but the 1-hour a day program had 31% non- speakers. In the second analysis, all the program children did as well as or better than the controls in their state testing. Anyway, I think there's something there to give you some ideas. Let me know if you have any trouble downloading the article and I will send it to you. (I will also add that the book of mine Marilyn Vihman mentions (Raising a Bilingual Child, 2008) is written for parents, but you can get page-by-page references for the material in it at my website, so it may be a good start for your dissertation project. http://www.zurer.com/pearson/bilingualchild/Notes-newpages3.html) I am also happy to try to answer any questions if I can. : ) Good luck. Yours is a question the world is waiting to hear an answer to. Cheers, Barbara On Dec 15, 2009, at 3:21 PM, marilyn vihman wrote: > Dear Ellen, > > I teach a class in child bilingualism, so probably some of what my > students read and think about is relevant here. I'll just respond to > the questions I might know something about... > > On 15 Dec 2009, at 13:20, yqwang wrote: > >> This is the first time I ask for help here. I am looking forward >> for your kind suggestions. >> >> In my Ph.D. dissertation, I want to conduct a study on kindergarten >> English instruction. Since 1990s, parents are crazy for young >> kids’ English learning in China. It’s a fact in Shanghai that >> most kindergarten provide English program for 3-6 year children. It >> seems that parents are over-anxious. However, what is the >> relationship between kindergarten English learning and later >> English achievement? Can the early start guarantee more success? > I'd say that ealry L2 is useful only insofar as it is an immersion > experience. Very young children don't do well with explicit > teaching, and don't benefit from just an hour or two a week. Also, > for it to be of any use, there must be serious continuity: If they > keep getting exposure to English over a long period of time, and it > involves interaction with English speakers that is interesting and > motivating to them, and it is not interrupted by a few years of no > exposure, then yes, early learning can be beneficial. > >> What are the optimal conditions for children to learn a foreign >> language? > As I indicated above, the key thing is immersion - hearing the > language used by fluent (if not L1) users, and with motivation: > reasons to use the language, ideally with social interlocutors who > are of interest to the children and who do not know the children's L1. > >> I think a careful study is necessary and of great significance to >> both parents and kindergarten teachers.　How can I conduct my study >> effectively? Is there anyone have done relevant studies? >> Suggestions on methodology are especially welcome. > I would start by using audio/video recording to see who the children > are talking to, what kind of responses they are giving, etc - a > naturalistic observational study, perhaps focusing on a small number > of individual children. > > There is a considerably literature, though not necessarily quite > what you are planning to study. Some sources for the literature > include Ellen Bialystok's book (2001) and one by Barbara Pearson, > mainly addressed to families, I think, last year. Lily Wong Fillmore > studied children learning English in immersion in Kindergarten or > first grade in N. California in the 1970s. Barry McLaughlin has a > book (1980s) on L2 acquisition in childhood. I suggest hunting > around via Google Scholar... > > I hope these remarks are helpful! > > -marilyn vihman >> Thanks in advance for any help anyone is able to offer regarding >> this point. >> >> Ellen >> >> >> ************************************************************************************************ >> >> >> Ellen Wang >> Ph.D. Student >> Children’s Language Development and Education Area >> Department of Preschool Education >> East China Normal University >> Shanghai, China >> >> >> >> -- >> >> 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 >> . ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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URL: From shahin at interchange.ubc.ca Sat Dec 19 08:47:51 2009 From: shahin at interchange.ubc.ca (Kimary Shahin) Date: Sat, 19 Dec 2009 00:47:51 -0800 Subject: Job Ad: Postdoctoral Senior Research Associate in First Language Acquisition Message-ID: Position: Postdoctoral Senior Research Associate in First Language Acquisition For the QNRF project: Baseline Data for Arabic Acquisition with Clinical Applications (QNRF NPRP 08-738-5-107) The QNRF project “Baseline Data for Arabic Acquisition with Clinical Applications” (QNRF NPRP 08-738-5-107) at Qatar University in Doha, Qatar invites applications for a full-time postdoctoral Senior Research Associate, to begin fall 2010. The position is for two years. “Baseline Data for Arabic Acquisition with Clinical Applications”, which began in Fall 2009, is an extensive interdisciplinary project in Linguistics and Children’s Health. The project is multi-institutional and international. The overall goal is to amass an extensive new body of knowledge about normal Arabic first language acquisition and make it available on the internet. The new online material will be used by linguistic researchers for a fuller understanding of language acquisition as a human cognitive capacity, enabling them to answer several critical questions which till now have been unanswerable due to lack of data. The new online material will also provide speech- language pathologists working with Arabic-speaking children with crucial resources that till now are lacking, to improve the quality of life of the children they work with and their families. Required qualifications include a PhD in First Language Acquisition, Speech-Language Pathology, or Psychology; IT proficiency; experience with Statistics; experience on a research team; experience in research project management; native competency in oral and written Arabic; and near-native competency in oral and written English. Primary responsibilities include managing a vibrant team of research assistants in Doha, liaising with the project’s Qatari and international collaborators, data analysis, and other research-related duties. How to Apply: Applications must be submitted by email to Dr. Kimary Shahin (Lead PI) at shahin at qu.edu.qa by February 15, 2010. No paper mail application can be accepted. Please send the following documents, all in .pdf format: Letter of application; curriculum vitae; three letters of recommendation; graduate academic transcripts; writing sample (article or thesis chapter); statement of career goals; statement of why the “Baseline Data for Arabic Acquisition with Clinical Applications” project is important to you; and copies of student evaluations, if available. Please address any queries about the position to Dr. Kimary Shahin at shahin at qu.edu.qa. Benefits include the following: Competive tax-free salary; furnished accommodation in accordance with QU HR policies; annual round trip air tickets for faculty member and immediate dependents; educational allowance for candidate's children (eligible candidates only) in accordance with QU HR policies; public health insurance; annual leave in accordance with QU HR policies; end- of-contract indemnity. Qatar University is an Affirmative Action/Equal Opportunity Employer Qatar Qatar is a major Gulf-area gas and oil producing country. It is an exciting place to be these days, as the country is witnessing unprecedented prosperity and activity in the business, construction, health, and education sectors. With developments including the arrival of many respected US universities as competition, the Education sector in particular has drawn applause as a rapidly progressing field, and Qatar University now has the privilege of setting the standard against such names as Cornell, Texas A&M, and Carnegie-Mellon, Georgetown, and Northwestern, among others. The University Qatar University (QU) is an established and dynamic institution dedicated to academic excellence, and is a strong contributor to educational advancement in the country. Recently, the University has been actively engaged in self-evaluation, instituting significant changes in its policies and procedures, curricula, research support, facilities, use of technology, and faculty. QU remains the largest and only state-supported university in Qatar. For more information, please visit our web page at http://www.qu.edu.qa -- 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 hkasuya at gmail.com Sun Dec 20 05:13:36 2009 From: hkasuya at gmail.com (hiroko kasuya) Date: Sat, 19 Dec 2009 21:13:36 -0800 Subject: Call for Papers, JSLS2010 Message-ID: Japanese Society for Language Sciences 12th Annual International Conference (JSLS2010) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro- Communications) Conference Dates: June 26-27, 2010 Location: University of Electro-Communications (UEC, Denki Tsushin Daigaku, http://www.uec.ac.jp/eng/index.html), approximately 25 minutes from Shinjuku Station by train and on foot. Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. Papers published or presented elsewhere should not be submitted and will not be accepted. Each author is only allowed to submit one proposal as the first author. Each paper presentation will be 25 minutes in length (20 minutes for presentation, followed by a 5-minute question & answer period). The presentation of posters will be 90 minutes. The language of presentation can be either Japanese or English. The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka- shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -- 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 hkasuya at gmail.com Sun Dec 20 05:20:28 2009 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sun, 20 Dec 2009 14:20:28 +0900 Subject: Call for Papers, JSLS2010 Message-ID: Japanese Society for Language Sciences 12th Annual International Conference (JSLS2010) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro-Communications) Conference Dates: June 26-27, 2010 Location: University of Electro-Communications (UEC, Denki Tsushin Daigaku, http://www.uec.ac.jp/eng/index.html), approximately 25 minutes from Shinjuku Station by train and on foot. Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. Papers published or presented elsewhere should not be submitted and will not be accepted. Each author is only allowed to submit one proposal as the first author. Each paper presentation will be 25 minutes in length (20 minutes for presentation, followed by a 5-minute question & answer period). The presentation of posters will be 90 minutes. The language of presentation can be either Japanese or English. The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka-shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -- 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 jen.menjivar at gmail.com Mon Dec 21 07:01:56 2009 From: jen.menjivar at gmail.com (Jen Menjivar) Date: Sun, 20 Dec 2009 23:01:56 -0800 Subject: Novel Word Learning- Article Search Message-ID: Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz -- 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 clhudson at berkeley.edu Mon Dec 21 07:41:21 2009 From: clhudson at berkeley.edu (C. L. Hudson Kam) Date: Sun, 20 Dec 2009 23:41:21 -0800 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Jennifer, You might want to look in studies of artificial language learning as well as studies of word learning. I've done something like that in some of my own work with slightly older children (not focused on vocabulary), which I've attached. Carla Hudson Kam Carla L. Hudson Kam Associate Professor Department of Psychology University of California, Berkeley Office: 3431 Tolman Hall, 2-8615 office: 510-642-8615 lab: 510-642-7401 'Up and forward are only two directions. Science should look in all directions.' - Dr. Jack Hodgins (Bones) > Hello, > > I am designing a study in which we will be teaching children a set of > novel > words in a foreign language, and subsequently testing them on their > ability > to remember the objects they were paired with. I have been looking for > studies in which children (preschool aged- 3 and 4 year olds) have been > directly taught novel word and object pairs and tested in the same > session. > In my search, I have found many studies in which children have been taught > the object-novel word pairs through naturalistic interactions (i.e, > Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any > studies in which the children are directly and explicitly taught novel > labels for objects. Would anyone be able to point me in the direction that > I'm looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz > > -- > > 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. > > > -- 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: Hudson Kam & Newport official (2009).pdf Type: application/pdf Size: 912719 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 12 Hudson Kam & Newport (2005).pdf Type: application/pdf Size: 295015 bytes Desc: not available URL: From mv509 at york.ac.uk Mon Dec 21 07:43:34 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Mon, 21 Dec 2009 07:43:34 +0000 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Look at work by Holly Storkel. -marilyn vihman On 21 Dec 2009, at 07:01, Jen Menjivar wrote: > Hello, > > I am designing a study in which we will be teaching children a set > of novel words in a foreign language, and subsequently testing them > on their ability to remember the objects they were paired with. I > have been looking for studies in which children (preschool aged- 3 > and 4 year olds) have been directly taught novel word and object > pairs and tested in the same session. In my search, I have found > many studies in which children have been taught the object-novel > word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & > Hahn, 2007), but have not had much luck finding any studies in which > the children are directly and explicitly taught novel labels for > objects. Would anyone be able to point me in the direction that I'm > looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz > > -- > > 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 > . Marilyn 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 s.bol at mmu.ac.uk Mon Dec 21 17:00:17 2009 From: s.bol at mmu.ac.uk (Bol, Simone) Date: Mon, 21 Dec 2009 09:00:17 -0800 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol. 28:449-454) Good luck with the study, Simone Simone Bol MMU On Dec 21, 7:01 am, Jen Menjivar wrote: > Hello, > > I am designing a study in which we will be teaching children a set of novel > words in a foreign language, and subsequently testing them on their ability > to remember the objects they were paired with. I have been looking for > studies in which children (preschool aged- 3 and 4 year olds) have been > directly taught novel word and object pairs and tested in the same session. > In my search, I have found many studies in which children have been taught > the object-novel word pairs through naturalistic interactions (i.e, > Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any > studies in which the children are directly and explicitly taught novel > labels for objects. Would anyone be able to point me in the direction that > I'm looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz -- 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 kohne005 at umn.edu Mon Dec 21 23:02:22 2009 From: kohne005 at umn.edu (kohne005 at umn.edu) Date: Mon, 21 Dec 2009 17:02:22 -0600 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Hi Jennifer and all, The following reference looks at the initial stage of word learning in both languages of bilingual preschool children: Kan, P.F. & Kohnert, K. (2008). Fast mapping by bilingual preschool children. Journal of Child Language, 35, 495-514. Dr. Kan's dissertation (2009) looks at novel word learning in both languages of bilingual 3-5 year olds over 3 additional training sessions, in response to explicit instruction. Happy holidays, Kathryn Kohnert Speech-Language-Hearing Sciences University of Minnesota On Dec 21 2009, Jen Menjivar wrote: >Hello, > >I am designing a study in which we will be teaching children a set of novel >words in a foreign language, and subsequently testing them on their ability >to remember the objects they were paired with. I have been looking for >studies in which children (preschool aged- 3 and 4 year olds) have been >directly taught novel word and object pairs and tested in the same session. >In my search, I have found many studies in which children have been taught >the object-novel word pairs through naturalistic interactions (i.e, >Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any >studies in which the children are directly and explicitly taught novel >labels for objects. Would anyone be able to point me in the direction that >I'm looking for? > >Any help would be greatly appreciated! > >--- >Jennifer Menjivar >Psychology Graduate Student >University of California, Santa Cruz > >-- > > 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. > > > -- 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 S.Bol at mmu.ac.uk Mon Dec 21 10:27:39 2009 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Mon, 21 Dec 2009 10:27:39 +0000 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol.28:449-454) Good luck with the study, Simone Simone Bol Senior Lecturer Speech Pathology Programme Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " >>> Jen Menjivar 12/21/2009 7:01 am >>> Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz --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. -- 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 cristina.mckean at newcastle.ac.uk Tue Dec 22 19:04:32 2009 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Tue, 22 Dec 2009 19:04:32 +0000 Subject: Novel Word Learning- Article Search Message-ID: Hi there, I would also look at the work of Shelly Gray with children with SLI (and controls) in JSLHR. Also Mabel Rice's work on quick incidental learning.(QUIL). Best wishes Cristina McKean Newcastle University ________________________________ From: Simone Bol Sent: 22 December 2009 04:18 PM To: info-childes at googlegroups.com Subject: Re: Novel Word Learning- Article Search It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol.28:449-454) Good luck with the study, Simone Simone Bol Senior Lecturer Speech Pathology Programme Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " >>> Jen Menjivar 12/21/2009 7:01 am >>> Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz -- 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. -- 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. -- 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 cynth.core at gmail.com Sat Dec 26 16:27:56 2009 From: cynth.core at gmail.com (Cynthia Core) Date: Sat, 26 Dec 2009 08:27:56 -0800 Subject: Preferred Looking Equipment Question Message-ID: Hello, I am interested in creating some experiments using the Intermodal Preferred Looking Paradigm, but I need the equipment to be portable. I'm wondering whether anyone currently has a portable set up using laptop computers or a laptop with two monitors to present the videos. If anyone has experience with a portable system, I would like to find out more about how to set one up. Regards, Cynthia Core Cynthia Core, Ph.D. Department of Speech and Hearing Science The George Washington University 2115 G St., NW Hall of Government 215 Washington, DC 20052 -- 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 billrago at gmail.com Wed Dec 30 05:24:35 2009 From: billrago at gmail.com (Bill Rago) Date: Tue, 29 Dec 2009 21:24:35 -0800 Subject: Updated self-contained toddler recording harness? Message-ID: Hello, I am interested in building a self-contained recording harness like this one built by Margaret Fleck (http://talkbank.org/da/ fleck.html). Has anyone tried building something like this recently? I contacted Margaret Fleck and she said it's been years since she has worked on the harness so I wonder if anyone else has had success or failure in this area. Thanks in advance, Bill -- 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 bart.hollebrandse at gmail.com Wed Dec 30 20:33:36 2009 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Wed, 30 Dec 2009 12:33:36 -0800 Subject: Let the Children Speak (programme available) Message-ID: The programme of the conference Let the Children Speak is available at: http://cost.zas.gwz-berlin.de/mitarb/homepage/cost/london/final-london.html Full title of the conference: Let the Children Speak, Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment place and date: London, 22 - 24 January 2010 -- 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 billrago at gmail.com Thu Dec 31 11:27:55 2009 From: billrago at gmail.com (Bill Rago) Date: Thu, 31 Dec 2009 03:27:55 -0800 Subject: bilingual acquisition methodology references Message-ID: Hello info-CHILDES members, thanks in advance for your responses - they are greatly appreciated. I am interested in simultaneous bilingualism and the methodology used to study it but I don't have extensive experience with the literature. My background is in TESOL so I haven't really read much about the study of early language acquisition methodology (babbling, first words). I have a 7-month old son that's exposed to Korean and English and I want to do a longitudinal case study of his dual language development starting at 10 months and I am looking for other studies or books that cover the methodology used to collect data, methods of analysis, and transcription of the data. Thank you and Happy New Year! -Bill Rago -- 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 Dec 31 15:21:57 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Thu, 31 Dec 2009 10:21:57 -0500 Subject: bilingual acquisition methodology references In-Reply-To: <0dd76e43-cb99-4499-a656-62a63c108695@21g2000yqj.googlegroups.com> Message-ID: Dear Bill, Of course, I can start by recommending you look at my book, Raising a Bilingual Child (and the on-line notes that accompany it). It will give you an overview and also point you to a lot of specific studies. http://www.zurer.com/pearson/bilingualchild You are placing yourself in a long line of great parent-researchers following their infant bilinguals: Leopold, Fantini, Vihman, Lanza, Deuchar, to name just a few who have published comprehensively and in detail about their children's early bilingual development. (Btw, your own situation reminds me most of Fantini (1985). Many, many others have published about one aspect or another of their child's or of other people's children's simultaneous dual language acquisition. Then groups like our Bilingualism Study Group in Miami followed 25 babies from soon after birth to age three. People usually rely on a combination of diary notes and (laborious) transcriptions of systematic recordings in different language contexts, either audio or video, plus occasional mini-experiments to probe more carefully what the child understands. (Tom Roeper's book, The Prism of Grammar, will give you some ideas about "explorations" (*simple* set-ups around the house) you can use to find more subtle details of the child's developing grammar that may not come up in everyday situations.) As I mentioned in an earlier note to you, you may have a technical advantage over previous researchers in that the LENA system will allow you to collect larger volumes of data (in informal situations), will do some automated analyses, and will help you organize your transcriptions. Kim Oller at the University of Memphis, another bilingual researcher and colleague, has been using the LENA system with his tri-lingual daughter. He is very enthusiastic about it--and I'll be surprised if he doesn't answer you himself on CHILDES, but if he doesn't, I'm sure he will have many methodological suggestions for you. Best of luck. Please feel free to come back to me with more specific questions. Barbara On Dec 31, 2009, at 6:27 AM, Bill Rago wrote: > Hello info-CHILDES members, thanks in advance for your responses - > they are greatly appreciated. > > I am interested in simultaneous bilingualism and the methodology used > to study it but I don't have extensive experience with the > literature. My background is in TESOL so I haven't really read much > about the study of early language acquisition methodology (babbling, > first words). I have a 7-month old son that's exposed to Korean and > English and I want to do a longitudinal case study of his dual > language development starting at 10 months and I am looking for other > studies or books that cover the methodology used to collect data, > methods of analysis, and transcription of the data. > > Thank you and Happy New Year! > > -Bill Rago > > -- > > 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 > . > > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson/bilingualchild -- 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 rsunilkumar86 at gmail.com Thu Dec 31 09:31:30 2009 From: rsunilkumar86 at gmail.com (Sunil Kumar Ravi) Date: Thu, 31 Dec 2009 15:01:30 +0530 Subject: Wishing you a Healthy and Happy New Year 2010 Message-ID: A new beginning, a new dawn. *Let's fly in* and bask in the light of the new morn. New Year Greetings from SUNIL KUMAR. RAVI & Family.... -- Best Wishes, Mr. SUNIL KUMAR. RAVI, M.Sc (SLP) Research Officer, Department of Speech - Language Pathology, All India Institute of Speech and Hearing, Manasa Gangotri, Mysore - 06. Karnataka, INDIA. Office No: 0821-2514449*268 Mobile: 09972823433, 09620542794. -- 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 william.snyder at uconn.edu Thu Dec 31 18:56:48 2009 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 31 Dec 2009 13:56:48 -0500 Subject: Wishing you a Healthy and Happy New Year 2010 In-Reply-To: Message-ID: Happy New Year to you too, Ravi! - William Sunil Kumar Ravi wrote: > > > A new beginning, > > a new dawn. > > /Let's fly in/ > > and bask in the light > > of the new morn. > > New Year Greetings from > > > SUNIL KUMAR. RAVI & Family.... > > > > > -- > Best Wishes, > > Mr. SUNIL KUMAR. RAVI, M.Sc (SLP) > Research Officer, > Department of Speech - Language Pathology, > All India Institute of Speech and Hearing, > Manasa Gangotri, Mysore - 06. > Karnataka, INDIA. > Office No: 0821-2514449*268 > Mobile: 09972823433, 09620542794. > > -- > > 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. -- 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 katnkaboodle at gmail.com Wed Dec 9 18:16:01 2009 From: katnkaboodle at gmail.com (katnkaboodle at gmail.com) Date: Wed, 9 Dec 2009 10:16:01 -0800 Subject: Job posting: Research Associate/Project Coordinator at Northwestern University Message-ID: Job posting: Research Associate/ Project Coordinator We are seeking a researcher with to join our dynamic, interdisciplinary research team for a fixed-term appointment in the ArticuLab at Northwestern University. This position will work within our team of researchers to contribute to the advancement and development of our virtual peer system for science literacy. Advanced training in linguistics, psychology, education, child development, African American studies or related field is required. The appointment will conclude July 31st, 2010. More information on current lab projects can be found at: articulab.northwestern.edu. Contact Justine Cassell at justine at northwestern.edu or call the ArticuLab at 847.467.4662 for additional information. Requirements: - Advanced training (Masters or PhD) in Linguistics, Psychology, Education, Computer Science, Child Development, African American studies or a related field - Ability to communicate effectively with multiple project stakeholders, including faculty, researchers, and undergraduate students - Ability to quickly summarize, integrate, and implement state- of-the-art research techniques into the current project - Highly motivated, organized and detail-oriented. Ability to work independently and take leadership when needed. - Working directly with the PI, coordinate and manage multiple aspects of the research process, including IRB compliance, relationships with off-site locations, equipment procurement, and data management - Ability to develop coding schemes for verbal and non-verbal behaviors, and creative analysis techniques - Proficient in statistical analysis for the social/behavioral sciences. Proficient use of at least 1 statistical software package, e.g. SPSS, JMP, Stata, MatLab, R or other. Responsibilities: Working directly with the PI and technical staff, the researcher will: - Analyze linguistic and behavioral data using statistical software; prepare and present analyses for publications and presentation - Develop and refine coding schemas for verbal and non-verbal behavior - Conduct and/or supervise data collection with children at off-site locations - Train and supervise undergraduate research assistants - Maintain and organize inventory of video and audio data - Maintain IRB compliance in all data collection and aspects of the research - Collaborate to produce publications and presentations of the research work -- 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 aliyah.morgenstern at gmail.com Wed Dec 9 21:42:47 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 9 Dec 2009 22:42:47 +0100 Subject: CONF: Language Culture and Mind 4 Message-ID: Final call for papers - Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ We send this final announcement that the 4th International Conference on Language, Culture and Mind (LCM 4) will be held in Turku, Finland, at ?bo Akademi University, 21st-23rd June 2010. Note: The deadline for abstract submission is Dec 15, 2009! The goals of LCM conferences are to contribute to situating the study of language in a contemporary interdisciplinary dialogue (involving linguistics, psychology, philosophy, anthropology, semiotics and other related fields), and to promote a better integration of cognitive and cultural perspectives in empirical and theoretical studies of language. Confirmed plenary speakers: * Jukka Hy?n?, University of Turku * Peggy Miller, University of Illinois at Champaign-Urbana * Cornelia M?ller, Berlin Gesture Centre and Europa-Universit?t Viadrina * Bradd Shore, Emory University, Atlanta * Dan Zahavi, Centre for Subjectivity Research, Copenhagen Round tables (with invited participants): * Intersubjectivity and Lifeworld: Constituted in language or consciousness? * Theorizing language, culture, and mind: in honour of Claude Levi Strauss * Multimodality and embodiment in communication and language The International LCM committee invites the submission of abstracts for presentations (oral and posters), on topics including but not limited to: * biological and cultural co-evolution * comparative study of communication systems * cognitive and cultural schematization in language * emergence of language in ontogeny and phylogeny * language in social interaction and multi-modal communication * language, intersubjectivity and normativity * language and thought, emotion and consciousness Abstracts of up to 500 words, including references, should be sent to lcm4turku at gmail.com as an attachment, in pdf or rtf format. Indicate if the abstract is for an oral or poster presentation. Note that there will be proper poster session(s), with one minute self-presentations to the audience in the plenary hall, just before the poster session. The deadline for abstract submission is Dec 15, 2009. Please see the homesite for additional information on abstract formatting. Registration for the conference should be done through the online registration form; see http://web.abo.fi/fak/hf/fin/LCM4/registration.html . The fees for the LCM conference are: * Early registration (until 1st March 2010): 140 euros (110 euros for members of SALC: the Scandinavian Association for Language and Cognition) * Late registration (from 2nd March 2010 to 1st May 2010): 165 euros (125 euros for members of SALC) * Reduced registration fee (see registration form): 125 euros (90 euros for members of SALC) * The Finnish Evening 70 euros (60 euros for members of SALC) The registration fee includes lunch and coffee breaks during the conference, admission to all scientific sessions, all congress materials and administration costs. The Finnish evening fee includes a steam ship trip, dinner and sauna (swimming), and Finnish tango music. Important dates * Deadline for abstract submission 15 Dec 2009 * Notification of acceptance 15 Feb 2010 * Last date for early registration 1 Mar 2010 * Last date for registration 1 May 2010 * Final program publication 15th May 2010 The international LCM committee * Alan Cienki, Vrije Universiteit Amsterdam, Language and Communication * Carlos Cornejo, Pontificia Universidad Cat?lica de Chile, Psychology * Barbara Fultner, Denison University, Philosophy * Anders Hougaard, University of Southern Denmark, Social Cognition * Esa Itkonen, University of Turku, Linguistics * John Lucy, University of Chicago, Comparative Human Development and Psychology * Aliyah Morgenstern, Universit? Sorbonne Nouvelle-Paris 3, Linguistics * Chris Sinha, University of Portsmouth, Psychology * Daniel Wolk, University of Kurdistan Hawler, Sociology * Jordan Zlatev, Lund University, Linguistics/Cognitive Semiotics LCM4 Local organizing committee * Urpo Nikanne, ?bo Akademi University, Finnish language * Anneli Pajunen, University of Tampere, Finnish languge * Esa Itkonen, University of Turku, General linguistics Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From Roberta at udel.edu Fri Dec 11 14:39:33 2009 From: Roberta at udel.edu (Roberta Golinkoff) Date: Fri, 11 Dec 2009 09:39:33 -0500 Subject: POSTDOCTORAL FELLOWSHIP JOHNS HOPKINS Message-ID: Dear Friends, Please do not reply to me but to the person listed below about this opportunity. Roberta Golinkoff Announcement: Job Description Postdoctoral Fellowship School of Education Department of Interdisciplinary Studies in Education Neuro-Education Initiative Candidates are invited to apply for a postdoctoral fellowship for the Johns Hopkins University School of Education Department of Interdisciplinary Studies in Education. The position requires the collaboration across schools and disciplines within JHU and other institutions and organizations to support the work of the SoE Neuro-Education Initiative. Specific duties include assisting in the management of academic programs, professional development activities, research, grant writing, and communications and outreach. Academic Programs: ? Mind, Brain, and Teaching Certificate- Face-to-Face Courses: Assisting the department chair with coordination of the current certificate including recruitment activities, managing student application processes, determining student selection, providing student advisory support, providing support to faculty, scheduling courses, and assisting with budget management for the certificate. ? Mind, Brain, and Teaching Certificate- Online Courses: Expansion of the MBT courses to online format in collaboration with the Center for Technology Education for a national cohort. Assisting the department chair with coordination of the online certificate including recruitment activities, managing student application processes, determining student selection, providing student advisory support, providing support to faculty, scheduling courses, and assisting with budget management for the certificate. ? Teaching or co-teaching courses or course components in both the face-to-face and online certificates. ? Arranging internships and/or capstone experiences for students enrolled in the certificates. ? Research and grant writing for expansion of the current certificate to a full degree program at the master?s and doctoral level. Professional Development Programs: ? Assisting the NEI Co-Directors in planning NEI professional development programs including the annual national summit and professional development series for educators. ? Working with SoE marketing department to advertise information regarding professional development programs. Research Initiatives: ? Working with researchers across JHU, Kennedy Krieger Institute and other universities to conduct interdisciplinary research in areas that intersect education, cognitive science, experimental psychology, neuroscience, public health and other related fields. ? Writing grants for research funding. Grant Writing: ? Writing grants for NEI infrastructure including personnel and operational costs. Communication and Outreach: ? Working with NEI co-directors in activities related to dissemination of research findings, web support, and post-summit information synthesis and reporting. ? Maintaining data-base for NEI outreach activities. We seek applicants who have a doctoral degree and interdisciplinary training in related fields including education, cognitive science, psychology, neuroscience, or public health. Salary is competitive, with excellent benefits. Applications will be reviewed immediately and the position will remain open until filled with a start date of January 30, 2010 or later. Please send curriculum vita, research interests, and three letters of recommendation to: Chair, Department of Interdisciplinary Studies in Education c/o Connie Kinsley Johns Hopkins University School of Education Building 2800 North Charles Street Baltimore, MD 21218 -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- 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 Sean.Redmond at health.utah.edu Fri Dec 11 15:49:19 2009 From: Sean.Redmond at health.utah.edu (Sean M Redmond) Date: Fri, 11 Dec 2009 08:49:19 -0700 Subject: Faculty Position University of Utah In-Reply-To: <3946094c0912110639gfbfeecbq9b7afdba02805ec1@mail.gmail.com> Message-ID: Department of Communication Sciences & Disorders Assistant or Associate Professor in Speech-Language Pathology Full-time Tenure Track Faculty University of Utah Salt Lake City, Utah The University of Utah Department of Communication Sciences and Disorders invites applicants for an assistant / associate professor position in its Speech-Language Pathology program. Preference will be given to individuals with expertise in one or more of the following areas: autism, AAC, literacy, learning disabilities and/or school-age language disorders. Other areas will also be considered. The position is a full-time, 9-month, tenure track appointment beginning August 15, 2010. Requirements: Doctorate in Communication Sciences and Disorders, Special Education, or related discipline. University teaching experience and ASHA clinical certification (CCC-SLP) are desired, but not required. Salary based upon qualifications. Excellent benefits package. Screening of applications will begin immediately and continue until the position is filled. Application deadline for interviews is February 1, 2010. Send letter of application including a statement of research, clinical and teaching experience and interests, curriculum vitae and 3 letters of reference to the search committee chair: Kathy Chapman, Ph.D., University of Utah, Department of Communication Sciences and Disorders, 390 South 1530 East, Room 1201 BEHS, Salt Lake City, Utah 84112-0252. Email applications are encouraged and should be sent to sharon.benavides at hsc.utah.edu . For information, contact Dr. Kathy Chapman at kathy.chapman at health.utah.edu or 801-587-9076. University: The University of Utah is a Doctoral/Research Extensive University with 27,000 students from every state and over 100 foreign countries. The Department of Communication Sciences and Disorders (www.health.utah.edu/csd/) is located in the College of Health and currently includes 14 full-time faculty, 100 undergraduate students and 90 graduate students. Both the Speech-Language Pathology and Audiology programs are CAA accredited. Our new modern departmental clinic and affiliated medical centers provide excellent opportunities for research. Community: Salt Lake City is a beautiful city of 250,000 in a major metropolitan area of 1.5 million, nestled in the foothills of the Wasatch Mountains. Utah's great outdoors are close by, offering activities such as world class skiing, hiking, and mountain biking in the spectacular canyons surrounding the city. The city is cosmopolitan with easy access to theater, the arts, sports, entertainment and nightlife. Downtown Salt Lake City and the University are accessible by light rail to the suburbs. The University of Utah is an Equal Opportunity / Affirmative Action employer, encourages applications from women and minorities, and provides reasonable accommodation to the known disabilities of applicants and employees. The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students. -- 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 Mon Dec 14 17:13:26 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 14 Dec 2009 17:13:26 +0000 Subject: July 2010 world congress on behavioral development - Lusaka ZAMBIA - Deadline extended to 31st December In-Reply-To: <2d61ed040910042339w69e4491dj6d7a15704b05701c@mail.gmail.com> Message-ID: I?m just forwarding this from Robert Serpell, the conference organiser, as the deadline has been extended. Dear colleague, I am writing to encourage you to consider submitting a proposal for the July 2010 congress of the ISSBD ( the International Society for the Study of Behavioral Development ), which will be hosted in Lusaka by the UNZA Departments of Psychology, Educational Psyc/Sociology/Special Ed and Pediatrics & Child Health. There are several reasons why I think this particular congress will be special: 1. It is the first time that the ISSBD's International Biennial Meetings will be held in Africa, and the Local Organising Committee plans, with the assistance of an expert panel of African researchers from 8 other African countries to give the event a truly African flavor. 2. The slate of invited speakers and contributors to invited symposia is quite outstanding, including a number of stars of the field, and representing 25 countries across 6 continents (Africa, Asia, Australia, Europe, North and South America) 3. The range of topics and theoretical perspectives covered by the invited programme is already extremely broad, covering the full lifespan and drawing on multiple disciplines, including: adolescents in migrant families across nations; advancing early childhood developmental and policy research in Africa; an Africentric perspective on human development; ageing, social relations and health; cognitive development in chimpanzees; child abuse and neglect; childhood studies in Africa; children living in poverty in different nations; cultural differences in cognitive styles; cyberbullying; development of political persons on three continents; development of verbal deception; epigenetic approaches to development; gendered analyses of youth development; HIV, AIDS and behavioural change; individual differences in developmental plasticity; intervention with vulnerable children and youth in Latin America; learning to read Chinese; mainstream values among Chinese adolescents; memory development in childhood and adolescence; mental health of young people with chronic illness; multilingual socialization; multinational research on parenting; neurocognitive development of decision-making; personal storytelling; reading acquisition in Africa; risk, protection, and well-being among children on the streets; self-regulation; shaping the social brain & behavior during development; theory of mind; a unified theory of development; and using research to improve child and youth well-being. 4. In addition to the invited programme, we have already received proposals on line from 28 different countries, and they expand still further the intellectual scope of the congress. We are hoping the congress will be attended by about 800 participants. Do please seriously consider being one of them ! Best wishes, RS Robert Serpell PhD Professor of Psychology University of Zambia and ISSBD 2010 Congress Convenor TAKE A LOOK at our new website: www.issbd2010.com UNZA will be hosting the 2010 biennial international meetings of the ISSBD (International Society for the Study of Behavioral Development) in Lusaka, Zambia from 18 to 22 July 2010. PO Box 32379 Lusaka, Zambia Phone: (+260) 1 291777 Fax: (+260) 1 253952 Home (+260) 1 291001 Cell (+260) 977 758705 e-mail robertserpell at gmail.com Physical address: Psychology Dept, School of Humanities & Social Sciences University of Zambia Great East Road campus Lusaka ------ End of Forwarded Message -- 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 yqwang at admin.ecnu.edu.cn Tue Dec 15 13:20:30 2009 From: yqwang at admin.ecnu.edu.cn (yqwang) Date: Tue, 15 Dec 2009 21:20:30 +0800 Subject: ask for suggestions on research methodology Message-ID: This is the first time I ask for help here. I am looking forward for your kind suggestions. In my Ph.D. dissertation, I want to conduct a study on kindergarten English instruction. Since 1990s, parents are crazy for young kids? English learning in China. It?s a fact in Shanghai that most kindergarten provide English program for 3-6 year children. It seems that parents are over-anxious. However, what is the relationship between kindergarten English learning and later English achievement? Can the early start guarantee more success? What are the optimal conditions for children to learn a foreign language? I think a careful study is necessary and of great significance to both parents and kindergarten teachers.?How can I conduct my study effectively? Is there anyone have done relevant studies? Suggestions on methodology are especially welcome. Thanks in advance for any help anyone is able to offer regarding this point. Ellen ************************************************************************************************ Ellen Wang Ph.D. Student Children?s Language Development and Education Area Department of Preschool Education East China Normal University Shanghai, China -- 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_bedijs at yahoo.de Tue Dec 15 14:24:21 2009 From: k_bedijs at yahoo.de (Kristina Bedijs) Date: Tue, 15 Dec 2009 14:24:21 +0000 Subject: AW: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Hi Ellen, There are several studies on the subject ongoing in Europe. It is a general belief that English learning has to start as early as possible, to avoid disadvantages for the child and to benefit from the so-called "open frames" in language acquisition that might close later, once the child has acquired its own mother tongue completely. One study you might be interested in is "The main pedagogical principles underlying the teaching of languages to very young learners. Languages for the children of Europe. Published Research, Good Practice & Main Principles", conducted by the European Commission. You find it here: http://ec.europa.eu/education/policies/lang/doc/young_en.pdf As to your study, I would suggest you undertake English language competence tests within kindergarten children and primary school children. It would be best if you could find primary school children with and without former English schooling in kindergarten. Results may prove either advantages for those children starting very soon, or show no differences at all between the children's competences, whether they started at 3 or at 6 years. Hope that helps! Kristina (G?ttingen, Germany) ________________________________ Von: yqwang An: info-childes Gesendet: Dienstag, den 15. Dezember 2009, 14:20:30 Uhr Betreff: ask for suggestions on research methodology This is the first time I ask for help here. I am looking forward for your kind suggestions. Inmy Ph.D. dissertation, I want to conduct a study on kindergarten English instruction. Since 1990s, parents are crazy for young kids?English learning in China . It?s a fact in Shanghai that most kindergarten provide English program for 3-6 year children. It seems that parents are over-anxious. However, what is the relationship between kindergarten English learning and later English achievement?Can the early start guarantee more success? What are the optimal conditions for children to learn a foreign language?I think a careful study is necessary and of great significance to both parents and kindergartenteachers.?Howcan I conduct my study effectively? Is there anyone have done relevant studies?Suggestions on methodology are especially welcome. Thanks in advance for any help anyone is able to offer regarding this point. Ellen ************************************************************************************************ Ellen Wang Ph.D. Student Children?s Language Development and Education Area Department of Preschool Education EastChina Normal University Shanghai, China -- 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. __________________________________________________ Do You Yahoo!? Sie sind Spam leid? Yahoo! Mail verf?gt ?ber einen herausragenden Schutz gegen Massenmails. http://mail.yahoo.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Tue Dec 15 20:21:18 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Tue, 15 Dec 2009 20:21:18 +0000 Subject: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Dear Ellen, I teach a class in child bilingualism, so probably some of what my students read and think about is relevant here. I'll just respond to the questions I might know something about... On 15 Dec 2009, at 13:20, yqwang wrote: > This is the first time I ask for help here. I am looking forward for > your kind suggestions. > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids? > English learning in China. It?s a fact in Shanghai that most > kindergarten provide English program for 3-6 year children. It seems > that parents are over-anxious. However, what is the relationship > between kindergarten English learning and later English achievement? > Can the early start guarantee more success? I'd say that ealry L2 is useful only insofar as it is an immersion experience. Very young children don't do well with explicit teaching, and don't benefit from just an hour or two a week. Also, for it to be of any use, there must be serious continuity: If they keep getting exposure to English over a long period of time, and it involves interaction with English speakers that is interesting and motivating to them, and it is not interrupted by a few years of no exposure, then yes, early learning can be beneficial. > What are the optimal conditions for children to learn a foreign > language? As I indicated above, the key thing is immersion - hearing the language used by fluent (if not L1) users, and with motivation: reasons to use the language, ideally with social interlocutors who are of interest to the children and who do not know the children's L1. > I think a careful study is necessary and of great significance to > both parents and kindergarten teachers.?How can I conduct my study > effectively? Is there anyone have done relevant studies?Suggestions > on methodology are especially welcome. I would start by using audio/video recording to see who the children are talking to, what kind of responses they are giving, etc - a naturalistic observational study, perhaps focusing on a small number of individual children. There is a considerably literature, though not necessarily quite what you are planning to study. Some sources for the literature include Ellen Bialystok's book (2001) and one by Barbara Pearson, mainly addressed to families, I think, last year. Lily Wong Fillmore studied children learning English in immersion in Kindergarten or first grade in N. California in the 1970s. Barry McLaughlin has a book (1980s) on L2 acquisition in childhood. I suggest hunting around via Google Scholar... I hope these remarks are helpful! -marilyn vihman > Thanks in advance for any help anyone is able to offer regarding > this point. > > Ellen > > > ************************************************************************************************ > > > Ellen Wang > Ph.D. Student > Children?s Language Development and Education Area > Department of Preschool Education > East China Normal University > Shanghai, China > > > > -- > > 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 > . Marilyn 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 barriere.isa at gmail.com Wed Dec 16 03:29:01 2009 From: barriere.isa at gmail.com (isa barriere) Date: Tue, 15 Dec 2009 22:29:01 -0500 Subject: ask for suggestions on research methodology In-Reply-To: <460881563.28810@sat.ecnu.edu.cn> Message-ID: Dear Ellen, Please check my website: www.yeled.org/res.asp where at least 2 different sections include useful bibliographic references: 1. The Dual Language Policy (link in the second paragraph of the website, 2nd section under mission) 2. The Links to information about Dual Language Learners. Best, Isabelle Barriere, PhD On Tue, Dec 15, 2009 at 8:20 AM, yqwang wrote: > This is the first time I ask for help here. I am looking forward for your > kind suggestions. > > > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids?English learning in China. It?s a fact in Shanghai that most kindergarten > provide English program for 3-6 year children. It seems that parents are > over-anxious. However, what is the relationship between kindergarten English > learning and later English achievement? Can the early start guarantee more > success? What are the optimal conditions for children to learn a foreign > language? I think a careful study is necessary and of great significance > to both parents and kindergarten teachers. How can I conduct my study > effectively? Is there anyone have done relevant studies? Suggestions on > methodology are especially welcome. > > Thanks in advance for any help anyone is able to offer regarding this > point. > > > > Ellen > > > > > > > ************************************************************************************************ > > > > > > Ellen Wang > > Ph.D. Student > > Children?s Language Development and Education Area > > Department of Preschool Education > > East China Normal University > > Shanghai, China > > > > > -- > 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. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lempert at psych.utoronto.ca Wed Dec 16 13:10:29 2009 From: lempert at psych.utoronto.ca (Henrietta Lempert) Date: Wed, 16 Dec 2009 08:10:29 -0500 Subject: ask for suggestions on research methodology In-Reply-To: <200912152120184219739@admin.ecnu.edu.cn> Message-ID: Dear Ellen, The McGill University studies on French Immersion in Quebec have relevance for your proposed work. The first French immersion kindergarten was initiated in the early 70's in a Montreal suburb (St. Lambert, QP)(essentially, the teacher was a native speaker of French, and spoke only French to the children during the half-day kindergarten). The program attracted considerable research attention from McGill psycholinguists. You may want to read the literature for a description of the program and of the research tracking the children's progress in French and English grammar and phonology. For references, Google French Immersion Montreal, Fred Genesee, W.E. Lambert & G.R. Tucker (or use PsycInfo). You may also want to read V. Yip & S. Matthews "The Bilingual Child" (although you probably have already done so!). Hope this helps, Henrietta > This is the first time I ask for help here. I am looking forward for your > kind suggestions. > > In my Ph.D. dissertation, I want to conduct a study on kindergarten > English instruction. Since 1990s, parents are crazy for young kids? > English learning in China. It?s a fact in Shanghai that most > kindergarten provide English program for 3-6 year children. It seems that > parents are over-anxious. However, what is the relationship between > kindergarten English learning and later English achievement? Can the early > start guarantee more success? What are the optimal conditions for children > to learn a foreign language? I think a careful study is necessary and of > great significance to both parents and kindergarten teachers.?How can I > conduct my study effectively? Is there anyone have done relevant studies? > Suggestions on methodology are especially welcome. > Thanks in advance for any help anyone is able to offer regarding this > point. > > Ellen > > > ************************************************************************************************ > > > Ellen Wang > Ph.D. Student > Children?s Language Development and Education Area > Department of Preschool Education > East China Normal University > Shanghai, China > > > -- > > 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. > > > -- 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 Dec 17 00:04:31 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Wed, 16 Dec 2009 19:04:31 -0500 Subject: ask for suggestions on research methodology/ a reference In-Reply-To: Message-ID: Dear Ellen, I second Marilyn Vihman's suggestions for your research questions. Young children can learn *about* English, and they can enjoy some songs and games in English from casual programs, but they will not learn to use the language without a serious and continuous commitment to create an immersion situation for at least part of their day, several days a week. My own children participated in Spanish for English speakers when they were in elementary school in Miami. Classes were 20 minutes or so per day, three or four times a week. I am not aware of any studies evaluating them, but children who took them were given no credit for them when it came to language classes in junior high school, and within a month or so, children who didn't take them seemed to know as much as those who did. The program is called "World Languages" by the Miami-Dade Public Schools: http://bilingual.dadeschools.net/ I called the Office of Educational Accountability to see if there has been any official evaluation of the learning that takes place in those programs. The director said that the 20 minutes a day, 4 times a week was a disaster. It might have worked, but no one ever did the whole program. Children were always being pulled out for something else. She sent me a study of a slightly different model, however, which was done in-house by Schneyderman and Abella and was just published on line in a Taylor & Francis journal: Bilingual Research Journal, 32: 241?259, 2009. http://www.informaworld.com/smpp/title~content=t909204797. This newer program is called "Extended Foreign Language" with two models: 1 hour of Spanish language arts per day, or 1 hour of Spanish language arts plus 1/2 hour of science or social studies in Spanish. The research followed a sample of children from kindergarten to 3rd grade, some native Spanish speakers, but the more interesting ones for your purposes were the non-Hispanic children. One analysis compared the two programs to each other, and another compared the participants' English and Math standardized (FCAT) scores to a carefully matched control sample. The two models of the program were not very different in outcome for the native Spanish speakers (and the students were above the national averages for the normed reading tests in Spanish). Not surprisingly, the non-native Spanish speakers did somewhat better with the extra half-hour per day than with just one hour. One chart shows that by 3rd grade, 53% with 1 hour a day, and 61% with 1.5 hours a day scored "fluent" on the LAS-O. (The native speakers went from 61% to 91% fluent speakers in that time.) By 3rd grade, native speakers had no "non-speakers" according to the LAS; the 1.5 hours/day program had 9% "non-speakers" but the 1-hour a day program had 31% non- speakers. In the second analysis, all the program children did as well as or better than the controls in their state testing. Anyway, I think there's something there to give you some ideas. Let me know if you have any trouble downloading the article and I will send it to you. (I will also add that the book of mine Marilyn Vihman mentions (Raising a Bilingual Child, 2008) is written for parents, but you can get page-by-page references for the material in it at my website, so it may be a good start for your dissertation project. http://www.zurer.com/pearson/bilingualchild/Notes-newpages3.html) I am also happy to try to answer any questions if I can. : ) Good luck. Yours is a question the world is waiting to hear an answer to. Cheers, Barbara On Dec 15, 2009, at 3:21 PM, marilyn vihman wrote: > Dear Ellen, > > I teach a class in child bilingualism, so probably some of what my > students read and think about is relevant here. I'll just respond to > the questions I might know something about... > > On 15 Dec 2009, at 13:20, yqwang wrote: > >> This is the first time I ask for help here. I am looking forward >> for your kind suggestions. >> >> In my Ph.D. dissertation, I want to conduct a study on kindergarten >> English instruction. Since 1990s, parents are crazy for young >> kids? English learning in China. It?s a fact in Shanghai that >> most kindergarten provide English program for 3-6 year children. It >> seems that parents are over-anxious. However, what is the >> relationship between kindergarten English learning and later >> English achievement? Can the early start guarantee more success? > I'd say that ealry L2 is useful only insofar as it is an immersion > experience. Very young children don't do well with explicit > teaching, and don't benefit from just an hour or two a week. Also, > for it to be of any use, there must be serious continuity: If they > keep getting exposure to English over a long period of time, and it > involves interaction with English speakers that is interesting and > motivating to them, and it is not interrupted by a few years of no > exposure, then yes, early learning can be beneficial. > >> What are the optimal conditions for children to learn a foreign >> language? > As I indicated above, the key thing is immersion - hearing the > language used by fluent (if not L1) users, and with motivation: > reasons to use the language, ideally with social interlocutors who > are of interest to the children and who do not know the children's L1. > >> I think a careful study is necessary and of great significance to >> both parents and kindergarten teachers.?How can I conduct my study >> effectively? Is there anyone have done relevant studies? >> Suggestions on methodology are especially welcome. > I would start by using audio/video recording to see who the children > are talking to, what kind of responses they are giving, etc - a > naturalistic observational study, perhaps focusing on a small number > of individual children. > > There is a considerably literature, though not necessarily quite > what you are planning to study. Some sources for the literature > include Ellen Bialystok's book (2001) and one by Barbara Pearson, > mainly addressed to families, I think, last year. Lily Wong Fillmore > studied children learning English in immersion in Kindergarten or > first grade in N. California in the 1970s. Barry McLaughlin has a > book (1980s) on L2 acquisition in childhood. I suggest hunting > around via Google Scholar... > > I hope these remarks are helpful! > > -marilyn vihman >> Thanks in advance for any help anyone is able to offer regarding >> this point. >> >> Ellen >> >> >> ************************************************************************************************ >> >> >> Ellen Wang >> Ph.D. Student >> Children?s Language Development and Education Area >> Department of Preschool Education >> East China Normal University >> Shanghai, China >> >> >> >> -- >> >> 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 >> . ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- 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 shahin at interchange.ubc.ca Sat Dec 19 08:47:51 2009 From: shahin at interchange.ubc.ca (Kimary Shahin) Date: Sat, 19 Dec 2009 00:47:51 -0800 Subject: Job Ad: Postdoctoral Senior Research Associate in First Language Acquisition Message-ID: Position: Postdoctoral Senior Research Associate in First Language Acquisition For the QNRF project: Baseline Data for Arabic Acquisition with Clinical Applications (QNRF NPRP 08-738-5-107) The QNRF project ?Baseline Data for Arabic Acquisition with Clinical Applications? (QNRF NPRP 08-738-5-107) at Qatar University in Doha, Qatar invites applications for a full-time postdoctoral Senior Research Associate, to begin fall 2010. The position is for two years. ?Baseline Data for Arabic Acquisition with Clinical Applications?, which began in Fall 2009, is an extensive interdisciplinary project in Linguistics and Children?s Health. The project is multi-institutional and international. The overall goal is to amass an extensive new body of knowledge about normal Arabic first language acquisition and make it available on the internet. The new online material will be used by linguistic researchers for a fuller understanding of language acquisition as a human cognitive capacity, enabling them to answer several critical questions which till now have been unanswerable due to lack of data. The new online material will also provide speech- language pathologists working with Arabic-speaking children with crucial resources that till now are lacking, to improve the quality of life of the children they work with and their families. Required qualifications include a PhD in First Language Acquisition, Speech-Language Pathology, or Psychology; IT proficiency; experience with Statistics; experience on a research team; experience in research project management; native competency in oral and written Arabic; and near-native competency in oral and written English. Primary responsibilities include managing a vibrant team of research assistants in Doha, liaising with the project?s Qatari and international collaborators, data analysis, and other research-related duties. How to Apply: Applications must be submitted by email to Dr. Kimary Shahin (Lead PI) at shahin at qu.edu.qa by February 15, 2010. No paper mail application can be accepted. Please send the following documents, all in .pdf format: Letter of application; curriculum vitae; three letters of recommendation; graduate academic transcripts; writing sample (article or thesis chapter); statement of career goals; statement of why the ?Baseline Data for Arabic Acquisition with Clinical Applications? project is important to you; and copies of student evaluations, if available. Please address any queries about the position to Dr. Kimary Shahin at shahin at qu.edu.qa. Benefits include the following: Competive tax-free salary; furnished accommodation in accordance with QU HR policies; annual round trip air tickets for faculty member and immediate dependents; educational allowance for candidate's children (eligible candidates only) in accordance with QU HR policies; public health insurance; annual leave in accordance with QU HR policies; end- of-contract indemnity. Qatar University is an Affirmative Action/Equal Opportunity Employer Qatar Qatar is a major Gulf-area gas and oil producing country. It is an exciting place to be these days, as the country is witnessing unprecedented prosperity and activity in the business, construction, health, and education sectors. With developments including the arrival of many respected US universities as competition, the Education sector in particular has drawn applause as a rapidly progressing field, and Qatar University now has the privilege of setting the standard against such names as Cornell, Texas A&M, and Carnegie-Mellon, Georgetown, and Northwestern, among others. The University Qatar University (QU) is an established and dynamic institution dedicated to academic excellence, and is a strong contributor to educational advancement in the country. Recently, the University has been actively engaged in self-evaluation, instituting significant changes in its policies and procedures, curricula, research support, facilities, use of technology, and faculty. QU remains the largest and only state-supported university in Qatar. For more information, please visit our web page at http://www.qu.edu.qa -- 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 hkasuya at gmail.com Sun Dec 20 05:13:36 2009 From: hkasuya at gmail.com (hiroko kasuya) Date: Sat, 19 Dec 2009 21:13:36 -0800 Subject: Call for Papers, JSLS2010 Message-ID: Japanese Society for Language Sciences 12th Annual International Conference (JSLS2010) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro- Communications) Conference Dates: June 26-27, 2010 Location: University of Electro-Communications (UEC, Denki Tsushin Daigaku, http://www.uec.ac.jp/eng/index.html), approximately 25 minutes from Shinjuku Station by train and on foot. Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. Papers published or presented elsewhere should not be submitted and will not be accepted. Each author is only allowed to submit one proposal as the first author. Each paper presentation will be 25 minutes in length (20 minutes for presentation, followed by a 5-minute question & answer period). The presentation of posters will be 90 minutes. The language of presentation can be either Japanese or English. The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka- shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -- 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 hkasuya at gmail.com Sun Dec 20 05:20:28 2009 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sun, 20 Dec 2009 14:20:28 +0900 Subject: Call for Papers, JSLS2010 Message-ID: Japanese Society for Language Sciences 12th Annual International Conference (JSLS2010) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro-Communications) Conference Dates: June 26-27, 2010 Location: University of Electro-Communications (UEC, Denki Tsushin Daigaku, http://www.uec.ac.jp/eng/index.html), approximately 25 minutes from Shinjuku Station by train and on foot. Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. Papers published or presented elsewhere should not be submitted and will not be accepted. Each author is only allowed to submit one proposal as the first author. Each paper presentation will be 25 minutes in length (20 minutes for presentation, followed by a 5-minute question & answer period). The presentation of posters will be 90 minutes. The language of presentation can be either Japanese or English. The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka-shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -- 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 jen.menjivar at gmail.com Mon Dec 21 07:01:56 2009 From: jen.menjivar at gmail.com (Jen Menjivar) Date: Sun, 20 Dec 2009 23:01:56 -0800 Subject: Novel Word Learning- Article Search Message-ID: Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz -- 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 clhudson at berkeley.edu Mon Dec 21 07:41:21 2009 From: clhudson at berkeley.edu (C. L. Hudson Kam) Date: Sun, 20 Dec 2009 23:41:21 -0800 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Jennifer, You might want to look in studies of artificial language learning as well as studies of word learning. I've done something like that in some of my own work with slightly older children (not focused on vocabulary), which I've attached. Carla Hudson Kam Carla L. Hudson Kam Associate Professor Department of Psychology University of California, Berkeley Office: 3431 Tolman Hall, 2-8615 office: 510-642-8615 lab: 510-642-7401 'Up and forward are only two directions. Science should look in all directions.' - Dr. Jack Hodgins (Bones) > Hello, > > I am designing a study in which we will be teaching children a set of > novel > words in a foreign language, and subsequently testing them on their > ability > to remember the objects they were paired with. I have been looking for > studies in which children (preschool aged- 3 and 4 year olds) have been > directly taught novel word and object pairs and tested in the same > session. > In my search, I have found many studies in which children have been taught > the object-novel word pairs through naturalistic interactions (i.e, > Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any > studies in which the children are directly and explicitly taught novel > labels for objects. Would anyone be able to point me in the direction that > I'm looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz > > -- > > 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. > > > -- 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: Hudson Kam & Newport official (2009).pdf Type: application/pdf Size: 912719 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 12 Hudson Kam & Newport (2005).pdf Type: application/pdf Size: 295015 bytes Desc: not available URL: From mv509 at york.ac.uk Mon Dec 21 07:43:34 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Mon, 21 Dec 2009 07:43:34 +0000 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Look at work by Holly Storkel. -marilyn vihman On 21 Dec 2009, at 07:01, Jen Menjivar wrote: > Hello, > > I am designing a study in which we will be teaching children a set > of novel words in a foreign language, and subsequently testing them > on their ability to remember the objects they were paired with. I > have been looking for studies in which children (preschool aged- 3 > and 4 year olds) have been directly taught novel word and object > pairs and tested in the same session. In my search, I have found > many studies in which children have been taught the object-novel > word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & > Hahn, 2007), but have not had much luck finding any studies in which > the children are directly and explicitly taught novel labels for > objects. Would anyone be able to point me in the direction that I'm > looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz > > -- > > 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 > . Marilyn 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 s.bol at mmu.ac.uk Mon Dec 21 17:00:17 2009 From: s.bol at mmu.ac.uk (Bol, Simone) Date: Mon, 21 Dec 2009 09:00:17 -0800 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol. 28:449-454) Good luck with the study, Simone Simone Bol MMU On Dec 21, 7:01?am, Jen Menjivar wrote: > Hello, > > I am designing a study in which we will be teaching children a set of novel > words in a foreign language, and subsequently testing them on their ability > to remember the objects they were paired with. I have been looking for > studies in which children (preschool aged- 3 and 4 year olds) have been > directly taught novel word and object pairs and tested in the same session. > In my search, I have found many studies in which children have been taught > the object-novel word pairs through naturalistic interactions (i.e, > Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any > studies in which the children are directly and explicitly taught novel > labels for objects. Would anyone be able to point me in the direction that > I'm looking for? > > Any help would be greatly appreciated! > > --- > Jennifer Menjivar > Psychology Graduate Student > University of California, Santa Cruz -- 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 kohne005 at umn.edu Mon Dec 21 23:02:22 2009 From: kohne005 at umn.edu (kohne005 at umn.edu) Date: Mon, 21 Dec 2009 17:02:22 -0600 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: Hi Jennifer and all, The following reference looks at the initial stage of word learning in both languages of bilingual preschool children: Kan, P.F. & Kohnert, K. (2008). Fast mapping by bilingual preschool children. Journal of Child Language, 35, 495-514. Dr. Kan's dissertation (2009) looks at novel word learning in both languages of bilingual 3-5 year olds over 3 additional training sessions, in response to explicit instruction. Happy holidays, Kathryn Kohnert Speech-Language-Hearing Sciences University of Minnesota On Dec 21 2009, Jen Menjivar wrote: >Hello, > >I am designing a study in which we will be teaching children a set of novel >words in a foreign language, and subsequently testing them on their ability >to remember the objects they were paired with. I have been looking for >studies in which children (preschool aged- 3 and 4 year olds) have been >directly taught novel word and object pairs and tested in the same session. >In my search, I have found many studies in which children have been taught >the object-novel word pairs through naturalistic interactions (i.e, >Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any >studies in which the children are directly and explicitly taught novel >labels for objects. Would anyone be able to point me in the direction that >I'm looking for? > >Any help would be greatly appreciated! > >--- >Jennifer Menjivar >Psychology Graduate Student >University of California, Santa Cruz > >-- > > 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. > > > -- 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 S.Bol at mmu.ac.uk Mon Dec 21 10:27:39 2009 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Mon, 21 Dec 2009 10:27:39 +0000 Subject: Novel Word Learning- Article Search In-Reply-To: <5443a41e0912202301l394bdc8bi7bf6230c310fe42d@mail.gmail.com> Message-ID: It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol.28:449-454) Good luck with the study, Simone Simone Bol Senior Lecturer Speech Pathology Programme Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " >>> Jen Menjivar 12/21/2009 7:01 am >>> Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz --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. -- 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 cristina.mckean at newcastle.ac.uk Tue Dec 22 19:04:32 2009 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Tue, 22 Dec 2009 19:04:32 +0000 Subject: Novel Word Learning- Article Search Message-ID: Hi there, I would also look at the work of Shelly Gray with children with SLI (and controls) in JSLHR. Also Mabel Rice's work on quick incidental learning.(QUIL). Best wishes Cristina McKean Newcastle University ________________________________ From: Simone Bol Sent: 22 December 2009 04:18 PM To: info-childes at googlegroups.com Subject: Re: Novel Word Learning- Article Search It's not very recent, but seems to get close to your age group and methodology, so may be of interest: ''Child meets word: fast mapping in preschool children'' by Chris Dollaghan in the Journal of Speech and Hearing Research 1985 (vol.28:449-454) Good luck with the study, Simone Simone Bol Senior Lecturer Speech Pathology Programme Manchester Metropolitan University Elizabeth Gaskell Campus Hathersage Road Manchester M13 0JA "Before acting on this email or opening any attachments you should read the Manchester Metropolitan University's email disclaimer available on its website http://www.mmu.ac.uk/emaildisclaimer " >>> Jen Menjivar 12/21/2009 7:01 am >>> Hello, I am designing a study in which we will be teaching children a set of novel words in a foreign language, and subsequently testing them on their ability to remember the objects they were paired with. I have been looking for studies in which children (preschool aged- 3 and 4 year olds) have been directly taught novel word and object pairs and tested in the same session. In my search, I have found many studies in which children have been taught the object-novel word pairs through naturalistic interactions (i.e, Gershkoff-Stowe & Hahn, 2007), but have not had much luck finding any studies in which the children are directly and explicitly taught novel labels for objects. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! --- Jennifer Menjivar Psychology Graduate Student University of California, Santa Cruz -- 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. -- 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. -- 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 cynth.core at gmail.com Sat Dec 26 16:27:56 2009 From: cynth.core at gmail.com (Cynthia Core) Date: Sat, 26 Dec 2009 08:27:56 -0800 Subject: Preferred Looking Equipment Question Message-ID: Hello, I am interested in creating some experiments using the Intermodal Preferred Looking Paradigm, but I need the equipment to be portable. I'm wondering whether anyone currently has a portable set up using laptop computers or a laptop with two monitors to present the videos. If anyone has experience with a portable system, I would like to find out more about how to set one up. Regards, Cynthia Core Cynthia Core, Ph.D. Department of Speech and Hearing Science The George Washington University 2115 G St., NW Hall of Government 215 Washington, DC 20052 -- 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 billrago at gmail.com Wed Dec 30 05:24:35 2009 From: billrago at gmail.com (Bill Rago) Date: Tue, 29 Dec 2009 21:24:35 -0800 Subject: Updated self-contained toddler recording harness? Message-ID: Hello, I am interested in building a self-contained recording harness like this one built by Margaret Fleck (http://talkbank.org/da/ fleck.html). Has anyone tried building something like this recently? I contacted Margaret Fleck and she said it's been years since she has worked on the harness so I wonder if anyone else has had success or failure in this area. Thanks in advance, Bill -- 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 bart.hollebrandse at gmail.com Wed Dec 30 20:33:36 2009 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Wed, 30 Dec 2009 12:33:36 -0800 Subject: Let the Children Speak (programme available) Message-ID: The programme of the conference Let the Children Speak is available at: http://cost.zas.gwz-berlin.de/mitarb/homepage/cost/london/final-london.html Full title of the conference: Let the Children Speak, Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment place and date: London, 22 - 24 January 2010 -- 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 billrago at gmail.com Thu Dec 31 11:27:55 2009 From: billrago at gmail.com (Bill Rago) Date: Thu, 31 Dec 2009 03:27:55 -0800 Subject: bilingual acquisition methodology references Message-ID: Hello info-CHILDES members, thanks in advance for your responses - they are greatly appreciated. I am interested in simultaneous bilingualism and the methodology used to study it but I don't have extensive experience with the literature. My background is in TESOL so I haven't really read much about the study of early language acquisition methodology (babbling, first words). I have a 7-month old son that's exposed to Korean and English and I want to do a longitudinal case study of his dual language development starting at 10 months and I am looking for other studies or books that cover the methodology used to collect data, methods of analysis, and transcription of the data. Thank you and Happy New Year! -Bill Rago -- 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 Dec 31 15:21:57 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Thu, 31 Dec 2009 10:21:57 -0500 Subject: bilingual acquisition methodology references In-Reply-To: <0dd76e43-cb99-4499-a656-62a63c108695@21g2000yqj.googlegroups.com> Message-ID: Dear Bill, Of course, I can start by recommending you look at my book, Raising a Bilingual Child (and the on-line notes that accompany it). It will give you an overview and also point you to a lot of specific studies. http://www.zurer.com/pearson/bilingualchild You are placing yourself in a long line of great parent-researchers following their infant bilinguals: Leopold, Fantini, Vihman, Lanza, Deuchar, to name just a few who have published comprehensively and in detail about their children's early bilingual development. (Btw, your own situation reminds me most of Fantini (1985). Many, many others have published about one aspect or another of their child's or of other people's children's simultaneous dual language acquisition. Then groups like our Bilingualism Study Group in Miami followed 25 babies from soon after birth to age three. People usually rely on a combination of diary notes and (laborious) transcriptions of systematic recordings in different language contexts, either audio or video, plus occasional mini-experiments to probe more carefully what the child understands. (Tom Roeper's book, The Prism of Grammar, will give you some ideas about "explorations" (*simple* set-ups around the house) you can use to find more subtle details of the child's developing grammar that may not come up in everyday situations.) As I mentioned in an earlier note to you, you may have a technical advantage over previous researchers in that the LENA system will allow you to collect larger volumes of data (in informal situations), will do some automated analyses, and will help you organize your transcriptions. Kim Oller at the University of Memphis, another bilingual researcher and colleague, has been using the LENA system with his tri-lingual daughter. He is very enthusiastic about it--and I'll be surprised if he doesn't answer you himself on CHILDES, but if he doesn't, I'm sure he will have many methodological suggestions for you. Best of luck. Please feel free to come back to me with more specific questions. Barbara On Dec 31, 2009, at 6:27 AM, Bill Rago wrote: > Hello info-CHILDES members, thanks in advance for your responses - > they are greatly appreciated. > > I am interested in simultaneous bilingualism and the methodology used > to study it but I don't have extensive experience with the > literature. My background is in TESOL so I haven't really read much > about the study of early language acquisition methodology (babbling, > first words). I have a 7-month old son that's exposed to Korean and > English and I want to do a longitudinal case study of his dual > language development starting at 10 months and I am looking for other > studies or books that cover the methodology used to collect data, > methods of analysis, and transcription of the data. > > Thank you and Happy New Year! > > -Bill Rago > > -- > > 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 > . > > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson/bilingualchild -- 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 rsunilkumar86 at gmail.com Thu Dec 31 09:31:30 2009 From: rsunilkumar86 at gmail.com (Sunil Kumar Ravi) Date: Thu, 31 Dec 2009 15:01:30 +0530 Subject: Wishing you a Healthy and Happy New Year 2010 Message-ID: A new beginning, a new dawn. *Let's fly in* and bask in the light of the new morn. New Year Greetings from SUNIL KUMAR. RAVI & Family.... -- Best Wishes, Mr. SUNIL KUMAR. RAVI, M.Sc (SLP) Research Officer, Department of Speech - Language Pathology, All India Institute of Speech and Hearing, Manasa Gangotri, Mysore - 06. Karnataka, INDIA. Office No: 0821-2514449*268 Mobile: 09972823433, 09620542794. -- 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 william.snyder at uconn.edu Thu Dec 31 18:56:48 2009 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 31 Dec 2009 13:56:48 -0500 Subject: Wishing you a Healthy and Happy New Year 2010 In-Reply-To: Message-ID: Happy New Year to you too, Ravi! - William Sunil Kumar Ravi wrote: > > > A new beginning, > > a new dawn. > > /Let's fly in/ > > and bask in the light > > of the new morn. > > New Year Greetings from > > > SUNIL KUMAR. RAVI & Family.... > > > > > -- > Best Wishes, > > Mr. SUNIL KUMAR. RAVI, M.Sc (SLP) > Research Officer, > Department of Speech - Language Pathology, > All India Institute of Speech and Hearing, > Manasa Gangotri, Mysore - 06. > Karnataka, INDIA. > Office No: 0821-2514449*268 > Mobile: 09972823433, 09620542794. > > -- > > 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. -- 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.