From aliyah.morgenstern at gmail.com Mon Jul 6 17:35:33 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 6 Jul 2009 19:35:33 +0200 Subject: CONF: LCM4 Message-ID: Call for abstracts Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ 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. 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. Currently confirmed plenary speakers: • Associate Prof. Jukka Hyönä, University of Turku • Prof. Peggy Miller, University of Illinois at Champaign-Urbana • Prof. Cornelia Müller, Berlin Gesture Centre and Europa Universität Viadrina • Prof. Bradd Shore, Emory University, Atlanta • Prof. Dan Zahavi, Centre for Subjectivity Research, Copenhagen 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 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 • Late registration (from 2nd March 2010 to 1st May 2010): 165 euros • Reduced registration fee (see registration form): 125 euros • The Finnish Evening 70 euros 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 aliyah.morgenstern at gmail.com Mon Jul 6 22:44:56 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 7 Jul 2009 00:44:56 +0200 Subject: LCM4 Conference Message-ID: Call for abstracts Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ 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. 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. Currently confirmed plenary speakers: · Associate Prof. Jukka Hyönä, University of Turku · Prof. Peggy Miller, University of Illinois at Champaign-Urbana · Prof. Cornelia Müller, Berlin Gesture Centre and Europa Universität Viadrina · Prof. Bradd Shore, Emory University, Atlanta · Prof. Dan Zahavi, Centre for Subjectivity Research, Copenhagen 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 · Late registration (from 2nd March 2010 to 1st May 2010): 165 euros · Reduced registration fee (see registration form): 125 euros · The Finnish Evening 70 euros 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 http://anr-leonard.ens-lsh.fr/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 saschmitt at gmail.com Thu Jul 9 20:52:51 2009 From: saschmitt at gmail.com (sara schmitt) Date: Thu, 9 Jul 2009 13:52:51 -0700 Subject: Using language transcripts to identify maternal responsiveness Message-ID: Dear Colleague, I am interested in using language transcripts to identify whether mothers are redirecting or following their child's language/focus. Do you have any suggestions on how to proceed with this or which papers are relevant to this topic? Thank you, Sara Schmitt --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mv509 at york.ac.uk Thu Jul 9 21:04:47 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Thu, 9 Jul 2009 14:04:47 -0700 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: There were some interesting papers on just this topic in the early 80s, in JCh.Lg., by - I think - Linda Maldorado or McDonald...The name isn't quite right, and I think she changed names between the two studies anyway...We ran several analyses on our transcripts of 1- and 3-yr-old children at the Stanford Child Phonology Project at that time, using the coding scheme from those papers, but the data were lost at one point and we never published them. The gist of our findings was that the more directive mothers' children (at age 1) were less talkative (shorter turns at talk) at age 3...but (a) does this matter? and (b) the causal arrow might go the opposite way: Mothers of children who were quite talkative did not have to do much directing while we observers from Stanford made recordings every week... Anyway, Linda's coding scheme seemed great to us at the time (I am away from my home base at the moment and so can't go look up the journals on the shelf...) -marilyn On 9 Jul 2009, at 13:52, sara schmitt wrote: > > Dear Colleague, > > I am interested in using language transcripts to identify whether > mothers are redirecting or following their child's language/focus. Do > you have any suggestions on how to proceed with this or which papers > are relevant to this topic? > > Thank you, > Sara Schmitt > > 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 cbowen at ihug.com.au Thu Jul 9 21:41:44 2009 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 10 Jul 2009 07:41:44 +1000 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: <674BEF486AA5214591A0A06B3A03AF64039971@mail.rehab.ualberta.ca> Message-ID: Dear Sara, If you Google * Clezy + mother child interchange * you will find two or three old articles and a 1979 book that may be of interest. Best wishes, Caroline   Caroline Bowen PhD CPSP Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.speech-language-therapy.com t: 61 2 4757 1136 f: 61 2 4757 1598 Bowen, C. (2009). Children's speech sound disorders. Oxford: Wiley-Blackwell. http://www.speech-language-therapy.com/cssd.html --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 saschmitt at gmail.com Thu Jul 9 21:50:26 2009 From: saschmitt at gmail.com (sara schmitt) Date: Thu, 9 Jul 2009 14:50:26 -0700 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: <003701ca00de$10828790$318796b0$@com.au> Message-ID: Thank you so much for your response! Best, Sara On Thu, Jul 9, 2009 at 2:41 PM, Caroline Bowen wrote: > > Dear Sara, > > If you Google * Clezy + mother child interchange * you will find two or > three old articles and a 1979 book that may be of interest. > > Best wishes, > Caroline > > Caroline Bowen PhD CPSP > Speech Language Pathologist > 9 Hillcrest Road > Wentworth Falls NSW 2782 > Australia > e: cbowen at ihug.com.au > i: http://www.speech-language-therapy.com > t: 61 2 4757 1136 > f: 61 2 4757 1598 > > Bowen, C. (2009). Children's speech sound disorders. Oxford: > Wiley-Blackwell. > http://www.speech-language-therapy.com/cssd.html > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 phyllis.schneider at ualberta.ca Thu Jul 9 21:34:19 2009 From: phyllis.schneider at ualberta.ca (Schneider, Phyllis) Date: Thu, 9 Jul 2009 15:34:19 -0600 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: Crawley and Spiker had a coding system for adult-child interaction that distinguished directiveness, sensitivity and elaboration in mothers' language. Here are two references: Crawley, S.B., & Spiker, D. (1983). Mother-child interactions involving two-year-olds with Down syndrome: A look at individual differences. Child Development, 54, 1312-1323. Their coding system is also available as an ERIC report, #221978. Spiker, D. (1982). Early intervention for young children with Down syndrome: New directions in enhancing parent-child synchrony. In S.M. Pueschel and J.E. Rynders (Eds.), Down syndrom: Advances in biomedicine and the behavioral sciences (pp. 331-338). Cambridge, MA: Ware. --Phyllis Schneider ********************************************************************* Phyllis Schneider, PhD Professor Dept. of Speech Pathology and Audiology University of Alberta 2-70 Corbett Hall Edmonton, AB T6G 2G4 CANADA (780) 492-7474 Fax: (780) 492-9333 E-mail: phyllis.schneider at ualberta.ca http://www.uofaweb.ualberta.ca/rehabmed/schneider.cfm ********************************************************************* -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of sara schmitt Sent: Thursday, July 09, 2009 2:53 PM To: Info-CHILDES Subject: Using language transcripts to identify maternal responsiveness Dear Colleague, I am interested in using language transcripts to identify whether mothers are redirecting or following their child's language/focus. Do you have any suggestions on how to proceed with this or which papers are relevant to this topic? Thank you, Sara Schmitt --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From elenan at ualberta.ca Sun Jul 12 10:17:48 2009 From: elenan at ualberta.ca (Elena Nicoladis) Date: Sun, 12 Jul 2009 04:17:48 -0600 Subject: Postdoctoral Position in Gesture Research at University of Alberta Message-ID: Postdoctoral Position in Gesture Research at University of Alberta A postdoctoral position in gesture research is available in the Department of Psychology at the University of Alberta, working with Dr. Elena Nicoladis and Dr. Paula Marentette. This project is focused on understanding the role of timing in co-speech gesture. We encourage candidates interested in doing research on gesture in bilingual speakers, either children or adults. Familiarity with ELAN coding is highly desirable, but not required. Applications from candidates with research training in psycholinguistics, bilingualism, cognitive science, or developmental psychology will be particularly well suited for this position. Postdoctoral responsibilities will include contributing to our ongoing research program as well as taking the lead on research projects within that program. In addition, the person in this position will have the opportunity to work with the research programs of graduate and undergraduate students associated with the lab. The position, funded by the Social Sciences and Humanities Research Council of Canada, is available for one year, with the possibility of renewal for a second year. Interested applicants should send a letter describing their research interests and a curriculum vitae, and arrange to have three letters of recommendation sent to: Elena Nicoladis (elena.nicoladis at ualberta.ca). The position begins as early as January 1, 2010. Review of applications will begin immediately and continue until the position is filled. *************************************** Elena Nicoladis, PhD Department of Psychology University of Alberta P2-17 Biological Sciences Bdg. Edmonton AB T6G 2E9 CANADA "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In the end, the only sure criterion is to have fun." E. C. Tolman, 1959 *************************************** --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 snedeker at wjh.harvard.edu Mon Jul 13 15:30:11 2009 From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu) Date: Mon, 13 Jul 2009 08:30:11 -0700 Subject: Journal of Semantics: New Editorial Directions Message-ID: Hi folks, The Journal of Semantics is announcing a new editorial team and policy. The journal publishes work on all aspects of semantics, including (of course) acquisition. best, Jesse Snedeker ****************** Journal of Semantics: New Editorial Directions 1. Editors and Advisory Board As of July 1st, 2009, a new editorial team will be in charge of Journal of Semantics. Managing Editor Philippe Schlenker (Institut Jean-Nicod, Paris; New York University) Associate Editors Danny Fox (Massachusetts Institute of Technology) Zoltán Gendler Szabó (Yale University) Manfred Krifka (Humboldt University Berlin; ZAS, Berlin) Rick Nouwen (Utrecht University) Robert van Rooij (University of Amsterdam) Yael Sharvit (University of Connecticut) Jesse Snedeker (Harvard University) Anna Szabolcsi (New York University) We are very grateful to the previous editorial team for its work, and we are honored that Bart Geurts, the former Managing Editor, has agreed to set up and head a new Advisory Board: Advisory Board Gennaro Chierchia (Harvard University) Bart Geurts (University of Nijmegen) Lila Gleitman (University of Pennsylvania) Irene Heim (Massachusetts Institute of Technology) Laurence R. Horn (Yale University) Beth Levin (Stanford University) Barbara Partee (University of Massachusetts, Amherst) François Recanati (Institut Jean-Nicod, Paris) Roger Schwarzschild (Rutgers University) Arnim von Stechow (University of Tübingen) Thomas Ede Zimmermann (University of Frankfurt) The new Editorial Board appears at the end of this announcement. 2. Editorial Policy Scope Journal of Semantics aims to be the premier generalist journal in semantics. It covers all areas in the study of meaning, and particularly welcomes submissions using the best available methodologies in semantics, pragmatics, the syntax/semantics interface, cross-linguistic semantics, experimental studies of meaning (processing, acquisition, neurolinguistics), and semantically informed philosophy of language. Types of articles Journal of Semantics welcomes all types of research articles – with the usual proviso that length must be justified by scientific value. Besides standard articles, the Journal will welcome ‘squibs’, i.e. very short empirical or theoretical contributions that make a pointed argument. In exceptional circumstances, and upon the advice of the head of the Advisory Board, the Journal will publish ‘featured articles’, i.e. pieces that we take to make extraordinary contributions to the field. Editorial decisions within 10 weeks Informed by past experience, the Journal has set itself the goal of making editorial decisions within 10 weeks of submission. Refereeing Articles can only be accepted upon the advice of anonymous referees, who are asked to uphold strict scientific standards. Authors may include their names on their manuscripts, but they need not do so. (To avoid conflicts of interest, any manuscript submitted by one of the Editors will be handled by the head of the Advisory Board, who will be responsible for selecting referees and making an editorial decision). Submissions All submissions are handled electronically. Manuscripts should be emailed to the Managing Editor [managing.editor.js at gmail.com], who will forward them to one of the Editors. The latter will be responsible for selecting referees and making an editorial decision. Receipt of a submission is systematically confirmed. 3. Editorial Board Maria Aloni, University of Amsterdam Pranav Anand, University of California, Santa Cruz Nicholas Asher, IRIT, Toulouse; University of Texas at Austin Chris Barker, New York University Sigrid Beck, University of Tübingen David Beaver, University of Texas at Austin Rajesh Bhatt, University of Massachusetts, Amherst Maria Bittner, Rutgers University Peter Bosch, University of Osnabrück Richard Breheny, University College London Daniel Büring, University of California, Los Angeles Emmanuel Chemla, Institut Jean-Nicod, Paris; LSCP, Paris. Jill G. de Villiers, Smith College Paul Dekker, University of Amsterdam Josh Dever, University of Texas at Austin Regine Eckardt, University of Göttingen Martina Faller, University of Manchester Delia Fara, Princeton University Kai von Fintel, Massachusetts Institute of Technology Lyn Frazier, University of Massachusetts, Amherst Jeroen Groenendijk, University of Amsterdam Elena Guerzoni, University of Southern California Martin Hackl, Pomona College Pauline Jacobson, Brown University Andrew Kehler, University of California, San Diego Chris Kennedy, University of Chicago Jeffrey C. King, Rutgers University Angelika Kratzer, University of Massachusetts, Amherst Peter Lasersohn, University of Illinois Jeffrey Lidz, University of Maryland John MacFarlane, University of California, Berkeley Lisa Matthewson, University of British Columbia Julien Musolino, Rutgers University Ira Noveck, L2C2, CNRS, Lyon Francis Jeffry Pelletier, University of Alberta Colin Phillips, University of Maryland Paul M. Pietroski, University of Maryland Christopher Potts, University of Massachusetts, Amherst Liina Pylkkänen, New York University Gillian C. Ramchand, University of Tromsoe Maribel Romero, University of Konstanz Mats Rooth, Cornell University Uli Sauerland, ZAS, Berlin Barry Schein, University of Southern California Bernhard Schwarz, McGill University Benjamin Spector, Institut Jean-Nicod, Paris Robert Stalnaker, Massachusetts Institute of Technology Jason Stanley, Rutgers University Mark Steedman, University of Edinburgh Michael K. Tanenhaus, University of Rochester Jos van Berkum, Max Planck Institute for Psycholinguistics, Nijmegen Rob van der Sandt, University of Nijmegen Yoad Winter, Utrecht University Henk Zeevat, University of Amsterdam --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 unsworth.sharon at gmail.com Tue Jul 14 07:25:22 2009 From: unsworth.sharon at gmail.com (Sharon Unsworth) Date: Tue, 14 Jul 2009 00:25:22 -0700 Subject: Workshop on impact of internal and external factors in child second language acquisition Message-ID: This workshop is part of the 32nd Annual Meeting of the German Linguistics Society (DGfS 2010) at the Humboldt University, Berlin, from 23-26 February, 2010. It aims to bring together researchers conducting studies with second language (L2) children in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. Call for Papers We invite papers investigating the impact of internal and/or external factors on child L2 acquisition of morphology, syntax, and semantics using a variety of tasks including production, comprehension, and on- line processing. A considerable amount of research has investigated the impact of internal and external factors in adult second language (L2) acquisition including e.g., transfer effects from the L1 and effects of age of onset (internal) and the effects of instructed vs. naturalistic exposure (external) (White, 2003). Research on child L2 acquisition is relatively limited compared to adult L2 acquisition, but in the last five years a growing number of studies has started to investigate child L2 acquisition, both in comparison to adult L2 acquisition (e.g., Blom, Polisenska, & Weerman, 2006; Schwartz, 2003; Unsworth, 2005) and to children with Specific Language Impairment (SLI) (e.g., Paradis, 2005; 2008; Paradis & Crago, 2003). Most studies have focused on language production, (e.g., Thoma & Tracy 2006), with a limited number investigating comprehension (Grueter, 2005; Schulz & Wenzel 2008), and on-line processing (Marinis, 2007; 2008). This workshop aims to bring together researchers conducting studies with L2 children from different perspectives in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. The following research questions will be addressed: -- How do the properties of the L1 and the L2 interact in child L2 acquisition? -- Are transfer effects limited to production or do they also appear in comprehension and processing strategies? -- How does age of onset, years of exposure, quantity and quality of input affect child L2 acquisition and how do these factors interact with the age of the learners? -- Are child L2 acquisition of morphology, syntax, and semantics affected in the same way by these internal and external factors? -- Can individual variation in children be explained on the basis of external factors? This workshop is relevant for researchers working on L2 acquisition in typically-developing children and children with SLI. We hope it will provide a rich forum to address the impact of internal and external factors in L2 acquisition in a systematic way. Abstract submission guidelines: -- Abstracts are for 20-minute talks (plus 10 minutes for discussion). -- Abstracts should be one A4 page max. (Times New Roman, 12pt, single- spaced, one-inch-margins), including tables, figures and references. -- Abstracts must be in pdf format. -- Abstracts should contain the title of the talk, but not the authors. -- Abstracts should be submitted by e-mail. Names, affiliations and contact details of the authors and the title of the abstract should be included in the body of the e-mail. Abstracts should be in the attachment. Please send abstracts to dgfs2010 at childbilingualism.org. The subject line should include ''abstract submission''. Important Dates: Abstract submission deadline: September 6th, 2009. Notification of acceptance: October 15, 2009. Conference dates: February 23-26, 2009. The workshop organizers: Theodoros Marinis (t.marinis at reading.ac.uk) Sharon Unsworth (s.unsworth at uu.nl) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 t.marinis at reading.ac.uk Tue Jul 14 11:25:27 2009 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Tue, 14 Jul 2009 12:25:27 +0100 Subject: Call for Papers: Workshop on child L2 acquisition, DGfS 2010 meeting, Berlin Message-ID: Workshop on ‘The impact of internal and external factors in child second language acquisition’ at DGfS 2010, Berlin This workshop is part of the 32nd Annual Meeting of the German Linguistics Society (DGfS 2010) at the Humboldt University, Berlin, from 23-26 February, 2010. It aims to bring together researchers conducting studies with second language (L2) children in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. Call for Papers We invite papers investigating the impact of internal and/or external factors on child L2 acquisition of morphology, syntax, and semantics using a variety of tasks including production, comprehension, and on-line processing. A considerable amount of research has investigated the impact of internal and external factors in adult second language (L2) acquisition including e.g., transfer effects from the L1 and effects of age of onset (internal) and the effects of instructed vs. naturalistic exposure (external) (White, 2003). Research on child L2 acquisition is relatively limited compared to adult L2 acquisition, but in the last five years a growing number of studies has started to investigate child L2 acquisition, both in comparison to adult L2 acquisition (e.g., Blom, Polisenska, & Weerman, 2006; Schwartz, 2003; Unsworth, 2005) and to children with Specific Language Impairment (SLI) (e.g., Paradis, 2005; 2008; Paradis & Crago, 2003). Most studies have focused on language production, (e.g., Thoma & Tracy 2006), with a limited number investigating comprehension (Grueter, 2005; Schulz & Wenzel 2008), and on-line processing (Marinis, 2007; 2008). This workshop aims to bring together researchers conducting studies with L2 children from different perspectives in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. The following research questions will be addressed: · How do the properties of the L1 and the L2 interact in child L2 acquisition? · Are transfer effects limited to production or do they also appear in comprehension and processing strategies? · How does age of onset, years of exposure, quantity and quality of input affect child L2 acquisition and how do these factors interact with the age of the learners? · Are child L2 acquisition of morphology, syntax, and semantics affected in the same way by these internal and external factors? · Can individual variation in children be explained on the basis of external factors? This workshop is relevant for researchers working on L2 acquisition in typically-developing children and children with SLI. We hope it will provide a rich forum to address the impact of internal and external factors in L2 acquisition in a systematic way. Abstract submission guidelines: · Abstracts are for 20-minute talks (plus 10 minutes for discussion). · Abstracts should be one A4 page max. (Times New Roman, 12pt, single-spaced, one-inch-margins), including tables, figures and references. · Abstracts must be in pdf format. · Abstracts should contain the title of the talk, but not the authors. · Abstracts should be submitted by e-mail. Names, affiliations and contact details of the authors and the title of the abstract should be included in the body of the e-mail. Abstracts should be in the attachment. Please send abstracts to dgfs2010 at childbilingualism.org. The subject line should include ''abstract submission''. Important Dates: Abstract submission deadline: September 6th, 2009. Notification of acceptance: October 15, 2009. Conference dates: February 23-26, 2009. The workshop organizers: Theodoros Marinis (t.marinis at reading.ac.uk) Sharon Unsworth (s.unsworth at uu.nl) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: DGfS_2010_Child_L2_call.pdf Type: application/pdf Size: 46345 bytes Desc: not available URL: From christina.behme at DAL.CA Thu Jul 16 10:58:45 2009 From: christina.behme at DAL.CA (Christina Behme) Date: Thu, 16 Jul 2009 07:58:45 -0300 Subject: Rationalism vs. Empiricism re Language Acquisition Message-ID: Good day, as part of my dissertation I deal with the question if empiricist or rationalist theories of language acquisition are more plausible. In the literature I consulted I found little agreement about what a 'rationalist' (also ?nativist?) or 'empiricist' is. Further, it was claimed that language acquisition researchers do not always agree on whether a particular statement is ?rationalist? or ?empiricist?. I was wondering if you could be so kind and take a moment of your time to help me finding out whether or not researchers who currently work in the field of language acquisition do indeed disagree on this issue. I have selected a few quotes and ask you if you could for each decide if it's from a rationalist or from an empiricist. This is not a 'test', I merely want to find out if there is indeed wide ranging disagreement. Thus, any answer you give is a correct answer (this also includes: 'neither' or 'I can't decide' or....). Second, could you please also indicate for each quote if you agree or disagree with it 'in principle'. If you disagree, can you please briefly state why you disagree. If you want to respond please do not post your answer to the list but send it directly to me: christina.behme at dal.ca. You can also contact me at this address if you have any questions. Thank you very much for your help Christina Behme. Here are the quotes: 1. "...knowledge which can be acquired without any process of reasoning, such as languages... and in general any subject which rests on experience alone" 2. "... when we learn a language, we connect the letters or the pronunciation of certain words, which are material things, with their meaning, which are thoughts, so that when we later hear the same words, we conceive the same things, and when we conceive the same things, we remember the same words" 3. "Among different languages, even where we suspect the least connexion or communication, it is found, that the words, expressive of ideas, the most compounded, do yet nearly correspond to each other: a certain proof that the simple ideas, comprehended in the compound ones were bound together by some universal principle, which had an equal influence on all mankind" 4. "[t]here are only two things to learn in any language: the meaning of words and grammar" 5. "...besides the vast number of different figures that do really exist, in the coherent masses of matter, the stock that the mind has in its power, by varying the idea of space, and thereby making still new compositions, by repeating its own ideas, and joining them as it pleases, is perfectly inexhaustible. And so it can multiply figures in infinitum." 6. "When for example on hearing that the word ?K-I-N-G? signifies supreme power, I commit this to my memory and then subsequently recall the meaning by means of my memory, it must be intellectual memory that makes this possible For there is no relationship between the four letters (K-I-N-G), which would enable me to derive the meaning from the letters. It is intellectual memory that enables me to recall what the letters stand for" 7. "... knowledge of things is not to be derived from [language]. No; they mustbe studied and investigated in themselves" --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Thu Jul 16 13:12:18 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Jul 2009 09:12:18 -0400 Subject: Rationalism vs. Empiricism re Language Acquisition In-Reply-To: <20090716075845.zj2vsgmy8fesk888@my6.dal.ca> Message-ID: Christina--- I am not sure you are posing the question the right way. Here is what Chomsky has said to me: there are no completely empiricist theories because everyone has to assume some kind of innate structure for the reception of data. The question is only how much and how far it could be specifically for language. Recently Chomsky has emphasized the notion of interfaces which means that the relation is complex but specified. I enclose a recent paper of mine that distinguishes between interfaces and interactions that might be helpful. Tom Roeper On Thu, Jul 16, 2009 at 6:58 AM, Christina Behme wrote: > > Good day, > > as part of my dissertation I deal with the question if empiricist or > rationalist > theories of language acquisition are more plausible. In the literature I > consulted I found little agreement about what a 'rationalist' (also > ?nativist?) or 'empiricist' is. Further, it was claimed that language > acquisition researchers do not always agree on whether a particular > statement > is ?rationalist? or ?empiricist?. I was wondering if you could be so > kind and take a moment of your time to help me finding out whether or not > researchers who currently work in the field of language acquisition do > indeed > disagree on this issue. I have selected a few quotes and ask you if you > could > for each decide if it's from a rationalist or from an empiricist. This is > not a > 'test', I merely want to find out if there is indeed wide ranging > disagreement. > Thus, any answer you give is a correct answer (this also includes: > 'neither' or > 'I can't decide' or....). Second, could you please also indicate for each > quote > if you agree or disagree with it 'in principle'. If you disagree, can you > please briefly state why you disagree. > > If you want to respond please do not post your answer to the list but send > it > directly to me: christina.behme at dal.ca. You can also contact me at this > address > if you > have any questions. > > Thank you very much for your help > Christina Behme. > > Here are the quotes: > > 1. "...knowledge which can be acquired without any process of reasoning, > such > as languages... and in general any subject which rests on experience alone" > > 2. "... when we learn a language, we connect the letters or the > pronunciation > of certain words, which are material things, with their meaning, which are > thoughts, so that when we later hear the same words, we conceive the same > things, and when we conceive the same things, we remember the same words" > > 3. "Among different languages, even where we suspect the least connexion or > communication, it is found, that the words, expressive of ideas, the most > compounded, do yet nearly correspond to each other: a certain proof that > the > simple ideas, comprehended in the compound ones were bound together by some > universal principle, which had an equal influence on all mankind" > > 4. "[t]here are only two things to learn in any language: the meaning of > words > and grammar" > > 5. "...besides the vast number of different figures that do really exist, > in > the coherent masses of matter, the stock that the mind has in its power, by > varying the idea of space, and thereby making still new compositions, by > repeating its own ideas, and joining them as it pleases, is perfectly > inexhaustible. And so it can multiply figures in infinitum." > > 6. "When for example on hearing that the word ?K-I-N-G? signifies supreme > power, I commit this to my memory and then subsequently recall the meaning > by > means of my memory, it must be intellectual memory that makes this possible > For > there is no relationship between the four letters (K-I-N-G), which would > enable > me to derive the meaning from the letters. It is intellectual memory that > enables me to recall what the letters stand for" > > 7. "... knowledge of things is not to be derived from [language]. No; they > mustbe studied and investigated in themselves" > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: MIcroscopic MinimalismBU08.pdf Type: application/pdf Size: 2372337 bytes Desc: not available URL: From cdd24 at georgetown.edu Thu Jul 16 15:00:32 2009 From: cdd24 at georgetown.edu (Cristina D. Dye) Date: Thu, 16 Jul 2009 11:00:32 -0400 Subject: Rationalism vs. Empiricism re Language Acquisition In-Reply-To: <41e87b220907160612w554f0e2asa1803e49e9ba3771@mail.gmail.com> Message-ID: Hi Christina, An interesting discussion is found in the following book: CHILD LANGUAGE: ACQUISITION AND GROWTH. Barbara Lust. New York: Cambridge University Press, 2006. best regards, -- Cristina D. Dye, Ph.D. Department of Neuroscience Georgetown University Washington, DC 20057 tel.(202)-687-5661 fax (202)-687-6914 > > > On Thu, Jul 16, 2009 at 6:58 AM, Christina Behme > > wrote: > > > Good day, > > as part of my dissertation I deal with the question if empiricist > or rationalist > theories of language acquisition are more plausible. In the > literature I > consulted I found little agreement about what a 'rationalist' (also > ?nativist?) or 'empiricist' is. Further, it was claimed that language > acquisition researchers do not always agree on whether a > particular statement > is ?rationalist? or ?empiricist?. I was wondering if you could be so > kind and take a moment of your time to help me finding out whether > or not > researchers who currently work in the field of language > acquisition do indeed > disagree on this issue. I have selected a few quotes and ask you > if you could > for each decide if it's from a rationalist or from an empiricist. > This is not a > 'test', I merely want to find out if there is indeed wide ranging > disagreement. > Thus, any answer you give is a correct answer (this also includes: > 'neither' or > 'I can't decide' or....). Second, could you please also indicate > for each quote > if you agree or disagree with it 'in principle'. If you disagree, > can you > please briefly state why you disagree. > > If you want to respond please do not post your answer to the list > but send it > directly to me: christina.behme at dal.ca > . You can also contact me at this > address > if you > have any questions. > > Thank you very much for your help > Christina Behme. > > Here are the quotes: > > 1. "...knowledge which can be acquired without any process of > reasoning, such > as languages... and in general any subject which rests on > experience alone" > > 2. "... when we learn a language, we connect the letters or the > pronunciation > of certain words, which are material things, with their meaning, > which are > thoughts, so that when we later hear the same words, we conceive > the same > things, and when we conceive the same things, we remember the same > words" > > 3. "Among different languages, even where we suspect the least > connexion or > communication, it is found, that the words, expressive of ideas, > the most > compounded, do yet nearly correspond to each other: a certain > proof that the > simple ideas, comprehended in the compound ones were bound > together by some > universal principle, which had an equal influence on all mankind" > > 4. "[t]here are only two things to learn in any language: the > meaning of words > and grammar" > > 5. "...besides the vast number of different figures that do really > exist, in > the coherent masses of matter, the stock that the mind has in its > power, by > varying the idea of space, and thereby making still new > compositions, by > repeating its own ideas, and joining them as it pleases, is perfectly > inexhaustible. And so it can multiply figures in infinitum." > > 6. "When for example on hearing that the word ?K-I-N-G? signifies > supreme > power, I commit this to my memory and then subsequently recall the > meaning by > means of my memory, it must be intellectual memory that makes this > possible For > there is no relationship between the four letters (K-I-N-G), which > would enable > me to derive the meaning from the letters. It is intellectual > memory that > enables me to recall what the letters stand for" > > 7. "... knowledge of things is not to be derived from [language]. > No; they > mustbe studied and investigated in themselves" > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Jul 19 03:35:54 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Jul 2009 20:35:54 -0700 Subject: posting for Peter Gordon Message-ID: Dear Info-CHILDES, I usually try to avoid making posting for other people, but Peter seems to be having trouble posting, so I am herewith transmitting his message. -- Brian MacWhinney Christina, Rationalism and Nativism are often confused, but they are completely different claims. If we start with Empiricism, this is the doctrine that knowledge arises through experience with the world. Nativism, is literally the doctrine that some knowledge is there to begin with when we are born. Rationalism, on the other hand, is the doctrine that knowledge is not acquired through experience, but through rational thought involving the powers of reasoning and logic. The issues are perhaps made clearer in the case of mathematical understanding. An empiricist might claim that mathematical knowledge arises from experience with quantities in real world and so the idea of sets and cardinalities emerges in some way from that interaction. A nativist might claim that the basic ideas of mathematics are part of the genetic endowment and might only need to be triggered by relevant interactions with individual objects and collections. A rationalist, on the other hand, points out that understanding number and mathematics, cannot be fully explained by experience with the world, especially in the case of concepts that cannot be experienced, such as infinity and irrational numbers. The rationalist points out that knowledge of such concepts can only be derived through rational deductive analysis, not simply through experience. Likewise, they would deny that concepts of infinity are genetically given as well. So, there is actually nothing in the rationalist doctrine that requires knowledge to be present at birth, only that humans be possessed with some sort of mechanism for reasoning. But, as Tom points out, this is assumed in all theories. Jerry Fodor makes the interesting point that in some senses the behaviorsists and learning theorists were much more rationalist than the nativists. This is because they were very concerned with the problem of induciton of knowledge and how one arrives at complex knowledge through the elements of sensation. On the other hand, a purely nativist position requires no reasoning about knowledge since it is just put there by brute force and is present at birth. There is nothing to reason about. Of course these are stark contrasts that often simplify the actual positions of theorists in the field. But the confusion between nativism and rationalism should be avoided at all costs if one is to make any headway in really understanding the distinctions. Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 E-mail: pgordon at tc.edu Phone: 212 678-8162 (Office) 212 678-8169 (Lab) 212 678-8233 (Fax) Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 anne.warlaumont at gmail.com Sun Jul 19 23:35:45 2009 From: anne.warlaumont at gmail.com (Anne Warlaumont) Date: Sun, 19 Jul 2009 18:35:45 -0500 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: Dear Sarah, Sorry for the delay in reply. Recently, Rick Dale and Michael Spivey too are attempting to quantify the leading and following between speakers. Their approach uses cross-recurrence quantification analysis, which they consider a type of dynamical systems approach. It can be done on data taken from transcripts, such as words or grammatical constructions. If you're interested, you might consult the following paper: Dale, R. & Spivey, M.J. (2006). Unraveling the dyad: Using recurrence analysis to explore patterns of syntactic coordination between children and caregivers in conversation. Language Learning, 56, 391-430. http://cognaction.org/rick/pdfs/papers/dale_spivey_langlearn.pdf Best, Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt On Thu, Jul 9, 2009 at 3:52 PM, sara schmitt wrote: > > Dear Colleague, > > I am interested in using language transcripts to identify whether > mothers are redirecting or following their child's language/focus. Do > you have any suggestions on how to proceed with this or which papers > are relevant to this topic? > > Thank you, > Sara Schmitt > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.columbia.edu Mon Jul 20 13:02:52 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 20 Jul 2009 09:02:52 -0400 Subject: TESTING DO NOT RESPOND Message-ID: --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 AnjaMueller at em.uni-frankfurt.de Tue Jul 21 12:14:16 2009 From: AnjaMueller at em.uni-frankfurt.de (AnjaMueller at em.uni-frankfurt.de) Date: Tue, 21 Jul 2009 14:14:16 +0200 Subject: Job Announcement Message-ID: Job Announcement: Goethe-University Frankfurt, Germany 1-year Postdoc position Employer: Goethe-University Frankfurt Job Location: Frankfurt a.M., Germany Rank or Title: Postdoc position Linguistic Field(s): First and second language acquisition, German as second language Web Address: http://www.uni-frankfurt.de/fb/fb10/inst_psychling/DaZ/index.html Job Description: A 1-year Postdoc position is available at the Institute for Psycholinguistics and Didactics of German at the Goethe-University Frankfurt, Germany, starting at September 21, 2009. The position is full-time until March 30, 2010, and part-time (at least 50 %) from April 1, 2010 until September 30, 2010. The Postdoc will - teach two classes during the full-time contract, one class during the second contract - assist in supervising seminar papers and students? theses - assist in ongoing language acquisition research projects (first and second language acquisition) A PhD or MA in Linguistics or in a related field is required. Experience in experimental language acquisition research is desired. How to apply: Please send your CV and a statement of interest to Prof. Petra Schulz (P.Schulz at em.uni-frankfurt.de) Initial review of applications will continue until the position is filled. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 Fri Jul 24 20:14:59 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 24 Jul 2009 22:14:59 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Université Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l’Ecole de Médecine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de Médecine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris From aliyah.morgenstern at gmail.com Tue Jul 28 02:44:06 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 28 Jul 2009 04:44:06 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Université Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l’Ecole de Médecine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de Médecine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris From aliyah.morgenstern at gmail.com Tue Jul 28 02:44:52 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 28 Jul 2009 04:44:52 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Université Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l’Ecole de Médecine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de Médecine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris Aliyah MORGENSTERN http://anr-leonard.ens-lsh.fr/ From nratner at hesp.umd.edu Fri Jul 31 16:56:03 2009 From: nratner at hesp.umd.edu (Nan Ratner) Date: Fri, 31 Jul 2009 12:56:03 -0400 Subject: query about the pace of early child language development Message-ID: A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 nratner at hesp.umd.edu Fri Jul 31 17:03:57 2009 From: nratner at hesp.umd.edu (Nan Ratner) Date: Fri, 31 Jul 2009 13:03:57 -0400 Subject: query about the pace of early child language development - follow up In-Reply-To: <05905B5DE6604788B6F8B325F34A16FA@DC48F5B1> Message-ID: Actually, what is even more interesting is that this morning, as I got this e-mail inquiry, a student completing a thesis compared her current study of DSS in children to Lee's (1974) values: these more "current" children had values greatly in excess of Lee's normed values. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> "Philip Dale" 7/31/2009 1:00 PM >>> This is a fascinating question, especially in light of the research on the "Flynn effect" - the fact that IQ and other tests have to be renormed periodicaly because scores go up and the average would no longer be 100. And certainly language is a core piece of IQ. A good place to start would be the chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I had this volume at one time, but have lost it in the course of moving. She reports some figures about vocabulary size and length of utterance that could potentially be compared to current figures. Of course representativeness of samples wasn't as big a deal then as it is now. This would be an excellent research topic. Philip Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Nan Ratner Sent: Friday, July 31, 2009 10:56 AM To: info-childes at googlegroups.com Subject: query about the pace of early child language development A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 dalep at unm.edu Fri Jul 31 17:00:48 2009 From: dalep at unm.edu (Philip Dale) Date: Fri, 31 Jul 2009 11:00:48 -0600 Subject: query about the pace of early child language development In-Reply-To: <4A72E9E3.DA94.0009.0@hesp.umd.edu> Message-ID: This is a fascinating question, especially in light of the research on the "Flynn effect" - the fact that IQ and other tests have to be renormed periodicaly because scores go up and the average would no longer be 100. And certainly language is a core piece of IQ. A good place to start would be the chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I had this volume at one time, but have lost it in the course of moving. She reports some figures about vocabulary size and length of utterance that could potentially be compared to current figures. Of course representativeness of samples wasn't as big a deal then as it is now. This would be an excellent research topic. Philip Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Nan Ratner Sent: Friday, July 31, 2009 10:56 AM To: info-childes at googlegroups.com Subject: query about the pace of early child language development A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Fri Jul 31 22:12:50 2009 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Fri, 31 Jul 2009 23:12:50 +0100 Subject: query about the pace of early child language development - follow up In-Reply-To: <4A72EBBD.DA94.0009.0@hesp.umd.edu> Message-ID: I think this is an interesting question. I wonder whether you are thinking of any particular language, some languages or all languages world wide? In a number of European societies educators and clinicians have the view that children's language abilities are deteriorating. It is unclear on which systematic empirical evidence their view is based. It would probably be hard to find it. Many child language studies are based on small samples often biased in favour of children with more highly educated parents. Clearly, we would need large representative samples and data collection over a long period of time preferably using the same language assessment tools. One study in Germany by Hermann Schoeler compared children's results in language assessments at school entry 7 years apart. The samples were large and representative of the population. This is not a large time gap, of course. But the result is interesting. On the whole, he found no difference between the two samples, whereas the clinicians and educators who had done the testing reported that children's language had deteriorated as compared to 7 years before. (I'm not sure if it was exactly 7 years apart, but something like that). Regards, Gisela On Fri, Jul 31, 2009 at 6:03 PM, Nan Ratner wrote: > > Actually, what is even more interesting is that this morning, as I got this > e-mail inquiry, a student completing a thesis compared her current study of > DSS in children to Lee's (1974) values: these more "current" children had > values greatly in excess of Lee's normed values. > > Nan > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > >>> "Philip Dale" 7/31/2009 1:00 PM >>> > > This is a fascinating question, especially in light of the research on the > "Flynn effect" - the fact that IQ and other tests have to be renormed > periodicaly because scores go up and the average would no longer be 100. > And > certainly language is a core piece of IQ. A good place to start would be > the > chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I > had > this volume at one time, but have lost it in the course of moving. She > reports some figures about vocabulary size and length of utterance that > could potentially be compared to current figures. Of course > representativeness of samples wasn't as big a deal then as it is now. This > would be an excellent research topic. > > Philip Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of Nan Ratner > Sent: Friday, July 31, 2009 10:56 AM > To: info-childes at googlegroups.com > Subject: query about the pace of early child language development > > > A colleague of mine has asked a question that perhaps you can help me with. > He wonders if the rate of language development (e.g., ages at which major > milestones are achieved, or ages associated with values for measures such > as > MLU) has "sped up" over the years? Aside from trying to compare current > studies that report a value for something like MLU with early work by Brown > and colleagues, for example, has this question been addressed in any formal > way? > > best regards to all on the list, > > Nan > > > Nan Bernstein Ratner, Professor and Chairman Department of Hearing and > Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD > 20742 nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > > > > > > > > > > -- Prof Gisela Szagun PhD BSc Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Jul 31 22:23:52 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 31 Jul 2009 18:23:52 -0400 Subject: Automatic Syntactic Analysis in CLAN Message-ID: Dear Info-CHILDES, We have now added Kenji Sagae's MEGRASP program to CLAN. Earlier, this program was only available for Unix, but now it is a regular CLAN command. MEGRASP stands for maximum entropy grammatical relation analysis of syntactic patterns. Currently, MEGRASP only works for English and Spanish. It uses information on the CLAN %mor tier to automatically create a %xgra tier with labeled syntactic dependencies. GRASP, which is now described in Chapter 11 of the CLAN manual, identifies a set of 36 basic grammatical relations, along with 13 ellision relations. The website has pointers to additional published articles describing the creation and use of GRASP. Work on the Spanish system is still very much in progress. Susanne Miyata is currently working on creating a Japanese version of GRASP. Currently, there are no specialized systems for search and display of the %xgra tier, although certainly that would be a nice thing to have. Good luck with the use of MEGRASP and the labeled structures it produces. -- Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Fri Jul 31 22:29:57 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 31 Jul 2009 18:29:57 -0400 Subject: query about the pace of early child language development - follow up In-Reply-To: <632914580907311512u7ee671a3ga389dffd7f14f974@mail.gmail.com> Message-ID: Folks, Let me suggest an all-too-obvious explanation for this frequently reported pattern of a pseudo-decline. Somewhat pompously, we could refer to it as Linguistic Special Relativity. The first thing to note is that language is always changing. Second, this change is occurring more radically and quickly in children than in adults. Given this, the gap between adults and children continues to widen throughout the adult's lifetime. It is almost like a Doppler shift as the ambulance moves out into the distance. The net result of the continually increasing gap between the adult and the child would be the sensation in the adult (but not the child) that language is deteriorating in younger generations over time. --Brian MacWhinney On Jul 31, 2009, at 6:12 PM, Gisela Szagun wrote: > I think this is an interesting question. I wonder whether you are > thinking of any particular language, some languages or all languages > world wide? > > In a number of European societies educators and clinicians have the > view that children's language abilities are deteriorating. It is > unclear on which systematic empirical evidence their view is based. > It would probably be hard to find it. Many child language studies > are based on small samples often biased in favour of children with > more highly educated parents. Clearly, we would need large > representative samples and data collection over a long period of > time preferably using the same language assessment tools. One study > in Germany by Hermann Schoeler compared children's results in > language assessments at school entry 7 years apart. The samples were > large and representative of the population. This is not a large time > gap, of course. But the result is interesting. On the whole, he > found no difference between the two samples, whereas the clinicians > and educators who had done the testing reported that children's > language had deteriorated as compared to 7 years before. (I'm not > sure if it was exactly 7 years apart, but something like that). > > Regards, > Gisela > > > On Fri, Jul 31, 2009 at 6:03 PM, Nan Ratner > wrote: > > Actually, what is even more interesting is that this morning, as I > got this e-mail inquiry, a student completing a thesis compared her > current study of DSS in children to Lee's (1974) values: these more > "current" children had values greatly in excess of Lee's normed > values. > > Nan > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > >>> "Philip Dale" 7/31/2009 1:00 PM >>> > > This is a fascinating question, especially in light of the research > on the > "Flynn effect" - the fact that IQ and other tests have to be renormed > periodicaly because scores go up and the average would no longer be > 100. And > certainly language is a core piece of IQ. A good place to start > would be the > chapter by Dorothea McCarthy in the 1954 Handbook of Child > Psychology. I had > this volume at one time, but have lost it in the course of moving. She > reports some figures about vocabulary size and length of utterance > that > could potentially be compared to current figures. Of course > representativeness of samples wasn't as big a deal then as it is > now. This > would be an excellent research topic. > > Philip Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com > ] > On Behalf Of Nan Ratner > Sent: Friday, July 31, 2009 10:56 AM > To: info-childes at googlegroups.com > Subject: query about the pace of early child language development > > > A colleague of mine has asked a question that perhaps you can help > me with. > He wonders if the rate of language development (e.g., ages at which > major > milestones are achieved, or ages associated with values for measures > such as > MLU) has "sped up" over the years? Aside from trying to compare > current > studies that report a value for something like MLU with early work > by Brown > and colleagues, for example, has this question been addressed in any > formal > way? > > best regards to all on the list, > > Nan > > > Nan Bernstein Ratner, Professor and Chairman Department of Hearing and > Speech Sciences 0100 Lefrak Hall University of Maryland College > Park, MD > 20742 nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > > > > > > > > > > > > -- > Prof Gisela Szagun PhD BSc > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert > ist. Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed > to. Publication is prohibited. > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 aliyah.morgenstern at gmail.com Mon Jul 6 17:35:33 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 6 Jul 2009 19:35:33 +0200 Subject: CONF: LCM4 Message-ID: Call for abstracts Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ 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. 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. Currently confirmed plenary speakers: ? Associate Prof. Jukka Hy?n?, University of Turku ? Prof. Peggy Miller, University of Illinois at Champaign-Urbana ? Prof. Cornelia M?ller, Berlin Gesture Centre and Europa Universit?t Viadrina ? Prof. Bradd Shore, Emory University, Atlanta ? Prof. Dan Zahavi, Centre for Subjectivity Research, Copenhagen 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 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 ? Late registration (from 2nd March 2010 to 1st May 2010): 165 euros ? Reduced registration fee (see registration form): 125 euros ? The Finnish Evening 70 euros 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 aliyah.morgenstern at gmail.com Mon Jul 6 22:44:56 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 7 Jul 2009 00:44:56 +0200 Subject: LCM4 Conference Message-ID: Call for abstracts Language, Culture and Mind (LCM 4) http://web.abo.fi/fak/hf/fin/LCM4/ 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. 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. Currently confirmed plenary speakers: ? Associate Prof. Jukka Hy?n?, University of Turku ? Prof. Peggy Miller, University of Illinois at Champaign-Urbana ? Prof. Cornelia M?ller, Berlin Gesture Centre and Europa Universit?t Viadrina ? Prof. Bradd Shore, Emory University, Atlanta ? Prof. Dan Zahavi, Centre for Subjectivity Research, Copenhagen 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 ? Late registration (from 2nd March 2010 to 1st May 2010): 165 euros ? Reduced registration fee (see registration form): 125 euros ? The Finnish Evening 70 euros 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 http://anr-leonard.ens-lsh.fr/ --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 saschmitt at gmail.com Thu Jul 9 20:52:51 2009 From: saschmitt at gmail.com (sara schmitt) Date: Thu, 9 Jul 2009 13:52:51 -0700 Subject: Using language transcripts to identify maternal responsiveness Message-ID: Dear Colleague, I am interested in using language transcripts to identify whether mothers are redirecting or following their child's language/focus. Do you have any suggestions on how to proceed with this or which papers are relevant to this topic? Thank you, Sara Schmitt --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mv509 at york.ac.uk Thu Jul 9 21:04:47 2009 From: mv509 at york.ac.uk (marilyn vihman) Date: Thu, 9 Jul 2009 14:04:47 -0700 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: There were some interesting papers on just this topic in the early 80s, in JCh.Lg., by - I think - Linda Maldorado or McDonald...The name isn't quite right, and I think she changed names between the two studies anyway...We ran several analyses on our transcripts of 1- and 3-yr-old children at the Stanford Child Phonology Project at that time, using the coding scheme from those papers, but the data were lost at one point and we never published them. The gist of our findings was that the more directive mothers' children (at age 1) were less talkative (shorter turns at talk) at age 3...but (a) does this matter? and (b) the causal arrow might go the opposite way: Mothers of children who were quite talkative did not have to do much directing while we observers from Stanford made recordings every week... Anyway, Linda's coding scheme seemed great to us at the time (I am away from my home base at the moment and so can't go look up the journals on the shelf...) -marilyn On 9 Jul 2009, at 13:52, sara schmitt wrote: > > Dear Colleague, > > I am interested in using language transcripts to identify whether > mothers are redirecting or following their child's language/focus. Do > you have any suggestions on how to proceed with this or which papers > are relevant to this topic? > > Thank you, > Sara Schmitt > > 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 cbowen at ihug.com.au Thu Jul 9 21:41:44 2009 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 10 Jul 2009 07:41:44 +1000 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: <674BEF486AA5214591A0A06B3A03AF64039971@mail.rehab.ualberta.ca> Message-ID: Dear Sara, If you Google * Clezy + mother child interchange * you will find two or three old articles and a 1979 book that may be of interest. Best wishes, Caroline ? Caroline Bowen PhD CPSP Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e:?cbowen at ihug.com.au i: http://www.speech-language-therapy.com t: 61 2 4757 1136 f: 61 2 4757 1598 Bowen, C. (2009). Children's speech sound disorders. Oxford: Wiley-Blackwell. http://www.speech-language-therapy.com/cssd.html --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 saschmitt at gmail.com Thu Jul 9 21:50:26 2009 From: saschmitt at gmail.com (sara schmitt) Date: Thu, 9 Jul 2009 14:50:26 -0700 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: <003701ca00de$10828790$318796b0$@com.au> Message-ID: Thank you so much for your response! Best, Sara On Thu, Jul 9, 2009 at 2:41 PM, Caroline Bowen wrote: > > Dear Sara, > > If you Google * Clezy + mother child interchange * you will find two or > three old articles and a 1979 book that may be of interest. > > Best wishes, > Caroline > > Caroline Bowen PhD CPSP > Speech Language Pathologist > 9 Hillcrest Road > Wentworth Falls NSW 2782 > Australia > e: cbowen at ihug.com.au > i: http://www.speech-language-therapy.com > t: 61 2 4757 1136 > f: 61 2 4757 1598 > > Bowen, C. (2009). Children's speech sound disorders. Oxford: > Wiley-Blackwell. > http://www.speech-language-therapy.com/cssd.html > > > > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 phyllis.schneider at ualberta.ca Thu Jul 9 21:34:19 2009 From: phyllis.schneider at ualberta.ca (Schneider, Phyllis) Date: Thu, 9 Jul 2009 15:34:19 -0600 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: Crawley and Spiker had a coding system for adult-child interaction that distinguished directiveness, sensitivity and elaboration in mothers' language. Here are two references: Crawley, S.B., & Spiker, D. (1983). Mother-child interactions involving two-year-olds with Down syndrome: A look at individual differences. Child Development, 54, 1312-1323. Their coding system is also available as an ERIC report, #221978. Spiker, D. (1982). Early intervention for young children with Down syndrome: New directions in enhancing parent-child synchrony. In S.M. Pueschel and J.E. Rynders (Eds.), Down syndrom: Advances in biomedicine and the behavioral sciences (pp. 331-338). Cambridge, MA: Ware. --Phyllis Schneider ********************************************************************* Phyllis Schneider, PhD Professor Dept. of Speech Pathology and Audiology University of Alberta 2-70 Corbett Hall Edmonton, AB T6G 2G4 CANADA (780) 492-7474 Fax: (780) 492-9333 E-mail: phyllis.schneider at ualberta.ca http://www.uofaweb.ualberta.ca/rehabmed/schneider.cfm ********************************************************************* -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of sara schmitt Sent: Thursday, July 09, 2009 2:53 PM To: Info-CHILDES Subject: Using language transcripts to identify maternal responsiveness Dear Colleague, I am interested in using language transcripts to identify whether mothers are redirecting or following their child's language/focus. Do you have any suggestions on how to proceed with this or which papers are relevant to this topic? Thank you, Sara Schmitt --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From elenan at ualberta.ca Sun Jul 12 10:17:48 2009 From: elenan at ualberta.ca (Elena Nicoladis) Date: Sun, 12 Jul 2009 04:17:48 -0600 Subject: Postdoctoral Position in Gesture Research at University of Alberta Message-ID: Postdoctoral Position in Gesture Research at University of Alberta A postdoctoral position in gesture research is available in the Department of Psychology at the University of Alberta, working with Dr. Elena Nicoladis and Dr. Paula Marentette. This project is focused on understanding the role of timing in co-speech gesture. We encourage candidates interested in doing research on gesture in bilingual speakers, either children or adults. Familiarity with ELAN coding is highly desirable, but not required. Applications from candidates with research training in psycholinguistics, bilingualism, cognitive science, or developmental psychology will be particularly well suited for this position. Postdoctoral responsibilities will include contributing to our ongoing research program as well as taking the lead on research projects within that program. In addition, the person in this position will have the opportunity to work with the research programs of graduate and undergraduate students associated with the lab. The position, funded by the Social Sciences and Humanities Research Council of Canada, is available for one year, with the possibility of renewal for a second year. Interested applicants should send a letter describing their research interests and a curriculum vitae, and arrange to have three letters of recommendation sent to: Elena Nicoladis (elena.nicoladis at ualberta.ca). The position begins as early as January 1, 2010. Review of applications will begin immediately and continue until the position is filled. *************************************** Elena Nicoladis, PhD Department of Psychology University of Alberta P2-17 Biological Sciences Bdg. Edmonton AB T6G 2E9 CANADA "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In the end, the only sure criterion is to have fun." E. C. Tolman, 1959 *************************************** --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 snedeker at wjh.harvard.edu Mon Jul 13 15:30:11 2009 From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu) Date: Mon, 13 Jul 2009 08:30:11 -0700 Subject: Journal of Semantics: New Editorial Directions Message-ID: Hi folks, The Journal of Semantics is announcing a new editorial team and policy. The journal publishes work on all aspects of semantics, including (of course) acquisition. best, Jesse Snedeker ****************** Journal of Semantics: New Editorial Directions 1. Editors and Advisory Board As of July 1st, 2009, a new editorial team will be in charge of Journal of Semantics. Managing Editor Philippe Schlenker (Institut Jean-Nicod, Paris; New York University) Associate Editors Danny Fox (Massachusetts Institute of Technology) Zolt?n Gendler Szab? (Yale University) Manfred Krifka (Humboldt University Berlin; ZAS, Berlin) Rick Nouwen (Utrecht University) Robert van Rooij (University of Amsterdam) Yael Sharvit (University of Connecticut) Jesse Snedeker (Harvard University) Anna Szabolcsi (New York University) We are very grateful to the previous editorial team for its work, and we are honored that Bart Geurts, the former Managing Editor, has agreed to set up and head a new Advisory Board: Advisory Board Gennaro Chierchia (Harvard University) Bart Geurts (University of Nijmegen) Lila Gleitman (University of Pennsylvania) Irene Heim (Massachusetts Institute of Technology) Laurence R. Horn (Yale University) Beth Levin (Stanford University) Barbara Partee (University of Massachusetts, Amherst) Fran?ois Recanati (Institut Jean-Nicod, Paris) Roger Schwarzschild (Rutgers University) Arnim von Stechow (University of T?bingen) Thomas Ede Zimmermann (University of Frankfurt) The new Editorial Board appears at the end of this announcement. 2. Editorial Policy Scope Journal of Semantics aims to be the premier generalist journal in semantics. It covers all areas in the study of meaning, and particularly welcomes submissions using the best available methodologies in semantics, pragmatics, the syntax/semantics interface, cross-linguistic semantics, experimental studies of meaning (processing, acquisition, neurolinguistics), and semantically informed philosophy of language. Types of articles Journal of Semantics welcomes all types of research articles ? with the usual proviso that length must be justified by scientific value. Besides standard articles, the Journal will welcome ?squibs?, i.e. very short empirical or theoretical contributions that make a pointed argument. In exceptional circumstances, and upon the advice of the head of the Advisory Board, the Journal will publish ?featured articles?, i.e. pieces that we take to make extraordinary contributions to the field. Editorial decisions within 10 weeks Informed by past experience, the Journal has set itself the goal of making editorial decisions within 10 weeks of submission. Refereeing Articles can only be accepted upon the advice of anonymous referees, who are asked to uphold strict scientific standards. Authors may include their names on their manuscripts, but they need not do so. (To avoid conflicts of interest, any manuscript submitted by one of the Editors will be handled by the head of the Advisory Board, who will be responsible for selecting referees and making an editorial decision). Submissions All submissions are handled electronically. Manuscripts should be emailed to the Managing Editor [managing.editor.js at gmail.com], who will forward them to one of the Editors. The latter will be responsible for selecting referees and making an editorial decision. Receipt of a submission is systematically confirmed. 3. Editorial Board Maria Aloni, University of Amsterdam Pranav Anand, University of California, Santa Cruz Nicholas Asher, IRIT, Toulouse; University of Texas at Austin Chris Barker, New York University Sigrid Beck, University of T?bingen David Beaver, University of Texas at Austin Rajesh Bhatt, University of Massachusetts, Amherst Maria Bittner, Rutgers University Peter Bosch, University of Osnabr?ck Richard Breheny, University College London Daniel B?ring, University of California, Los Angeles Emmanuel Chemla, Institut Jean-Nicod, Paris; LSCP, Paris. Jill G. de Villiers, Smith College Paul Dekker, University of Amsterdam Josh Dever, University of Texas at Austin Regine Eckardt, University of G?ttingen Martina Faller, University of Manchester Delia Fara, Princeton University Kai von Fintel, Massachusetts Institute of Technology Lyn Frazier, University of Massachusetts, Amherst Jeroen Groenendijk, University of Amsterdam Elena Guerzoni, University of Southern California Martin Hackl, Pomona College Pauline Jacobson, Brown University Andrew Kehler, University of California, San Diego Chris Kennedy, University of Chicago Jeffrey C. King, Rutgers University Angelika Kratzer, University of Massachusetts, Amherst Peter Lasersohn, University of Illinois Jeffrey Lidz, University of Maryland John MacFarlane, University of California, Berkeley Lisa Matthewson, University of British Columbia Julien Musolino, Rutgers University Ira Noveck, L2C2, CNRS, Lyon Francis Jeffry Pelletier, University of Alberta Colin Phillips, University of Maryland Paul M. Pietroski, University of Maryland Christopher Potts, University of Massachusetts, Amherst Liina Pylkk?nen, New York University Gillian C. Ramchand, University of Tromsoe Maribel Romero, University of Konstanz Mats Rooth, Cornell University Uli Sauerland, ZAS, Berlin Barry Schein, University of Southern California Bernhard Schwarz, McGill University Benjamin Spector, Institut Jean-Nicod, Paris Robert Stalnaker, Massachusetts Institute of Technology Jason Stanley, Rutgers University Mark Steedman, University of Edinburgh Michael K. Tanenhaus, University of Rochester Jos van Berkum, Max Planck Institute for Psycholinguistics, Nijmegen Rob van der Sandt, University of Nijmegen Yoad Winter, Utrecht University Henk Zeevat, University of Amsterdam --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 unsworth.sharon at gmail.com Tue Jul 14 07:25:22 2009 From: unsworth.sharon at gmail.com (Sharon Unsworth) Date: Tue, 14 Jul 2009 00:25:22 -0700 Subject: Workshop on impact of internal and external factors in child second language acquisition Message-ID: This workshop is part of the 32nd Annual Meeting of the German Linguistics Society (DGfS 2010) at the Humboldt University, Berlin, from 23-26 February, 2010. It aims to bring together researchers conducting studies with second language (L2) children in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. Call for Papers We invite papers investigating the impact of internal and/or external factors on child L2 acquisition of morphology, syntax, and semantics using a variety of tasks including production, comprehension, and on- line processing. A considerable amount of research has investigated the impact of internal and external factors in adult second language (L2) acquisition including e.g., transfer effects from the L1 and effects of age of onset (internal) and the effects of instructed vs. naturalistic exposure (external) (White, 2003). Research on child L2 acquisition is relatively limited compared to adult L2 acquisition, but in the last five years a growing number of studies has started to investigate child L2 acquisition, both in comparison to adult L2 acquisition (e.g., Blom, Polisenska, & Weerman, 2006; Schwartz, 2003; Unsworth, 2005) and to children with Specific Language Impairment (SLI) (e.g., Paradis, 2005; 2008; Paradis & Crago, 2003). Most studies have focused on language production, (e.g., Thoma & Tracy 2006), with a limited number investigating comprehension (Grueter, 2005; Schulz & Wenzel 2008), and on-line processing (Marinis, 2007; 2008). This workshop aims to bring together researchers conducting studies with L2 children from different perspectives in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. The following research questions will be addressed: -- How do the properties of the L1 and the L2 interact in child L2 acquisition? -- Are transfer effects limited to production or do they also appear in comprehension and processing strategies? -- How does age of onset, years of exposure, quantity and quality of input affect child L2 acquisition and how do these factors interact with the age of the learners? -- Are child L2 acquisition of morphology, syntax, and semantics affected in the same way by these internal and external factors? -- Can individual variation in children be explained on the basis of external factors? This workshop is relevant for researchers working on L2 acquisition in typically-developing children and children with SLI. We hope it will provide a rich forum to address the impact of internal and external factors in L2 acquisition in a systematic way. Abstract submission guidelines: -- Abstracts are for 20-minute talks (plus 10 minutes for discussion). -- Abstracts should be one A4 page max. (Times New Roman, 12pt, single- spaced, one-inch-margins), including tables, figures and references. -- Abstracts must be in pdf format. -- Abstracts should contain the title of the talk, but not the authors. -- Abstracts should be submitted by e-mail. Names, affiliations and contact details of the authors and the title of the abstract should be included in the body of the e-mail. Abstracts should be in the attachment. Please send abstracts to dgfs2010 at childbilingualism.org. The subject line should include ''abstract submission''. Important Dates: Abstract submission deadline: September 6th, 2009. Notification of acceptance: October 15, 2009. Conference dates: February 23-26, 2009. The workshop organizers: Theodoros Marinis (t.marinis at reading.ac.uk) Sharon Unsworth (s.unsworth at uu.nl) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 t.marinis at reading.ac.uk Tue Jul 14 11:25:27 2009 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Tue, 14 Jul 2009 12:25:27 +0100 Subject: Call for Papers: Workshop on child L2 acquisition, DGfS 2010 meeting, Berlin Message-ID: Workshop on ?The impact of internal and external factors in child second language acquisition? at DGfS 2010, Berlin This workshop is part of the 32nd Annual Meeting of the German Linguistics Society (DGfS 2010) at the Humboldt University, Berlin, from 23-26 February, 2010. It aims to bring together researchers conducting studies with second language (L2) children in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. Call for Papers We invite papers investigating the impact of internal and/or external factors on child L2 acquisition of morphology, syntax, and semantics using a variety of tasks including production, comprehension, and on-line processing. A considerable amount of research has investigated the impact of internal and external factors in adult second language (L2) acquisition including e.g., transfer effects from the L1 and effects of age of onset (internal) and the effects of instructed vs. naturalistic exposure (external) (White, 2003). Research on child L2 acquisition is relatively limited compared to adult L2 acquisition, but in the last five years a growing number of studies has started to investigate child L2 acquisition, both in comparison to adult L2 acquisition (e.g., Blom, Polisenska, & Weerman, 2006; Schwartz, 2003; Unsworth, 2005) and to children with Specific Language Impairment (SLI) (e.g., Paradis, 2005; 2008; Paradis & Crago, 2003). Most studies have focused on language production, (e.g., Thoma & Tracy 2006), with a limited number investigating comprehension (Grueter, 2005; Schulz & Wenzel 2008), and on-line processing (Marinis, 2007; 2008). This workshop aims to bring together researchers conducting studies with L2 children from different perspectives in order to generate a discussion on the impact of internal and external factors in comprehension, production, and processing in child L2 acquisition. The following research questions will be addressed: ? How do the properties of the L1 and the L2 interact in child L2 acquisition? ? Are transfer effects limited to production or do they also appear in comprehension and processing strategies? ? How does age of onset, years of exposure, quantity and quality of input affect child L2 acquisition and how do these factors interact with the age of the learners? ? Are child L2 acquisition of morphology, syntax, and semantics affected in the same way by these internal and external factors? ? Can individual variation in children be explained on the basis of external factors? This workshop is relevant for researchers working on L2 acquisition in typically-developing children and children with SLI. We hope it will provide a rich forum to address the impact of internal and external factors in L2 acquisition in a systematic way. Abstract submission guidelines: ? Abstracts are for 20-minute talks (plus 10 minutes for discussion). ? Abstracts should be one A4 page max. (Times New Roman, 12pt, single-spaced, one-inch-margins), including tables, figures and references. ? Abstracts must be in pdf format. ? Abstracts should contain the title of the talk, but not the authors. ? Abstracts should be submitted by e-mail. Names, affiliations and contact details of the authors and the title of the abstract should be included in the body of the e-mail. Abstracts should be in the attachment. Please send abstracts to dgfs2010 at childbilingualism.org. The subject line should include ''abstract submission''. Important Dates: Abstract submission deadline: September 6th, 2009. Notification of acceptance: October 15, 2009. Conference dates: February 23-26, 2009. The workshop organizers: Theodoros Marinis (t.marinis at reading.ac.uk) Sharon Unsworth (s.unsworth at uu.nl) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: DGfS_2010_Child_L2_call.pdf Type: application/pdf Size: 46345 bytes Desc: not available URL: From christina.behme at DAL.CA Thu Jul 16 10:58:45 2009 From: christina.behme at DAL.CA (Christina Behme) Date: Thu, 16 Jul 2009 07:58:45 -0300 Subject: Rationalism vs. Empiricism re Language Acquisition Message-ID: Good day, as part of my dissertation I deal with the question if empiricist or rationalist theories of language acquisition are more plausible. In the literature I consulted I found little agreement about what a 'rationalist' (also ?nativist?) or 'empiricist' is. Further, it was claimed that language acquisition researchers do not always agree on whether a particular statement is ?rationalist? or ?empiricist?. I was wondering if you could be so kind and take a moment of your time to help me finding out whether or not researchers who currently work in the field of language acquisition do indeed disagree on this issue. I have selected a few quotes and ask you if you could for each decide if it's from a rationalist or from an empiricist. This is not a 'test', I merely want to find out if there is indeed wide ranging disagreement. Thus, any answer you give is a correct answer (this also includes: 'neither' or 'I can't decide' or....). Second, could you please also indicate for each quote if you agree or disagree with it 'in principle'. If you disagree, can you please briefly state why you disagree. If you want to respond please do not post your answer to the list but send it directly to me: christina.behme at dal.ca. You can also contact me at this address if you have any questions. Thank you very much for your help Christina Behme. Here are the quotes: 1. "...knowledge which can be acquired without any process of reasoning, such as languages... and in general any subject which rests on experience alone" 2. "... when we learn a language, we connect the letters or the pronunciation of certain words, which are material things, with their meaning, which are thoughts, so that when we later hear the same words, we conceive the same things, and when we conceive the same things, we remember the same words" 3. "Among different languages, even where we suspect the least connexion or communication, it is found, that the words, expressive of ideas, the most compounded, do yet nearly correspond to each other: a certain proof that the simple ideas, comprehended in the compound ones were bound together by some universal principle, which had an equal influence on all mankind" 4. "[t]here are only two things to learn in any language: the meaning of words and grammar" 5. "...besides the vast number of different figures that do really exist, in the coherent masses of matter, the stock that the mind has in its power, by varying the idea of space, and thereby making still new compositions, by repeating its own ideas, and joining them as it pleases, is perfectly inexhaustible. And so it can multiply figures in infinitum." 6. "When for example on hearing that the word ?K-I-N-G? signifies supreme power, I commit this to my memory and then subsequently recall the meaning by means of my memory, it must be intellectual memory that makes this possible For there is no relationship between the four letters (K-I-N-G), which would enable me to derive the meaning from the letters. It is intellectual memory that enables me to recall what the letters stand for" 7. "... knowledge of things is not to be derived from [language]. No; they mustbe studied and investigated in themselves" --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Thu Jul 16 13:12:18 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Jul 2009 09:12:18 -0400 Subject: Rationalism vs. Empiricism re Language Acquisition In-Reply-To: <20090716075845.zj2vsgmy8fesk888@my6.dal.ca> Message-ID: Christina--- I am not sure you are posing the question the right way. Here is what Chomsky has said to me: there are no completely empiricist theories because everyone has to assume some kind of innate structure for the reception of data. The question is only how much and how far it could be specifically for language. Recently Chomsky has emphasized the notion of interfaces which means that the relation is complex but specified. I enclose a recent paper of mine that distinguishes between interfaces and interactions that might be helpful. Tom Roeper On Thu, Jul 16, 2009 at 6:58 AM, Christina Behme wrote: > > Good day, > > as part of my dissertation I deal with the question if empiricist or > rationalist > theories of language acquisition are more plausible. In the literature I > consulted I found little agreement about what a 'rationalist' (also > ?nativist?) or 'empiricist' is. Further, it was claimed that language > acquisition researchers do not always agree on whether a particular > statement > is ?rationalist? or ?empiricist?. I was wondering if you could be so > kind and take a moment of your time to help me finding out whether or not > researchers who currently work in the field of language acquisition do > indeed > disagree on this issue. I have selected a few quotes and ask you if you > could > for each decide if it's from a rationalist or from an empiricist. This is > not a > 'test', I merely want to find out if there is indeed wide ranging > disagreement. > Thus, any answer you give is a correct answer (this also includes: > 'neither' or > 'I can't decide' or....). Second, could you please also indicate for each > quote > if you agree or disagree with it 'in principle'. If you disagree, can you > please briefly state why you disagree. > > If you want to respond please do not post your answer to the list but send > it > directly to me: christina.behme at dal.ca. You can also contact me at this > address > if you > have any questions. > > Thank you very much for your help > Christina Behme. > > Here are the quotes: > > 1. "...knowledge which can be acquired without any process of reasoning, > such > as languages... and in general any subject which rests on experience alone" > > 2. "... when we learn a language, we connect the letters or the > pronunciation > of certain words, which are material things, with their meaning, which are > thoughts, so that when we later hear the same words, we conceive the same > things, and when we conceive the same things, we remember the same words" > > 3. "Among different languages, even where we suspect the least connexion or > communication, it is found, that the words, expressive of ideas, the most > compounded, do yet nearly correspond to each other: a certain proof that > the > simple ideas, comprehended in the compound ones were bound together by some > universal principle, which had an equal influence on all mankind" > > 4. "[t]here are only two things to learn in any language: the meaning of > words > and grammar" > > 5. "...besides the vast number of different figures that do really exist, > in > the coherent masses of matter, the stock that the mind has in its power, by > varying the idea of space, and thereby making still new compositions, by > repeating its own ideas, and joining them as it pleases, is perfectly > inexhaustible. And so it can multiply figures in infinitum." > > 6. "When for example on hearing that the word ?K-I-N-G? signifies supreme > power, I commit this to my memory and then subsequently recall the meaning > by > means of my memory, it must be intellectual memory that makes this possible > For > there is no relationship between the four letters (K-I-N-G), which would > enable > me to derive the meaning from the letters. It is intellectual memory that > enables me to recall what the letters stand for" > > 7. "... knowledge of things is not to be derived from [language]. No; they > mustbe studied and investigated in themselves" > > > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: MIcroscopic MinimalismBU08.pdf Type: application/pdf Size: 2372337 bytes Desc: not available URL: From cdd24 at georgetown.edu Thu Jul 16 15:00:32 2009 From: cdd24 at georgetown.edu (Cristina D. Dye) Date: Thu, 16 Jul 2009 11:00:32 -0400 Subject: Rationalism vs. Empiricism re Language Acquisition In-Reply-To: <41e87b220907160612w554f0e2asa1803e49e9ba3771@mail.gmail.com> Message-ID: Hi Christina, An interesting discussion is found in the following book: CHILD LANGUAGE: ACQUISITION AND GROWTH. Barbara Lust. New York: Cambridge University Press, 2006. best regards, -- Cristina D. Dye, Ph.D. Department of Neuroscience Georgetown University Washington, DC 20057 tel.(202)-687-5661 fax (202)-687-6914 > > > On Thu, Jul 16, 2009 at 6:58 AM, Christina Behme > > wrote: > > > Good day, > > as part of my dissertation I deal with the question if empiricist > or rationalist > theories of language acquisition are more plausible. In the > literature I > consulted I found little agreement about what a 'rationalist' (also > ?nativist?) or 'empiricist' is. Further, it was claimed that language > acquisition researchers do not always agree on whether a > particular statement > is ?rationalist? or ?empiricist?. I was wondering if you could be so > kind and take a moment of your time to help me finding out whether > or not > researchers who currently work in the field of language > acquisition do indeed > disagree on this issue. I have selected a few quotes and ask you > if you could > for each decide if it's from a rationalist or from an empiricist. > This is not a > 'test', I merely want to find out if there is indeed wide ranging > disagreement. > Thus, any answer you give is a correct answer (this also includes: > 'neither' or > 'I can't decide' or....). Second, could you please also indicate > for each quote > if you agree or disagree with it 'in principle'. If you disagree, > can you > please briefly state why you disagree. > > If you want to respond please do not post your answer to the list > but send it > directly to me: christina.behme at dal.ca > . You can also contact me at this > address > if you > have any questions. > > Thank you very much for your help > Christina Behme. > > Here are the quotes: > > 1. "...knowledge which can be acquired without any process of > reasoning, such > as languages... and in general any subject which rests on > experience alone" > > 2. "... when we learn a language, we connect the letters or the > pronunciation > of certain words, which are material things, with their meaning, > which are > thoughts, so that when we later hear the same words, we conceive > the same > things, and when we conceive the same things, we remember the same > words" > > 3. "Among different languages, even where we suspect the least > connexion or > communication, it is found, that the words, expressive of ideas, > the most > compounded, do yet nearly correspond to each other: a certain > proof that the > simple ideas, comprehended in the compound ones were bound > together by some > universal principle, which had an equal influence on all mankind" > > 4. "[t]here are only two things to learn in any language: the > meaning of words > and grammar" > > 5. "...besides the vast number of different figures that do really > exist, in > the coherent masses of matter, the stock that the mind has in its > power, by > varying the idea of space, and thereby making still new > compositions, by > repeating its own ideas, and joining them as it pleases, is perfectly > inexhaustible. And so it can multiply figures in infinitum." > > 6. "When for example on hearing that the word ?K-I-N-G? signifies > supreme > power, I commit this to my memory and then subsequently recall the > meaning by > means of my memory, it must be intellectual memory that makes this > possible For > there is no relationship between the four letters (K-I-N-G), which > would enable > me to derive the meaning from the letters. It is intellectual > memory that > enables me to recall what the letters stand for" > > 7. "... knowledge of things is not to be derived from [language]. > No; they > mustbe studied and investigated in themselves" > > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Jul 19 03:35:54 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Jul 2009 20:35:54 -0700 Subject: posting for Peter Gordon Message-ID: Dear Info-CHILDES, I usually try to avoid making posting for other people, but Peter seems to be having trouble posting, so I am herewith transmitting his message. -- Brian MacWhinney Christina, Rationalism and Nativism are often confused, but they are completely different claims. If we start with Empiricism, this is the doctrine that knowledge arises through experience with the world. Nativism, is literally the doctrine that some knowledge is there to begin with when we are born. Rationalism, on the other hand, is the doctrine that knowledge is not acquired through experience, but through rational thought involving the powers of reasoning and logic. The issues are perhaps made clearer in the case of mathematical understanding. An empiricist might claim that mathematical knowledge arises from experience with quantities in real world and so the idea of sets and cardinalities emerges in some way from that interaction. A nativist might claim that the basic ideas of mathematics are part of the genetic endowment and might only need to be triggered by relevant interactions with individual objects and collections. A rationalist, on the other hand, points out that understanding number and mathematics, cannot be fully explained by experience with the world, especially in the case of concepts that cannot be experienced, such as infinity and irrational numbers. The rationalist points out that knowledge of such concepts can only be derived through rational deductive analysis, not simply through experience. Likewise, they would deny that concepts of infinity are genetically given as well. So, there is actually nothing in the rationalist doctrine that requires knowledge to be present at birth, only that humans be possessed with some sort of mechanism for reasoning. But, as Tom points out, this is assumed in all theories. Jerry Fodor makes the interesting point that in some senses the behaviorsists and learning theorists were much more rationalist than the nativists. This is because they were very concerned with the problem of induciton of knowledge and how one arrives at complex knowledge through the elements of sensation. On the other hand, a purely nativist position requires no reasoning about knowledge since it is just put there by brute force and is present at birth. There is nothing to reason about. Of course these are stark contrasts that often simplify the actual positions of theorists in the field. But the confusion between nativism and rationalism should be avoided at all costs if one is to make any headway in really understanding the distinctions. Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 E-mail: pgordon at tc.edu Phone: 212 678-8162 (Office) 212 678-8169 (Lab) 212 678-8233 (Fax) Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 anne.warlaumont at gmail.com Sun Jul 19 23:35:45 2009 From: anne.warlaumont at gmail.com (Anne Warlaumont) Date: Sun, 19 Jul 2009 18:35:45 -0500 Subject: Using language transcripts to identify maternal responsiveness In-Reply-To: Message-ID: Dear Sarah, Sorry for the delay in reply. Recently, Rick Dale and Michael Spivey too are attempting to quantify the leading and following between speakers. Their approach uses cross-recurrence quantification analysis, which they consider a type of dynamical systems approach. It can be done on data taken from transcripts, such as words or grammatical constructions. If you're interested, you might consult the following paper: Dale, R. & Spivey, M.J. (2006). Unraveling the dyad: Using recurrence analysis to explore patterns of syntactic coordination between children and caregivers in conversation. Language Learning, 56, 391-430. http://cognaction.org/rick/pdfs/papers/dale_spivey_langlearn.pdf Best, Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt On Thu, Jul 9, 2009 at 3:52 PM, sara schmitt wrote: > > Dear Colleague, > > I am interested in using language transcripts to identify whether > mothers are redirecting or following their child's language/focus. Do > you have any suggestions on how to proceed with this or which papers > are relevant to this topic? > > Thank you, > Sara Schmitt > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.columbia.edu Mon Jul 20 13:02:52 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 20 Jul 2009 09:02:52 -0400 Subject: TESTING DO NOT RESPOND Message-ID: --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 AnjaMueller at em.uni-frankfurt.de Tue Jul 21 12:14:16 2009 From: AnjaMueller at em.uni-frankfurt.de (AnjaMueller at em.uni-frankfurt.de) Date: Tue, 21 Jul 2009 14:14:16 +0200 Subject: Job Announcement Message-ID: Job Announcement: Goethe-University Frankfurt, Germany 1-year Postdoc position Employer: Goethe-University Frankfurt Job Location: Frankfurt a.M., Germany Rank or Title: Postdoc position Linguistic Field(s): First and second language acquisition, German as second language Web Address: http://www.uni-frankfurt.de/fb/fb10/inst_psychling/DaZ/index.html Job Description: A 1-year Postdoc position is available at the Institute for Psycholinguistics and Didactics of German at the Goethe-University Frankfurt, Germany, starting at September 21, 2009. The position is full-time until March 30, 2010, and part-time (at least 50 %) from April 1, 2010 until September 30, 2010. The Postdoc will - teach two classes during the full-time contract, one class during the second contract - assist in supervising seminar papers and students? theses - assist in ongoing language acquisition research projects (first and second language acquisition) A PhD or MA in Linguistics or in a related field is required. Experience in experimental language acquisition research is desired. How to apply: Please send your CV and a statement of interest to Prof. Petra Schulz (P.Schulz at em.uni-frankfurt.de) Initial review of applications will continue until the position is filled. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 Fri Jul 24 20:14:59 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 24 Jul 2009 22:14:59 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Universit? Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l?Ecole de M?decine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de M?decine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris From aliyah.morgenstern at gmail.com Tue Jul 28 02:44:06 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 28 Jul 2009 04:44:06 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Universit? Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l?Ecole de M?decine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de M?decine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris From aliyah.morgenstern at gmail.com Tue Jul 28 02:44:52 2009 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 28 Jul 2009 04:44:52 +0200 Subject: PhD position in Paris - URGENT Message-ID: Dear Info-childes, A three year PhD position in language acquisition is available at the University Sorbonne Nouvelle - Paris 3. The candidates must apply before September 15th and submit a project for the following program: From gesture to word: pointing gestures and verbal reference in typical and SLI children (in English and French). Name and number of the Ecole Doctorale: ED 384 Name and label of the research team: PRISMES Location: Universit? Sorbonne Nouvelle-Paris 3. Institut du Monde anglophone ; 5 rue de l?Ecole de M?decine. 75006 Paris. Supervisor: Aliyah Morgenstern Email address: Aliyah.Morgenstern at gmail.com http://anr-leonard.ens-lsh.fr/ The project can be on part of that "research program" (described in the attached word document). Candidates must submit - a 2 page CV - a 5 page project - a "motivation" letter (hand-written) - one or two references - the last diploma (which must be the equivalent of a French master 2 degree). An electronic version must be submitted to the following address didier.mocq at univ-paris3.fr A paper version must be sent to Didier Mocq EDEAGE - Institut de Monde anglophone 5 rue de l'Ecole de M?decine 75006 Paris - FRANCE More information (in French) on the procedure http://www.univ-paris3.fr/32240419/0/fiche___pagelibre/&RH=1244628425463&RF=1248432724586 The candidates who are selected will be auditioned around September 21st but we will try to do it through video-conference when the candidates are far away. Anyone interested should write to aliyah.morgenstern at gmail.com as soon as possible. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: PhD project.doc Type: application/msword Size: 44544 bytes Desc: not available URL: -------------- next part -------------- Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris Aliyah MORGENSTERN http://anr-leonard.ens-lsh.fr/ From nratner at hesp.umd.edu Fri Jul 31 16:56:03 2009 From: nratner at hesp.umd.edu (Nan Ratner) Date: Fri, 31 Jul 2009 12:56:03 -0400 Subject: query about the pace of early child language development Message-ID: A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 nratner at hesp.umd.edu Fri Jul 31 17:03:57 2009 From: nratner at hesp.umd.edu (Nan Ratner) Date: Fri, 31 Jul 2009 13:03:57 -0400 Subject: query about the pace of early child language development - follow up In-Reply-To: <05905B5DE6604788B6F8B325F34A16FA@DC48F5B1> Message-ID: Actually, what is even more interesting is that this morning, as I got this e-mail inquiry, a student completing a thesis compared her current study of DSS in children to Lee's (1974) values: these more "current" children had values greatly in excess of Lee's normed values. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> "Philip Dale" 7/31/2009 1:00 PM >>> This is a fascinating question, especially in light of the research on the "Flynn effect" - the fact that IQ and other tests have to be renormed periodicaly because scores go up and the average would no longer be 100. And certainly language is a core piece of IQ. A good place to start would be the chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I had this volume at one time, but have lost it in the course of moving. She reports some figures about vocabulary size and length of utterance that could potentially be compared to current figures. Of course representativeness of samples wasn't as big a deal then as it is now. This would be an excellent research topic. Philip Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Nan Ratner Sent: Friday, July 31, 2009 10:56 AM To: info-childes at googlegroups.com Subject: query about the pace of early child language development A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 dalep at unm.edu Fri Jul 31 17:00:48 2009 From: dalep at unm.edu (Philip Dale) Date: Fri, 31 Jul 2009 11:00:48 -0600 Subject: query about the pace of early child language development In-Reply-To: <4A72E9E3.DA94.0009.0@hesp.umd.edu> Message-ID: This is a fascinating question, especially in light of the research on the "Flynn effect" - the fact that IQ and other tests have to be renormed periodicaly because scores go up and the average would no longer be 100. And certainly language is a core piece of IQ. A good place to start would be the chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I had this volume at one time, but have lost it in the course of moving. She reports some figures about vocabulary size and length of utterance that could potentially be compared to current figures. Of course representativeness of samples wasn't as big a deal then as it is now. This would be an excellent research topic. Philip Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Nan Ratner Sent: Friday, July 31, 2009 10:56 AM To: info-childes at googlegroups.com Subject: query about the pace of early child language development A colleague of mine has asked a question that perhaps you can help me with. He wonders if the rate of language development (e.g., ages at which major milestones are achieved, or ages associated with values for measures such as MLU) has "sped up" over the years? Aside from trying to compare current studies that report a value for something like MLU with early work by Brown and colleagues, for example, has this question been addressed in any formal way? best regards to all on the list, Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Fri Jul 31 22:12:50 2009 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Fri, 31 Jul 2009 23:12:50 +0100 Subject: query about the pace of early child language development - follow up In-Reply-To: <4A72EBBD.DA94.0009.0@hesp.umd.edu> Message-ID: I think this is an interesting question. I wonder whether you are thinking of any particular language, some languages or all languages world wide? In a number of European societies educators and clinicians have the view that children's language abilities are deteriorating. It is unclear on which systematic empirical evidence their view is based. It would probably be hard to find it. Many child language studies are based on small samples often biased in favour of children with more highly educated parents. Clearly, we would need large representative samples and data collection over a long period of time preferably using the same language assessment tools. One study in Germany by Hermann Schoeler compared children's results in language assessments at school entry 7 years apart. The samples were large and representative of the population. This is not a large time gap, of course. But the result is interesting. On the whole, he found no difference between the two samples, whereas the clinicians and educators who had done the testing reported that children's language had deteriorated as compared to 7 years before. (I'm not sure if it was exactly 7 years apart, but something like that). Regards, Gisela On Fri, Jul 31, 2009 at 6:03 PM, Nan Ratner wrote: > > Actually, what is even more interesting is that this morning, as I got this > e-mail inquiry, a student completing a thesis compared her current study of > DSS in children to Lee's (1974) values: these more "current" children had > values greatly in excess of Lee's normed values. > > Nan > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > >>> "Philip Dale" 7/31/2009 1:00 PM >>> > > This is a fascinating question, especially in light of the research on the > "Flynn effect" - the fact that IQ and other tests have to be renormed > periodicaly because scores go up and the average would no longer be 100. > And > certainly language is a core piece of IQ. A good place to start would be > the > chapter by Dorothea McCarthy in the 1954 Handbook of Child Psychology. I > had > this volume at one time, but have lost it in the course of moving. She > reports some figures about vocabulary size and length of utterance that > could potentially be compared to current figures. Of course > representativeness of samples wasn't as big a deal then as it is now. This > would be an excellent research topic. > > Philip Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of Nan Ratner > Sent: Friday, July 31, 2009 10:56 AM > To: info-childes at googlegroups.com > Subject: query about the pace of early child language development > > > A colleague of mine has asked a question that perhaps you can help me with. > He wonders if the rate of language development (e.g., ages at which major > milestones are achieved, or ages associated with values for measures such > as > MLU) has "sped up" over the years? Aside from trying to compare current > studies that report a value for something like MLU with early work by Brown > and colleagues, for example, has this question been addressed in any formal > way? > > best regards to all on the list, > > Nan > > > Nan Bernstein Ratner, Professor and Chairman Department of Hearing and > Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD > 20742 nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > > > > > > > > > > -- Prof Gisela Szagun PhD BSc Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Jul 31 22:23:52 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 31 Jul 2009 18:23:52 -0400 Subject: Automatic Syntactic Analysis in CLAN Message-ID: Dear Info-CHILDES, We have now added Kenji Sagae's MEGRASP program to CLAN. Earlier, this program was only available for Unix, but now it is a regular CLAN command. MEGRASP stands for maximum entropy grammatical relation analysis of syntactic patterns. Currently, MEGRASP only works for English and Spanish. It uses information on the CLAN %mor tier to automatically create a %xgra tier with labeled syntactic dependencies. GRASP, which is now described in Chapter 11 of the CLAN manual, identifies a set of 36 basic grammatical relations, along with 13 ellision relations. The website has pointers to additional published articles describing the creation and use of GRASP. Work on the Spanish system is still very much in progress. Susanne Miyata is currently working on creating a Japanese version of GRASP. Currently, there are no specialized systems for search and display of the %xgra tier, although certainly that would be a nice thing to have. Good luck with the use of MEGRASP and the labeled structures it produces. -- Brian MacWhinney --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Fri Jul 31 22:29:57 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 31 Jul 2009 18:29:57 -0400 Subject: query about the pace of early child language development - follow up In-Reply-To: <632914580907311512u7ee671a3ga389dffd7f14f974@mail.gmail.com> Message-ID: Folks, Let me suggest an all-too-obvious explanation for this frequently reported pattern of a pseudo-decline. Somewhat pompously, we could refer to it as Linguistic Special Relativity. The first thing to note is that language is always changing. Second, this change is occurring more radically and quickly in children than in adults. Given this, the gap between adults and children continues to widen throughout the adult's lifetime. It is almost like a Doppler shift as the ambulance moves out into the distance. The net result of the continually increasing gap between the adult and the child would be the sensation in the adult (but not the child) that language is deteriorating in younger generations over time. --Brian MacWhinney On Jul 31, 2009, at 6:12 PM, Gisela Szagun wrote: > I think this is an interesting question. I wonder whether you are > thinking of any particular language, some languages or all languages > world wide? > > In a number of European societies educators and clinicians have the > view that children's language abilities are deteriorating. It is > unclear on which systematic empirical evidence their view is based. > It would probably be hard to find it. Many child language studies > are based on small samples often biased in favour of children with > more highly educated parents. Clearly, we would need large > representative samples and data collection over a long period of > time preferably using the same language assessment tools. One study > in Germany by Hermann Schoeler compared children's results in > language assessments at school entry 7 years apart. The samples were > large and representative of the population. This is not a large time > gap, of course. But the result is interesting. On the whole, he > found no difference between the two samples, whereas the clinicians > and educators who had done the testing reported that children's > language had deteriorated as compared to 7 years before. (I'm not > sure if it was exactly 7 years apart, but something like that). > > Regards, > Gisela > > > On Fri, Jul 31, 2009 at 6:03 PM, Nan Ratner > wrote: > > Actually, what is even more interesting is that this morning, as I > got this e-mail inquiry, a student completing a thesis compared her > current study of DSS in children to Lee's (1974) values: these more > "current" children had values greatly in excess of Lee's normed > values. > > Nan > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > >>> "Philip Dale" 7/31/2009 1:00 PM >>> > > This is a fascinating question, especially in light of the research > on the > "Flynn effect" - the fact that IQ and other tests have to be renormed > periodicaly because scores go up and the average would no longer be > 100. And > certainly language is a core piece of IQ. A good place to start > would be the > chapter by Dorothea McCarthy in the 1954 Handbook of Child > Psychology. I had > this volume at one time, but have lost it in the course of moving. She > reports some figures about vocabulary size and length of utterance > that > could potentially be compared to current figures. Of course > representativeness of samples wasn't as big a deal then as it is > now. This > would be an excellent research topic. > > Philip Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com > ] > On Behalf Of Nan Ratner > Sent: Friday, July 31, 2009 10:56 AM > To: info-childes at googlegroups.com > Subject: query about the pace of early child language development > > > A colleague of mine has asked a question that perhaps you can help > me with. > He wonders if the rate of language development (e.g., ages at which > major > milestones are achieved, or ages associated with values for measures > such as > MLU) has "sped up" over the years? Aside from trying to compare > current > studies that report a value for something like MLU with early work > by Brown > and colleagues, for example, has this question been addressed in any > formal > way? > > best regards to all on the list, > > Nan > > > Nan Bernstein Ratner, Professor and Chairman Department of Hearing and > Speech Sciences 0100 Lefrak Hall University of Maryland College > Park, MD > 20742 nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > > > > > > > > > > > > > -- > Prof Gisela Szagun PhD BSc > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert > ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed > to. Publication is prohibited. > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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: