From htagerf at bu.edu Thu Oct 1 12:54:07 2009 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Thu, 1 Oct 2009 08:54:07 -0400 Subject: Faculty Position Message-ID: Developmental Psychologist: The Department of Psychology at Boston University announces a tenure tack opening at the assistant professor level for appointment in Fall 2010, pending final budgetary approval. Applicants with interests in the broad area of social-cognitive development whose research examines the intersection of cognitive development with other aspects of development (e.g., social, moral, affective) and/or the contexts of development (e.g., parenting, culture, poverty) are encouraged to apply. We are especially interested in applicants whose research uses longitudinal or other multivariate methods. We are open to both behavioral and neuroscience methods of study. Strong candidates will show evidence of ability to sustain an original and independent program of research that is externally supported. Responsibilities will include undergraduate and graduate teaching and supervising doctoral students. Applicants should submit vita, reprints/preprints, a statement of research and teaching interests, and three letters of recommendation. Materials may be sent electronically to: jemccann at bu.edu - use the Subject Heading: Developmental Position. Alternatively, send applications to: Helen Tager-Flusberg, Ph.D., Chair, Developmental Search Committee, Department of Psychology, Boston University, 64 Cummington St. Boston, MA. 02215. Review of applications will begin immediately, and the deadline for submissions is November 15, 2009. Boston University is an Affirmative Action/Equal Opportunity Employer. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From diane-beals at utulsa.edu Mon Oct 5 14:13:10 2009 From: diane-beals at utulsa.edu (Diane Beals) Date: Mon, 5 Oct 2009 09:13:10 -0500 Subject: Job listing for Assistant Professor of Education Message-ID: ASSISTANT PROFESSOR OF EDUCATION The University of Tulsa invites applications for a tenure-track Assistant Professor of Education, commencing August 2010. Our dual mission is to expand the knowledge base in education and prepare students to be effective teachers and public intellectuals. We seek a scholar with a Ph.D. or Ed.D. (all requirements completed by August 1, 2010), an active research agenda and teaching experience in K-12 schools. Area of research is open, but the successful candidate will be able to teach courses in some of the following areas: reading, teaching exceptional children, social studies methods, or children¹s literature. Responsibilities include pursuing an agenda of scholarship and research, teaching courses in teacher education undergraduate and graduate programs, supervising student-teachers and/or coordinating field placements. Research interest in urban education is desirable given our school's location and ties to local schools. Review of applications begins November 1, 2009, and continues until the position is filled. Send hard copies: (1) letter of application specifically addressing qualifications and research experience, (2) curriculum vitae, (3) three letters of reference, and (4) two samples of scholarly writing to: D. Thomas Benediktson Interim Director School of Education The University of Tulsa 800 South Tucker Drive Tulsa, OK 74104-3189 The University of Tulsa is an equal opportunity/affirmative action employer. -- Diane E. Beals, Ed.D. Associate Professor School of Education University of Tulsa 800 S. Tucker Dr. Tulsa, OK 74104 diane-beals at utulsa.edu 918-631-2045 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gpmorgan12 at gmail.com Wed Oct 7 15:22:41 2009 From: gpmorgan12 at gmail.com (Gareth) Date: Wed, 7 Oct 2009 08:22:41 -0700 Subject: English syllable list Message-ID: Is anyone aware of or have a list of all or most of the legal syllables in English? I am doing some work with nonwords and if I had such a list it would make things a lot easier. Any help is appreciated. Thanks. Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 France.Weill at touro.edu Wed Oct 7 21:34:31 2009 From: France.Weill at touro.edu (France Weill) Date: Wed, 7 Oct 2009 17:34:31 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth; I don't have such a list, but if you have an existing list, you can run it by the "phonotactic probability calculator" (Vitevitch & Luce, 2004), that will compute the likelihood of them existing in English. The instrument is very "user friendly"! Good luck France France Weill, CCC-SLP Associate Professor Touro College Graduate Program in Speech Pathology 1610 East 19 Street Brooklyn, NY 11229 718-787 1602 ext 206 france.weill at touro.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Gareth [gpmorgan12 at gmail.com] Sent: Wednesday, October 07, 2009 11:22 AM To: Info-CHILDES Subject: English syllable list Is anyone aware of or have a list of all or most of the legal syllables in English? I am doing some work with nonwords and if I had such a list it would make things a lot easier. Any help is appreciated. Thanks. Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 Helene.Deacon at Dal.Ca Wed Oct 7 22:05:16 2009 From: Helene.Deacon at Dal.Ca (Helene Deacon) Date: Wed, 7 Oct 2009 19:05:16 -0300 Subject: English syllable list In-Reply-To: <8B71FBA3E9DA7045BB1DBC0D7DBA91220AA0295B0C@mailbox1.admin.touro.edu> Message-ID: You could also use Ziegler et al (1997 or 96?) to get English rime units and then rotate first phonemes in. Good luck! Helene Deacon Associate Professor Department of Psychology Dalhousie University Quoting France Weill : > > Hi Gareth; > > I don't have such a list, but if you have an existing list, you can > run it by the "phonotactic probability calculator" (Vitevitch & Luce, > 2004), that will compute the likelihood of them existing in English. > The instrument is very "user friendly"! > > Good luck > > France > > France Weill, CCC-SLP > Associate Professor > Touro College > Graduate Program in Speech Pathology > 1610 East 19 Street > Brooklyn, NY 11229 > 718-787 1602 ext 206 > france.weill at touro.edu > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] > On Behalf Of Gareth [gpmorgan12 at gmail.com] > Sent: Wednesday, October 07, 2009 11:22 AM > To: Info-CHILDES > Subject: English syllable list > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From limber at comcast.net Wed Oct 7 23:30:34 2009 From: limber at comcast.net (john limber) Date: Wed, 7 Oct 2009 19:30:34 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth-- this is a tricky issue as you probably know. There was a lot of effort expended on behalf of speech recognition/perception/synthesis in the 1960s with syllables as a basic unit. One investigator I thought had something useful to say was Sivertsen, E. (1961).  "Segment Inventories for Speech Synthesis," Lang. Speech 4, 27. -- John Limber Psychology 108 Conant Hall 10 Library Way University of New Hampshire Durham NH 03824 phone: 603-862-2960 Fax email: John.Limber at unh.edu Course info: pubpages.unh.edu/~jel On 10/7/09 11:22 AM, "Gareth" wrote: > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 lisa.s.pearl at gmail.com Thu Oct 8 15:21:43 2009 From: lisa.s.pearl at gmail.com (Lisa) Date: Thu, 8 Oct 2009 08:21:43 -0700 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth: There's a tool developed by Kenny Vaden at UC Irvine called the Irvine Phonotactic Online Dictionary (IPhoD) [http://www.iphod.com/] that may be useful (especially if you're also working with nonwords). Among other things, it can give you the phonotactic probability of English words and their frequencies, so you may be able to extrapolate legal syllables by looking at the monosyllabic entries. -Lisa Pearl On Oct 7, 8:22 am, Gareth wrote: > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gabicere at yahoo.com Thu Oct 8 19:18:20 2009 From: gabicere at yahoo.com (Gabi) Date: Thu, 8 Oct 2009 12:18:20 -0700 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth, try the following link. Kucera-Francis; number of letters/phonemes/syllables; ratings of word familiarity, concreteness, imagability, meaningfulness; age of acquisition; etc.) http://www.psy.uwa.edu.au/mrcdatabase/uwa_mrc.htm Best, Gabi On Oct 7, 8:22 am, Gareth wrote: > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 xiaoweizhao at gmail.com Fri Oct 9 03:21:42 2009 From: xiaoweizhao at gmail.com (Xiaowei Zhao) Date: Thu, 8 Oct 2009 23:21:42 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth, You may want to try this ARC Nonword database (Rastle, Harrington & Coltheart, 2002), it might be useful to your project. http://www.maccs.mq.edu.au/~nwdb/ Best wishes, Xiaowei Zhao, Ph.D. Visiting Assistant Professor of Psychology Department of Psychology Colgate University Hamilton, NY 13346 Phone: 315-228-6717 Email: xzhao at colgate.edu Web: http://sites.google.com/site/xiaoweizhao/ On Wed, Oct 7, 2009 at 11:22 AM, Gareth wrote: > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 eva.berglund at gmail.com Mon Oct 12 07:37:41 2009 From: eva.berglund at gmail.com (Eva.berglund@gmail.com) Date: Mon, 12 Oct 2009 00:37:41 -0700 Subject: Student access to the WebCLAN Message-ID: Hello, I have used the WebCLAN Swedish files for some tasks for students studying child communication, yet this semester the students could not get access to these files without password etc. I wonder if it is possible to make available some portion of the CLAN files for students also in the future? Regards - Eva Berglund Stockholm University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Mon Oct 12 16:35:50 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 12 Oct 2009 12:35:50 -0400 Subject: Student access to the WebCLAN In-Reply-To: <85c6513e-e13a-44ca-b653-2c857b8a4080@v25g2000yqk.googlegroups.com> Message-ID: Dear Eva, I just now ran WebCLAN on some of the Swedish files using Firefox and I was never asked for a password. None of the CHILDES corpora are password protected, so maybe something else is happening or maybe the students are confused about how to access the corpora. Please just send me email directly about this and we can work it out without bothering the list until we find out what might be going on. Best wishes, -- Brian MacWhinney On Oct 12, 2009, at 3:37 AM, Eva.berglund at gmail.com wrote: > > Hello, > > I have used the WebCLAN Swedish files for some tasks for students > studying child communication, yet this semester the students could not > get access to these files without password etc. > > I wonder if it is possible to make available some portion of the CLAN > files for students also in the future? > > Regards > > - Eva Berglund > Stockholm University > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Tue Oct 13 01:53:17 2009 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 12 Oct 2009 21:53:17 -0400 Subject: PROJECT COORDINATOR AND POST DOC NEEDED AT THE UNIVERSITY OF DELAWARE Message-ID: We have received a stimulus grant focusing on what preschoolers know about geometric forms and its relationship to early math knowledge. These are two year grants and we must begin immediately. In addition to looking for two graduate students to fund for next year, we need to fill two positions: 1.PROJECT COORDINATOR: This position would be ideal for someone with a new BA who wishes to go on to graduate school but seeks valuable research experience. This person would be high energy, highly capable and in possession of wonderful organizational and people skills. Experience with children is a plus. This is a full-time job with excellent benefits. A two-year commitment is preferred but negotiable. Please submit a CV, cover letter, and 2 to 3 letters of recommendation. 2. POSTDOCTORAL FELLOW: The position would be ideal for someone with strong research training and a Ph.D. in developmental, educational, or cognitive psychology and interest in working with young children. Experience in using an eye-tracker would be welcomed. The intellectual environment in my laboratory is highly collaborative and the successful individual would be part of an extremely productive group. Funding is available for one year with full benefits and the possibility of a second year. Please submit a CV, cover letter with statement of research interests, 2 to 3 letters of recommendation, and evidence of scholarly publications. Materials should be sent immediately to Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Roberta at udel.edu. Start date can be as early as October 30, 2009. -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From bart.hollebrandse at gmail.com Tue Oct 13 08:10:06 2009 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Tue, 13 Oct 2009 01:10:06 -0700 Subject: [call for posters]: Let the Children Speak Message-ID: CALL FOR POSTER PRESENTATIONS Let the Children Speak: Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment 22 - 24 January 2010 London COST A 33 http://www.zas.gwz-berlin.de/cost/ deadline: 21st October 2009, abstracts to: Cost at rug.nl Two children in every classroom across Europe suffer from Specific Language Impairment (SLI), meaning that they have problems learning language. Language is one of the key skills that children need in order to succeed in education and in later life; without it, children may fail to reach their potential. Early assessment of language skills, to identify children who have SLI, is essential. Yet migration and multilingualism may make it difficult to assess whether children have the necessary language skills to access the school curriculum, and diagnosing SLI across Europe is a challenge. SLI is costing Europe more than 250 billion Euros a year. That’s equivalent to 1% of GDP, enough to bail out a medium-sized bank. Like the world banking crisis, it must be addressed at an international level. In a unique initiative, scientists from 25 European countries (and close neighbours), and representing 25 languages (covering the major European language families: Germanic, Romance, Slavic, Baltic, Greek and Romani and also Finno-Ugric and Semitic) have worked together to investigate the critical language skills that children need to learn. We have created an assessment that is comparable across languages, with 13 subtests that test critical skills in grammar, semantics and pragmatics. This work allows us to assess whether a child has the key language abilities needed for education and life- long learning in languages across the EU, and can serve as a template for other languages too. . This work provides the necessary platform for politicians, professionals and scientists alike to take up the reins to collaboratively address the severe socio-economic cost of our children's lost potential. We are therefore bringing together a unique team of experts from across the EU - politicians, educationalists, health specialists, scientists and parents ¬ to address this challenge at a ground-breaking international conference. The conference aims to: • Establish an agenda for a political and interdisciplinary European effort to address language and communication impairments, in order to help prevent the enormous socioeconomic loss that they incur. • Communicate (and demystify) knowledge of learning of critical language abilities and their assessment across 25 languages, to facilitate the education, health and social welfare of children. In this way, children’s strengths and weaknesses can be identified early, and children helped to reach their potential. • Build on our findings, establish a way forward to how children can be helped through being better able to access life-long education and learning across all 25 languages. • Develop a commitment from member countries to put language and communication skills at the top of the agenda for investment in research, education and health. Keynotes: Stephen Crain, Macquarie University, Australia Tbc: The Hon Ed Balls, MP Secretary of State, Department of Children, Families and Schools UK Government. Tbc: The Hon John Bercow MP, Author of the Departments of Health and Children, families and Schools UK Government "The Bercow Report 2008" Tbc: The EU Commissioner for Science and Education Tbc: The EU Commissioner for Multilingualism Scientific presentations by the working groups of COST Action A33: Heather van der Lely, Harvard University and UCL Uli Sauerland, Centre for General Linguistics (Zas), Berlin Angeliek van Hout, University of Groningen Na'ama Friedman, University of Tel Aviv Ken Drozd, University of Aarhus Sharon Armon-Lotem, Bar Ilan University Spyridoula Varlokosta, University of Athens Preliminary Program: Friday: 14:00- 18:00 Political and Professional (Education, Health) issues To include interactive sessions where participants can try out the language assessments in any of the 25 languages. Key Note: Professor Stephen Crain Panel Discussion 18:30-22:00 Reception (wine and canapés) at the Wellcome Trust, Medicine Now Gallery Saturday 9:00 - 18:00 Scientific issues Paper and discussants. Poster and interactive sessions 19.00 Conference Dinner Sunday 9:0 - 13.00 Scientific issues Papers and discussants. 13.00 Lunch and close This conference is supported by: • COST Action A33 http://www.zas.gwz-berlin.de/cost/ • The Wellcome Trust, UK. • Centre for Developmental Language Disorders & Cognitive Neuroscience, UCL • Department of Language and Communication Science, City University, London. • Department of Psychology, Birkbeck, University of London • I CAN • AFASIC Abstract submission information Abstracts are invited for poster presentations, on any topic relating to language development and developmental language disorders. Abstracts must be written in English and include the following: Cover Page • Title of presentation • Authors’ names and affiliations • Name, address, telephone number and email address of contact person Abstract • Title of presentation • Summary of research undertaken (500 words maximum, single spaced) • Do not include authors’ names Abstracts must be submitted as an attachment to an email to Angeliek van Hout, chair of the reviewing committee, at: Cost at rug.nl. The deadline for submissions is 21st October 2009, and authors will be notified of the committee’s decision mid-November. Bursaries A number of bursaries will be awarded to people with an accepted poster pay for conference fees and help with travel and subsistence costs. If you would like to apply for one of the bursaries to attend the conference please provide a short paragraph stating your circumstances, your areas of interest and how you think attending the conference would benefit: a) you and/or b) children with language impairment, and c) what you can bring to the conference. Please add this paragraph on a separate sheet to your abstract submission, including your name and contact details. Full list of languages involved in A33: Basque Bulgarian Catalan Croatian Czech Danish Dutch English Estonian Finnish French German & Austrian German Greek & Cypriot Greek Hebrew Italian Lithuanian Maltese Norwegian Polish Portuguese Romani Romanian Russian Serbian Slovak Spanish Swedish deadline: 21st October 2009, abstracts to: Cost at rug.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 eva.berglund at gmail.com Tue Oct 13 08:50:28 2009 From: eva.berglund at gmail.com (Eva.berglund@gmail.com) Date: Tue, 13 Oct 2009 01:50:28 -0700 Subject: Student access to the WebCLAN In-Reply-To: Message-ID: Dear Brian, Thanks for the clarification regarding the password. I have now discussed this problem with my students and they have noticed that the "password" request appeared when they used the "explorer" web browser but not when using "firefox". Maybe some info about this problem could be added at the website. Thanks for your help. - Eva Berglund On 12 Okt, 18:35, Brian MacWhinney wrote: > Dear Eva, >      I just now ran WebCLAN on some of the Swedish files using Firefox   > and I was never asked for a password.   None of the CHILDES corpora   > are password protected, so maybe something else is happening or maybe   > the students are confused about how to access the corpora.  Please   > just send me email directly about this and we can work it out without   > bothering the list until we find out what might be going on. > > Best wishes, > > -- Brian MacWhinney > > On Oct 12, 2009, at 3:37 AM, Eva.bergl... at gmail.com wrote: > > > > > Hello, > > > I have used the WebCLAN Swedish files for some tasks for students > > studying child communication, yet this semester the students could not > > get access to these files without password etc. > > > I wonder if it is possible to make available some portion of the CLAN > > files for students also in the future? > > > Regards > > > - Eva Berglund > > Stockholm University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From dave.barner at gmail.com Tue Oct 13 18:50:57 2009 From: dave.barner at gmail.com (David Barner) Date: Tue, 13 Oct 2009 11:50:57 -0700 Subject: post doctoral position at UCSD Message-ID: I am currently considering applications for a post doctoral fellow position in my lab at UCSD. The details are provided below. David Barner POSTDOCTORAL FELLOW: The position is suitable for a researcher with a Ph.D. in psychology, and an interest in language, number, mathematics education, and optionally, in gesture. The position would involve one month of field work overseas (in India), but would also permit the continuation of Ph.D. projects and other collaborations. Funding is available for one year with full benefits, starting in July of 2010. Please submit a CV, cover letter with statement of research interests, and 2 to 3 letters of recommendation. A first authored publication should also be submitted with the application. Applications should be sent electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More information about the lab can be found at ladlab.ucsd.edu. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcfrank at mit.edu Tue Oct 13 19:17:26 2009 From: mcfrank at mit.edu (Michael C. Frank) Date: Tue, 13 Oct 2009 15:17:26 -0400 Subject: post doctoral position at UCSD In-Reply-To: <36ea8703-fd9e-4a32-94eb-f0b45d5ba8e7@h40g2000prf.googlegroups.com> Message-ID: pick me! pick me! On Oct 13, 2009, at 2:50 PM, David Barner wrote: > > I am currently considering applications for a post doctoral fellow > position in my lab at UCSD. The details are provided below. > David Barner > > POSTDOCTORAL FELLOW: > The position is suitable for a researcher with a Ph.D. in psychology, > and an interest in language, number, mathematics education, and > optionally, in gesture. The position would involve one month of field > work overseas (in India), but would also permit the continuation of > Ph.D. projects and other collaborations. Funding is available for one > year with full benefits, starting in July of 2010. Please submit a CV, > cover letter with statement of research interests, and 2 to 3 letters > of recommendation. A first authored publication should also be > submitted with the application. Applications should be sent > electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More > information about the lab can be found at ladlab.ucsd.edu. > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcfrank at mit.edu Tue Oct 13 19:19:32 2009 From: mcfrank at mit.edu (Michael C. Frank) Date: Tue, 13 Oct 2009 15:19:32 -0400 Subject: post doctoral position at UCSD In-Reply-To: <36ea8703-fd9e-4a32-94eb-f0b45d5ba8e7@h40g2000prf.googlegroups.com> Message-ID: My apologies to everyone for replying all! Mike On Oct 13, 2009, at 2:50 PM, David Barner wrote: > > I am currently considering applications for a post doctoral fellow > position in my lab at UCSD. The details are provided below. > David Barner > > POSTDOCTORAL FELLOW: > The position is suitable for a researcher with a Ph.D. in psychology, > and an interest in language, number, mathematics education, and > optionally, in gesture. The position would involve one month of field > work overseas (in India), but would also permit the continuation of > Ph.D. projects and other collaborations. Funding is available for one > year with full benefits, starting in July of 2010. Please submit a CV, > cover letter with statement of research interests, and 2 to 3 letters > of recommendation. A first authored publication should also be > submitted with the application. Applications should be sent > electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More > information about the lab can be found at ladlab.ucsd.edu. > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From gfergadiotis at gmail.com Tue Oct 13 19:34:24 2009 From: gfergadiotis at gmail.com (Gerasimos Fergadiotis) Date: Tue, 13 Oct 2009 12:34:24 -0700 Subject: post doctoral position at UCSD In-Reply-To: <1A04FD6E-F4E9-40AC-BDAE-FE6927B911C8@mit.edu> Message-ID: Don't worry! That was awesome! Good luck!! Gerasimos On Oct 13, 2009, at 12:19 PM, Michael C. Frank wrote: > > My apologies to everyone for replying all! > > Mike > > On Oct 13, 2009, at 2:50 PM, David Barner wrote: > >> >> I am currently considering applications for a post doctoral fellow >> position in my lab at UCSD. The details are provided below. >> David Barner >> >> POSTDOCTORAL FELLOW: >> The position is suitable for a researcher with a Ph.D. in psychology, >> and an interest in language, number, mathematics education, and >> optionally, in gesture. The position would involve one month of field >> work overseas (in India), but would also permit the continuation of >> Ph.D. projects and other collaborations. Funding is available for one >> year with full benefits, starting in July of 2010. Please submit a >> CV, >> cover letter with statement of research interests, and 2 to 3 letters >> of recommendation. A first authored publication should also be >> submitted with the application. Applications should be sent >> electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). >> More >> information about the lab can be found at ladlab.ucsd.edu. >>> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From jsaffran at wisc.edu Wed Oct 14 18:19:39 2009 From: jsaffran at wisc.edu (Jenny Saffran) Date: Wed, 14 Oct 2009 11:19:39 -0700 Subject: Postdoctoral position at UW-Madison Message-ID: Please forward this note to potentially interested parties! Apologies for multiple postings... Postdoctoral Research Position Infant Learning Lab University of Wisconsin - Madison Our lab is focused on learning in infancy and early childhood, with a particular focus on language acquisition and links to other areas of cognition and perception. Candidates must have a Ph.D. in psychology, cognitive science, communicative disorders, or linguistics at the time of appointment. A strong research record and previous experience working with infants and/or young children are highly desirable. The postdoc will be expected to participate in an active lab group with interests spanning language acquisition, statistical learning, perceptual learning, infant cognition, speech perception, music cognition, and links between computational and behavioral research. Of particular interest are individuals with interests in or experience with eye-tracking and other real-time measures of processing and learning. The lab is based at the Waisman Center at UW-Madison, a large interdisciplinary research center focused on development and developmental disabilities; visit http://www.waisman.wisc.edu for more information. Lab members have opportunities to gain experience working with both typically and atypically developing groups of children. The start date is negotiable and can be as early as January 2010, or as late as July 2010. Funding is available for a minimum of one year, with additional years available contingent on concurrent applications for external funding; salary will follow NIH guidelines. Interested applicants should send a CV, research statement, and 2-3 letters of recommendation via email to Jenny Saffran at jsaffran at wisc.edu. Applications received by December 15, 2009 will be given full consideration; however, applications will be accepted until the position is filled. You can find out more about the lab by visiting our website: http://www.waisman.wisc.edu/infantlearning/infant_research.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 pingpsu at gmail.com Thu Oct 15 18:02:50 2009 From: pingpsu at gmail.com (Ping Li) Date: Thu, 15 Oct 2009 14:02:50 -0400 Subject: 'Culture and Context' faculty position at Penn State Message-ID: Dear Colleagues, Please share the following info with colleagues who might be interested. Thanks, Ping Li --------------- The Department of Psychology at Penn State (http://psych.la.psu.edu/) is recruiting (rank open) for one or more psychologists to contribute to a departmental initiative on “context and culture.” We are interested in applicants whose work examines the role of cultural and contextual factors in psychological processes and outcomes, especially candidates whose work will add to research and outreach that involves communities of various cultural and ethnic backgrounds. Successful candidates with expertise in any of several research specializations would join one of the department’s graduate training areas (clinical, cognitive, developmental, industrial/organizational, and social), would have rich opportunities for collaboration within the department and across the campus, and could if desired also affiliate with our neuroscience initiative and award-winning graduate specialization in cognitive and affective neuroscience. Possible areas of specialization include but are not limited to the role of culture in translational research, social justice, contextual influences on affect and emotion, diversity in the workforce, multiculturalism and clinical practice, and gender in context. We are particularly interested in candidates who will contribute to existing strengths in the department. Applicants who could also contribute to an overarching department initiative to enhance diversity and our understanding of diversity are particularly encouraged to apply. Candidates are expected to have a record of excellence in research and teaching, and a history or promise of external funding. Review of applications will continue until the positions are filled. Candidates should submit a letter of application including concise statements of research and teaching interests, a CV, at least three letters of recommendation, and selected (p)reprints. Electronic submission of these materials is strongly preferred; please send to PsychApplications at psu.edu, noting Box D in the subject line. If you cannot submit electronically, applications can be mailed to Judy Bowman, 124 Moore, Department of Psychology, Penn State, University Park, PA, 16802. We especially encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From aurora.bel at upf.edu Thu Oct 15 19:00:52 2009 From: aurora.bel at upf.edu (aurora.bel at upf.edu) Date: Thu, 15 Oct 2009 12:00:52 -0700 Subject: Call for papers: 6th International Conference on Language Acquisition, Barcelona, September 8-10, 2010 Message-ID: Dear Info-CHILDES members, The 6th International Conference on Language Acquisition will take place from 8-10 September 2010 at the University of Barcelona (Spain) under the auspicies of AEAL (Asociación para el Estudio de la Adquisición del Lenguaje, ‘Association for the Study of Language Acquisition’). The Conference provides a forum to disseminate research and to become acquainted with new research developments in the domain of language acquisition. AEAL is pleased to invite you to participate in this conference with proposal for posters, individual papers or symposia on any topic in the areas of Language Acquisition. The conference is organized by the GRERLI Research Group at the University of Barcelona and the ALLENCAM Research Group at the Pompeu Fabra University. Submissions will consist of an abstract no more than 500 words in length of original, unpublished research. Abstracts should be submitted using the online submission system. Detailed information regarding abstract format, content, and evaluation criteria can be found at http://stel.ub.edu/cial2010 after October 26. Abstracts in the following areas are welcomed: --Early language acquisition, including speech perception, preverbal communication, phonological, morphological, syntactic, lexical- semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. --Later language acquisition (beyond age 5), including spoken, written or signed discourse, reading and writing; figurative uses of language, phonological, morphological, syntactic, lexical-semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. --Language acquisition in atypical population, language disorders and / or disorders in spoken, written or signed communication. --Tools for studying language, including contributions that highlight methodological issues such as sampling, data analysis, innovative statistical techniques, intervention studies. --Perspectives on Language acquisition, including contributions discussing epistemological basis of language research, explicative models of development, cross linguistic perspectives. Important dates: --Abstract submission deadline: February 15, 2010 --Notification of acceptance: April 15, 2010 --Payment by at least one of the presenters: May 30, 2010 --Publication of Congress Program: July 15, 2010 --Tutorials: September 7, 2010 --Conference: September 8-10, 2010 The conference organizers, Liliana Tolchinsky (ltolchinsky at ub.edu) Aurora Bel (aurora.bel at upf.edu) Conference website: http://stel.ub.edu/cial2010 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 h.g.simonsen at iln.uio.no Fri Oct 16 13:03:00 2009 From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen) Date: Fri, 16 Oct 2009 15:03:00 +0200 Subject: 13th Meeting of the International Clinical Phonetics and Linguistics Association Message-ID: Second call for papers to the 13th Meeting of the International Clinical Phonetics and Linguistics Association (ICPLA 13) Date: 23-Jun-2010 - 23-Jun-2010 Location: Oslo, Norway Contact Person: Lillian Baltzrud Meeting Email: lillian.baltzrud at iln.uio.no Web Site: http://www.hf.uio.no/icpla2010 Linguistic Field(s): General Linguistics; Language Acquisition; Neurolinguistics; Phonetics; Psycholinguistics Call Deadline: 01-Nov-2009 Meeting Description: The 13th Meeting of the International Clinical Phonetics and Linguistics Association is hosted by the Department of Linguistics and Scandinavian Studies, University of Oslo and Bredtvet Resource Centre, Oslo. The program will consist of a combination of plenary talks, thematic symposia, and general oral and poster sessions. The meeting will cover a wide range of topics, which include (but are not limited to) the following: clinical phonetics, clinical linguistics (phonology, semantics, syntax, pragmatics), assessment, treatment and methodology in speech and language pathology, developmental language disorders, acquired language disorders (aphasia, apraxia, etc.), audiology, hearing impairment, communication disorders across languages. Call for Papers: ICPLA 13 in Oslo invites submissions for panel proposals and abstracts for individual research papers. All abstracts will be evaluated through peer reviewing, and authors will be notified. Panel Proposals: To encourage collaboration and topical coherence within the field of clinical linguistics and phonetics, please submit a panel proposal on any topic relevant to the conference by September 1, 2009. Panel proposals should consist of a brief outline (500 words) of the theme and purpose of the panel, with an indication of the people the organiser(s) anticipate(s) as speakers in the panel. Panels are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. Panel organisers are asked to avoid, if at all possible, restricting their panel to an in-group; openness and diversity of perspectives is compatible with topical coherence. Accepted panels will be given a time slot of 90 minutes. A list of accepted panels will be posted on the web-site by October 15, 2009. The organiser of a panel is the person responsible for securing the cooperation of all the participants who are to be involved in the panel, and for deciding on the internal structure of the panel. Abstracts for individual panel contributions must be submitted by November 1, 2009 (cf. below on guidelines for submission of abstracts), and will be subjected to peer reviewing. Contributions for panels cannot be submitted without the prior consent of the panel organiser(s). Deadlines: 1. Panel proposals must be submitted no later than September 1, 2009. 2. Abstracts for contributions to panels (subject to the panel organiser's prior approval - see above) and individual abstracts for oral papers and posters on any topic relevant to the conference must be submitted no later than November 1, 2009. 3. Notification of acceptance will be sent out by February 15, 2010. Guidelines for Submission of Abstracts: Submission of abstracts can only be done via the Easy Abstracts facility at Linguist List (lenke). All abstracts must be submitted in a .pdf format. The site will be open for abstract submission from June 15, 2009. Before submitting your abstract, please read all of the following instructions: - Abstracts should consist of max. 500 words and be based on research that is completed or clearly in progress, with a well-formulated research question and a good description of the type(s) of data used (if the work is empirical), the theoretical and methodological approach and the results/conclusions. - For posters, a clear description of a research design may be acceptable, as this can lead to useful discussions in the early stages of a project. Posters will be up for one whole day; during that day, there will be a specific time slot during which the presenters will be present at their poster for discussion. - For oral presentations, 20-minute slots will be available (including discussion time). - It is the individual submitter's choice to submit for an oral presentation or a poster. However, provided your consent, the organising committee may allocate your presentation to a poster session rather than an oral session. The official language of the conference is English. Posters and oral presentations must therefore be in English. ************************* Hanne Gram Simonsen Professor of Linguistics Department of Linguistics and Scandinavian Studies, University of Oslo P.O.Box 1102, Blindern, 0317 Oslo, Norway Tel: +47 22 85 41 82 Fax: +47 22 85 71 00 Mobile: +47 901 28 109 E-mail: h.g.simonsen at iln.uio.no --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From k_bedijs at yahoo.de Sun Oct 25 17:34:41 2009 From: k_bedijs at yahoo.de (Kristina Bedijs) Date: Sun, 25 Oct 2009 18:34:41 +0100 Subject: Basic literature for undergrad classes Message-ID: Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universität Göttingen Humboldtallee 19 D-37073 Göttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From cdd24 at georgetown.edu Sun Oct 25 18:10:10 2009 From: cdd24 at georgetown.edu (cdd24 at georgetown.edu) Date: Sun, 25 Oct 2009 14:10:10 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina Bedijs, Here's a few suggestions: "First language acquisition: The Essential Readings" by Barbara C. Lust and Claire Foley "The articulate mammmal" by Jean Aitchison " How babies talk" by Roberta M. Golinkoff and Kathy Hirsh-Pasek "First Language Acquisition" by Eve V. Clark Best , Cristina Cristina D. Dye, PhD Department of Neuroscience Georgetown University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From luckhurst at lasalle.edu Sun Oct 25 19:47:48 2009 From: luckhurst at lasalle.edu (Luckhurst, Joan) Date: Sun, 25 Oct 2009 15:47:48 -0400 Subject: Basic literature for undergrad classes In-Reply-To: <20091025141010.AGN07242@mstore-prod-1.pdc.uis.georgetown.edu> Message-ID: In response to the question about texts for language acquisition, I have my undergraduate students in the Language Development class use: Clark, E. (2009). First Language Acquisition, 2nd Ed. Cambridge, MA: Cambridge University Press. (ISBN: 0521629977) and Nippold, Marilyn A. (2006). Later Language Development, 3 ed. Austin, Tx: Pro-Ed, Inc. Joan A. Luckhurst, Ph.D., CCC-SLP Assistant Professor La Salle University Benilde 2216 1900 W. Olney Ave. Philadelphia, Pa 19141 (215) 951-1609 The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential. Distribution of this material to anyone other than the addressed is prohibited. Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their intended purpose is prohibited. If you have received this transmission in error, please contact the sender. ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of cdd24 at georgetown.edu [cdd24 at georgetown.edu] Sent: Sunday, October 25, 2009 2:10 PM To: info-childes at googlegroups.com Subject: Re: Basic literature for undergrad classes Dear Kristina Bedijs, Here's a few suggestions: "First language acquisition: The Essential Readings" by Barbara C. Lust and Claire Foley "The articulate mammmal" by Jean Aitchison " How babies talk" by Roberta M. Golinkoff and Kathy Hirsh-Pasek "First Language Acquisition" by Eve V. Clark Best , Cristina Cristina D. Dye, PhD Department of Neuroscience Georgetown University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Mon Oct 26 00:00:09 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 25 Oct 2009 20:00:09 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Well--I guess you won't be surprised if I tell you that I use my own book "The Prism of Grammar: How Child Language Illuminates Humanism" MIT Press---you can read some commentary on Amazon. But let me add: the book works particularly well when the students try out some of the 50 suggested experiments on each other. Then if they have access to a child, they can do that too. Tom Roeper On Sun, Oct 25, 2009 at 1:34 PM, Kristina Bedijs wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universität Göttingen > Humboldtallee 19 > D-37073 Göttingen > k_bedijs at yahoo.de > > > -- 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 bpearson at research.umass.edu Mon Oct 26 03:06:53 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Sun, 25 Oct 2009 23:06:53 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina, People have been telling me that my book works well in classes, too. Raising a Bilingual Child (Random House, 2008). In addition to bilingual acquisition, there are chapters on first language, language identity, and the difficulty of answering broad questions in language research. Good luck with your seminar, Barbara On Oct 25, 2009, at 1:34 PM, Kristina Bedijs wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universität Göttingen > Humboldtallee 19 > D-37073 Göttingen > k_bedijs at yahoo.de > > ================================ Barbara Pearson, Ph.D. Academic Liaison Research Liaison & Development (RLD) University of Massachusetts Amherst 70 Butterfield Terrace Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/research/rld --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 shiromartha at gmail.com Mon Oct 26 03:40:30 2009 From: shiromartha at gmail.com (Martha Shiro) Date: Sun, 25 Oct 2009 23:40:30 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Hi Kristina, An introductory book in Spanish and (mostly on Spanish) is Serra, M., E. Serrat, R. Solé, A. Bel & m. Aparici. (2000). La adquisición del lenguaje. Barcelona: Ariel. It is an overview of studies on the development of Spanish (with some reference to other languages spoken in Spain, like catalan or gallego). best wishes, Martha Martha Shiro Instituto de Filología "Andrés Bello" Universidad Central de Venezuela shiromartha at gmail.com ----- Original Message ----- From: "Kristina Bedijs" To: Sent: Sunday, October 25, 2009 1:34 PM Subject: Basic literature for undergrad classes Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universität Göttingen Humboldtallee 19 D-37073 Göttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From M.Saxton at ioe.ac.uk Mon Oct 26 08:14:38 2009 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Mon, 26 Oct 2009 08:14:38 -0000 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina, Maybe too late for this year, but do please try the following: Saxton, M. (forthcoming, February 2010). Child language: Acquisition and development. London: Sage. Unlike pretty much every other book on child language, this book takes a balanced approach to the nature-nurture issue. It is geared towards students with no background in linguistics. Every term (from noun onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers). If your experience is anything like mine, you will have found that students are massively enthused by child language in the classroom, but then often hit a brick wall later when faced with the literature, replete as it is with linguistic terms which require some prior knowledge. My book also has discussion points, practical exercises, further reading and recommended websites to help students with their learning. And, dare I say, it is written in a student-friendly way. Apologies for continuing the well-worn tradition of self-promotion. Regards, Matthew Saxton. -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Kristina Bedijs Sent: 25 October 2009 17:35 To: info-childes at googlegroups.com Subject: Basic literature for undergrad classes Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universität Göttingen Humboldtallee 19 D-37073 Göttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.columbia.edu Mon Oct 26 13:57:31 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 26 Oct 2009 09:57:31 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: I've been using Erica Hoff's book for years and find it very well written with good coverage. It is outrageously expensive ($146) as are most college textbooks. Paul Bloom's book of readings from MIT press is still a very good selection (available on Cognet free) as was the Tomasello & Bates readings, currently out of print. Peter Gordon 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 On 10/25/09 1:34 PM, "Kristina Bedijs" wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universität Göttingen > Humboldtallee 19 > D-37073 Göttingen > k_bedijs at yahoo.de > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From gpmorgan12 at gmail.com Mon Oct 26 15:22:34 2009 From: gpmorgan12 at gmail.com (Gareth) Date: Mon, 26 Oct 2009 08:22:34 -0700 Subject: Calculating the number of English syllables Message-ID: Hello everyone, Thank you for the great responses. They have been very helpful and have answered some of my questions. I have a related issue that I would like to pose the group. When calculating the number of syllables in a word in English, what do you think about the following set of rules: ---count the vowels in the word, ---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when two vowels a together in a syllable) ---subtract one vowel from every dipthong, (diphthongs only count as one vowel sound.) ---the number of vowels sounds left is the same as the number of syllables. Can any see any major flaws or additional rules/exceptions that may need adding? Thanks Gareth PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 k.j.alcock at lancaster.ac.uk Mon Oct 26 15:36:18 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:36:18 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <9E14A75D6404DC4F9233140F10AC44AA02F880E2@M1.ioead> Message-ID: As someone who also teaches adult psycholinguistics and language disorders, I¹d be really interested if anyone has a recommendation for a book that explains all these terms in a more general context (but briefly, as pointing my students towards an introductory linguistics text has generally led them to become overwhelmed in the past). Katie Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From: Matthew Saxton Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 08:14:38 -0000 To: "info-childes at googlegroups.com" Subject: RE: Basic literature for undergrad classes Every term (from noun onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers). --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Mon Oct 26 15:37:22 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:37:22 +0000 Subject: Calculating the number of English syllables In-Reply-To: <303bd8a3-9ac3-45bc-a651-aa82667fe3bd@b25g2000prb.googlegroups.com> Message-ID: Silent "vowels" aren't vowel sounds - they are letters, but not vowel sounds. From this I'm assuming you are meaning you start with the number of vowel letters, and with the written form of the word. As some diphthongs are spelled with only one vowel letter (e.g. "go", "crown") I think you may mean digraphs ("bread"). But since other dipthongs are spelled with two vowel letters ("near" in Southern British English), and some words have a syllable transition between two adjacent vowels - hiatus ("naïve" and indeed "hiatus"), I'm not sure such an approach will work with English written words. I imagine someone much more knowledgeable than me has attempted to automatically tag English words with the number of syllables, but I wouldn't begin to attempt it! Katie Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > From: Gareth > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 08:22:34 -0700 (PDT) > To: "info-childes at googlegroups.com" > Subject: Calculating the number of English syllables > > > Hello everyone, > Thank you for the great responses. They have been very helpful and > have answered some of my questions. I have a related issue that I > would like to pose the group. When calculating the number of syllables > in a word in English, what do you think about the following set of > rules: > > ---count the vowels in the word, > ---subtract any silent vowels, (like the silent "e" at the end of a > word or the second vowel when two vowels a > together in a syllable) > ---subtract one vowel from every dipthong, (diphthongs only count as > one vowel sound.) > ---the number of vowels sounds left is the same as the number of > syllables. > > Can any see any major flaws or additional rules/exceptions that may > need adding? > > Thanks > > Gareth > > PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 bhuvana.linguistics at gmail.com Mon Oct 26 15:39:26 2009 From: bhuvana.linguistics at gmail.com (Bhuvana Narasimhan) Date: Mon, 26 Oct 2009 08:39:26 -0700 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Hi, My students really liked "Development of Language" (edited by Jean Berko Gleason). It works nicely with undergraduates as well as graduate students (supplemented with readings from primary sources). Best, Bhuvana Narasimhan -- Assistant Professor Department of Linguistics University of Colorado, Boulder On Oct 25, 11:34 am, Kristina Bedijs wrote: > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universität Göttingen > Humboldtallee 19 > D-37073 Göttingen > k_bed... at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From pgordon at tc.columbia.edu Mon Oct 26 15:43:36 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 26 Oct 2009 11:43:36 -0400 Subject: Calculating the number of English syllables In-Reply-To: <303bd8a3-9ac3-45bc-a651-aa82667fe3bd@b25g2000prb.googlegroups.com> Message-ID: The rules are a bit circular or redundant. The second-vowel-deletion rule assumes you can tell the difference between one syllable and two syllables in a two vowel sequence, so it's a bit circular. Further, the rule about subtracting vowels from diphthongs is a bit murky. Most diphthongs are often written as long vowels with an 'e' at the end of the word or some irregular spelling (site, fight) or else when they are written as two vowels (bait), it seems that the second vowel deletion rule would handle this anyway, so it's a bit redundant. 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 On 10/26/09 11:22 AM, "Gareth" wrote: > > Hello everyone, > Thank you for the great responses. They have been very helpful and > have answered some of my questions. I have a related issue that I > would like to pose the group. When calculating the number of syllables > in a word in English, what do you think about the following set of > rules: > > ---count the vowels in the word, > ---subtract any silent vowels, (like the silent "e" at the end of a > word or the second vowel when two vowels a > together in a syllable) > ---subtract one vowel from every dipthong, (diphthongs only count as > one vowel sound.) > ---the number of vowels sounds left is the same as the number of > syllables. > > Can any see any major flaws or additional rules/exceptions that may > need adding? > > Thanks > > Gareth > > PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 roeper at linguist.umass.edu Mon Oct 26 15:50:12 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 26 Oct 2009 11:50:12 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Katie-- in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to try to explain the crucial ideas with as little special terminology as possible. The book has been used by 7th graders as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful. But I sypathize with your desire not to have people overwhelmed with words when what they need to do is really grasp new ideas. Tom Roeper On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock wrote: > As someone who also teaches adult psycholinguistics and language > disorders, I’d be really interested if anyone has a recommendation for a > book that explains all these terms in a more general context (but briefly, > as pointing my students towards an introductory linguistics text has > generally led them to become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > ------------------------------ > *From: *Matthew Saxton > > *Reply-To: *"info-childes at googlegroups.com" > > *Date: *Mon, 26 Oct 2009 08:14:38 -0000 > *To: *"info-childes at googlegroups.com" > *Subject: *RE: Basic literature for undergrad classes > Every term (from *noun* onwards) is explained and exemplified, either in > the glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > > > -- 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 k.j.alcock at lancaster.ac.uk Mon Oct 26 15:58:46 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:58:46 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910260850g6b15cd4cnb5181c72c280560b@mail.gmail.com> Message-ID: I think focussing on just quantifiers would be completely beyond my (psychology undergraduate) students! I¹m setting my sights low and would like them just to be able to understand what syntax is and to be able to distinguish it from, say, phonology ­ so that they can then go and read articles in the neuropsych literature on their own. Katie From: Tom Roeper Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 11:50:12 -0400 To: "info-childes at googlegroups.com" Subject: Re: Basic literature for undergrad classes Katie--     in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to try to explain the crucial ideas with as little special terminology as possible.  The book has been used by 7th graders as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful.     But I sypathize with your desire not to have people overwhelmed with words when what they need to do is really grasp new ideas. Tom Roeper On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock wrote: > As someone who also teaches adult psycholinguistics and language disorders, > I¹d be really interested if anyone has a recommendation for a book that > explains all these terms in a more general context (but briefly, as pointing > my students towards an introductory linguistics text has generally led them to > become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > > From: Matthew Saxton > > > Reply-To: "info-childes at googlegroups.com > " > > Date: Mon, 26 Oct 2009 08:14:38 -0000 > To: "info-childes at googlegroups.com " > > > Subject: RE: Basic literature for undergrad classes > Every term (from noun onwards) is explained and exemplified, either in the > glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > -- 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 roeper at linguist.umass.edu Mon Oct 26 16:19:06 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 26 Oct 2009 12:19:06 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: I guess my view is different. I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar, since more than 50% of normal children do not realize this right away. Tom On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock wrote: > I think focussing on *just* quantifiers would be completely beyond my > (psychology undergraduate) students! I’m setting my sights low and would > like them just to be able to understand what syntax is and to be able to > distinguish it from, say, phonology – so that they can then go and read > articles in the neuropsych literature on their own. > > Katie > > ------------------------------ > *From: *Tom Roeper > > *Reply-To: *"info-childes at googlegroups.com" > > *Date: *Mon, 26 Oct 2009 11:50:12 -0400 > > *To: *"info-childes at googlegroups.com" > *Subject: *Re: Basic literature for undergrad classes > > > Katie-- > in my book (Prsm of Grammar)---I devote a whole chapter to the > discussion of communication disorders and particularly > the important role of quantifiers in disorders--but I take the opposite > tack, if it interests you, namely to > try to explain the crucial ideas with as little special terminology as > possible. The book has been used by 7th graders > as well as college students in intro lingusitics classes---as well as by > graduate students--if that is helpful. > But I sypathize with your desire not to have people overwhelmed with > words when what they need to do is > really grasp new ideas. > > Tom Roeper > > On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > wrote: > > As someone who also teaches adult psycholinguistics and language disorders, > I’d be really interested if anyone has a recommendation for a book that > explains all these terms in a more general context (but briefly, as pointing > my students towards an introductory linguistics text has generally led them > to become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > ------------------------------ > *From: *Matthew Saxton > > > *Reply-To: *"info-childes at googlegroups.com < > http://info-childes at googlegroups.com> " http://info-childes at googlegroups.com> > > > *Date: *Mon, 26 Oct 2009 08:14:38 -0000 > *To: *"info-childes at googlegroups.com > " > > > *Subject: *RE: Basic literature for undergrad classes > Every term (from *noun* onwards) is explained and exemplified, either in > the glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > > > -- 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 k.j.alcock at lancaster.ac.uk Mon Oct 26 16:23:17 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 16:23:17 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910260919w75c47003q70203f519b32c279@mail.gmail.com> Message-ID: I think the difference here, therefore, is that I don¹t want my students to understand grammar alone ­ I want them to understand a variety of aspects of language, including, but not limited to, what the term ³grammar² refers to. At least if they are equipped with some basic definitions, they won¹t feel completely at sea in descriptions of neuropsychological cases, or if (in their future careers) they meet patients whose language has been described in those terms by e.g. speech therapists. Despite research and interests in the area, I¹m not currently teaching child language, so this is possibly a little off topic! Katie From: Tom Roeper Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 12:19:06 -0400 To: "info-childes at googlegroups.com" Subject: Re: Basic literature for undergrad classes I guess my view is different.  I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar, since more than 50% of normal children do not realize this right away. Tom On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock wrote: > I think focussing on just quantifiers would be completely beyond my > (psychology undergraduate) students!  I¹m setting my sights low and would like > them just to be able to understand what syntax is and to be able to > distinguish it from, say, phonology ­ so that they can then go and read > articles in the neuropsych literature on their own. > > Katie > > > From: Tom Roeper > > > > Reply-To: "info-childes at googlegroups.com > " > > Date: Mon, 26 Oct 2009 11:50:12 -0400 > > To: "info-childes at googlegroups.com " > > > Subject: Re: Basic literature for undergrad classes > > > Katie-- >     in my book (Prsm of Grammar)---I devote a whole chapter to the discussion > of communication disorders and particularly > the important role of quantifiers in disorders--but I take the opposite tack, > if it interests you, namely to > try to explain the crucial ideas with as little special terminology as > possible.  The book has been used by 7th graders > as well as college students in intro lingusitics classes---as well as by > graduate students--if that is helpful. >     But I sypathize with your desire not to have people overwhelmed with words > when what they need to do is > really grasp new ideas. > > Tom Roeper > > On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > wrote: >> As someone who also teaches adult psycholinguistics and language disorders, >> I¹d be really interested if anyone has a recommendation for a book that >> explains all these terms in a more general context (but briefly, as pointing >> my students towards an introductory linguistics text has generally led them >> to become overwhelmed in the past). >> >> >> Katie >> >> >> Katie Alcock, DPhil, CPsychol >> Lecturer >> Department of Psychology >> University of Lancaster >> Fylde College >> Lancaster LA1 4YF >> Tel 01524 593833 >> Fax 01524 593744 >> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >> >> >> From: Matthew Saxton >> > >> >> Reply-To: "info-childes at googlegroups.com >> >> " > >> > >> >> Date: Mon, 26 Oct 2009 08:14:38 -0000 >> To: "info-childes at googlegroups.com >> " > >> > >> >> Subject: RE: Basic literature for undergrad classes >> Every term (from noun onwards) is explained and exemplified, either in the >> glossary or in the text, and there are exercises to practice linguistic >> concepts (with answers). >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > -- 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 jbryant at shell.cas.usf.edu Mon Oct 26 17:27:45 2009 From: jbryant at shell.cas.usf.edu (Judith Bryant) Date: Mon, 26 Oct 2009 13:27:45 -0400 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910251700wa2c1b1dy56ce85130845b49e@mail.gmail.com> Message-ID: Kristina: I also recommend that you consider Jean Berko Gleason and Nan Bernstein Ratner's Develiopment of language (7th ed), now available in paperback from Pearson. Judy Bryant > > > On Sun, Oct 25, 2009 at 1:34 PM, Kristina Bedijs > wrote: > > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universität Göttingen > Humboldtallee 19 > D-37073 Göttingen > k_bedijs at yahoo.de > -- Judith Becker Bryant, Ph.D. Professor and Area Director, Program in Cognition, Neuroscience, and Social Psychology Department of Psychology, PCD 4118G University of South Florida Tampa, FL 33620-7200 phone: (813) 974-0475 fax: (813) 974-4617 email: jbryant at shell.cas.usf.edu office location: PCD 4152 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Evan.J.Kidd at manchester.ac.uk Mon Oct 26 22:27:01 2009 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Mon, 26 Oct 2009 22:27:01 +0000 Subject: Basic literature for undergrad classes Message-ID: Hi Katie and list members, I also teach more adult psycholinguistics than child language, and use Trevor Harley's book: Harley, T. (2008). The psychology of language: from data to theory. Hove: Psychology press. It's a very comprehensive book, and has a great glossary at the back that I encourage my students to photocopy and bring to class so that they can easily look up any terminology they don't know. The textbook itself covers an amazingly broad range of topics and is fairly on top of the latest research. As for child language books, in one of my other roles as book review editor for JCL, we have recently published a book review of 3 textbooks. It is available ahead of print in the "First View" option on the JCL website. Best wishes, Evan Quoting Katie Alcock : > I think the difference here, therefore, is that I don¹t want my students to > understand grammar alone ­ I want them to understand a variety of aspects of > language, including, but not limited to, what the term ³grammar² refers to. > At least if they are equipped with some basic definitions, they won¹t feel > completely at sea in descriptions of neuropsychological cases, or if (in > their future careers) they meet patients whose language has been described > in those terms by e.g. speech therapists. > > Despite research and interests in the area, I¹m not currently teaching child > language, so this is possibly a little off topic! > > Katie > > > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 12:19:06 -0400 > To: "info-childes at googlegroups.com" > Subject: Re: Basic literature for undergrad classes > > I guess my view is different.  I think the neuropsych literature can be > quite obscure---but grasping that "who is here" calls for more than a single > person is right at the core of language and every approach to grammar should > give it some prominence, particularly looking at child grammar, > since more than 50% of normal children do not realize this right away. > > Tom > > On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock > wrote: >> I think focussing on just quantifiers would be completely beyond my >> (psychology undergraduate) students!  I¹m setting my sights low and >> would like >> them just to be able to understand what syntax is and to be able to >> distinguish it from, say, phonology ­ so that they can then go and read >> articles in the neuropsych literature on their own. >> >> Katie >> >> >> From: Tom Roeper > >>> >> >> Reply-To: "info-childes at googlegroups.com >> " > > >> Date: Mon, 26 Oct 2009 11:50:12 -0400 >> >> To: "info-childes at googlegroups.com " >> > >> Subject: Re: Basic literature for undergrad classes >> >> >> Katie-- >>     in my book (Prsm of Grammar)---I devote a whole chapter to the >> discussion >> of communication disorders and particularly >> the important role of quantifiers in disorders--but I take the >> opposite tack, >> if it interests you, namely to >> try to explain the crucial ideas with as little special terminology as >> possible.  The book has been used by 7th graders >> as well as college students in intro lingusitics classes---as well as by >> graduate students--if that is helpful. >>     But I sypathize with your desire not to have people overwhelmed >> with words >> when what they need to do is >> really grasp new ideas. >> >> Tom Roeper >> >> On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > > wrote: >>> As someone who also teaches adult psycholinguistics and language disorders, >>> I¹d be really interested if anyone has a recommendation for a book that >>> explains all these terms in a more general context (but briefly, >>> as pointing >>> my students towards an introductory linguistics text has generally led them >>> to become overwhelmed in the past). >>> >>> >>> Katie >>> >>> >>> Katie Alcock, DPhil, CPsychol >>> Lecturer >>> Department of Psychology >>> University of Lancaster >>> Fylde College >>> Lancaster LA1 4YF >>> Tel 01524 593833 >>> Fax 01524 593744 >>> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >>> >>> >>> From: Matthew Saxton >>> > >>> >>> Reply-To: "info-childes at googlegroups.com >>> >>> " >> >>> > >>> >>> Date: Mon, 26 Oct 2009 08:14:38 -0000 >>> To: "info-childes at googlegroups.com >>> " >> >>> > >>> >>> Subject: RE: Basic literature for undergrad classes >>> Every term (from noun onwards) is explained and exemplified, either in the >>> glossary or in the text, and there are exercises to practice linguistic >>> concepts (with answers). >>> >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> >> >> >> > > > > -- > 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 -~----------~----~----~----~------~----~------~--~--- From ettlinger at gmail.com Tue Oct 27 15:55:59 2009 From: ettlinger at gmail.com (Marc Ettlinger) Date: Tue, 27 Oct 2009 08:55:59 -0700 Subject: Calculating the number of English syllables In-Reply-To: Message-ID: As the other commenters have alluded to, I think English spelling is too complicated to count syllables with such a simple algorithm. The mapping from English orthography to modern English phonology is just too complex. In addition to the above examples (e.g. hiatus vs. heater) you have 'fiance' vs. 'bottle' vs. 'dance' on final vowels as well as other near minimal pairs like 'wire'/'tire' (2 syllables for many) vs. 'while'/'tile' (also 2 for some) and 'white'/'tight' (1 syllable for most), not to mention the dialectal variation on those words. Figuring something out for syllables would ultimately require first solving the problem of mapping from spelling to sounds and if you can figure that out, I'm sure text-to-speech companies would be grateful ;) On Oct 26, 10:43 am, Peter Gordon wrote: > The rules are a bit circular or redundant.  The second-vowel-deletion rule > assumes you can tell the difference between one syllable and two syllables > in a two vowel sequence, so it's a bit circular.  Further, the rule about > subtracting vowels from diphthongs is a bit murky.  Most diphthongs are > often written as long vowels with an 'e' at the end of the word or some > irregular spelling (site, fight) or else when they are written as two vowels > (bait), it seems that the second vowel deletion rule would handle this > anyway, so it's a bit redundant. > > Peter Gordon, Associate Professor > Biobehavioral Sciences Department > Teachers College, Columbia University > 525 W 120th St. Box 180 > New York, NY 10027 > > E-mail: pgor... 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 > > On 10/26/09 11:22 AM, "Gareth" wrote: > > > > > Hello everyone, > > Thank you for the great responses. They have been very helpful and > > have answered some of my questions. I have a related issue that I > > would like to pose the group. When calculating the number of syllables > > in a word in English, what do you think about the following set of > > rules: > > > ---count the vowels in the word, > > ---subtract any silent vowels, (like the silent "e" at the end of a > > word or the second vowel when two vowels a > >    together in a syllable) > > ---subtract one vowel from every dipthong, (diphthongs only count as > > one vowel sound.) > > ---the number of vowels sounds left is the same as the number of > > syllables. > > > Can any see any major flaws or additional rules/exceptions that may > > need adding? > > > Thanks > > > Gareth > > > PS. the rules were taken fromhttp://english.glendale.cc.ca.us/syllables.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 cornelia.schulze at googlemail.com Fri Oct 30 08:23:02 2009 From: cornelia.schulze at googlemail.com (Cornelia Schulze) Date: Fri, 30 Oct 2009 01:23:02 -0700 Subject: call for papers Message-ID: Dear all, I just wanted to direct your attention to a potentially interesting conference on semantics and pragmatics that will be held in May (13th - 15th) next year in Leipzig. We invite the submission of abstracts (for paper or poster presentations) adressing one of the following issues: What does it mean that something has been said? Is there literal meaning and how does it constitute utterance meaning? What kind of pragmatic inference is relevant for utterance understanding on different levels of utterance interpretation? Do we need default-inferences in order to catch meaning-aspects of utterances ‘beyond the words’, these inferences being cancelled in case of purely literal meaning? How is pragmatic information processed (relation between procedural effort and the respective communicative effect of the utterance)? What is the pragmatic foundation of grammatical relations? Moreover we invite papers describing experimental studies with children concerning the acquisition of pragmatic knowledge and / or with adult speakers concerning the theoretical issues mentioned above. Abstracts of no more than 500 words (excluding references and tables) should be sent by email as a pdf-attchment to cschulze at rz.uni- leipzig.de by 15 November 2009. Speakers: Reinhard Blutner, Richard Breheny, Napoleon Katsos, Rudi Keller, Ira Noveck, Gerhard Preyer, Michael Tomasello You'll find further information on www.beyondthewordsconference.wordpress.com. All the best, Conny --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 kirsten.abbot-smith at plymouth.ac.uk Sat Oct 31 06:12:55 2009 From: kirsten.abbot-smith at plymouth.ac.uk (Kirsten Abbot-Smith) Date: Sat, 31 Oct 2009 06:12:55 +0000 Subject: info-childes - 2 new messages in 2 topics - digest In-Reply-To: <08990a19-b443-42d8-888f-ff915e90dd84@ILS151.uopnet.plymouth.ac.uk> Message-ID: Dear colleagues, My colleague, Caroline Floccia, has asked me to pass this on to the list, as she tried without success. ------------------------------------------------- With a very short deadline for application, here are 3 job offers (1 Chair and 2 Lecturers) at the University of Plymouth, potentially in developmental neuroscience but developmentalists in any area are encouraged to reply. We have recently renovated our Babylab (www.plymouthbabylab.org) which is fully equipped for head-turn preference and eye-tracking with infants. On our database of volunteer parents, we currently have over 1500 children aged between 2 month and 6 years. Thanks, Caroline The University of Plymouth School of Psychology Chair in Psychology Salary negotiable on Senior Managers Scale Ref: A1413 The School is looking to fill the following roles in order to complement and build upon its existing research strengths. In the recent RAE the School was ranked in the top third of psychology departments in the UK, with 85% of its research activity judged to be of international standard. Currently the School has established expertise in several fields, with research organised around the recently recognised University Research Centre in Brain, Cognition and Behaviour.The centre encompasses research excellence in Thinking and Reasoning, Memory,Vision, Behavioural Neuroscience, Language Development, Social Psychology, Health and Well Being and Human Factors. We will consider applications from outstanding applicants in any area of Psychology, but would particularly welcome candidates in the areas of Cognitive, Social or Developmental Neuroscience. You should have an excellent research track record as demonstrated through world leading research activity. For an informal discussion, please contact by email Professor Simon Handley, Head of School at simon.handley at plymouth.ac.uk although applications must be made in accordance with the details shown below. A Final Salary Pension Scheme is available. To apply, please visit www.plymouth.ac.uk/vacancies Email: jobs at plymouth.ac.uk Tel: 01752 588199 (24 hour answerphone). Closing date: 12 noon, Monday 30 November 2009. Promoting Equality and Diversity. Lecturers in Psychology (2 posts) £30,594 to £35,469 pa Ref: A1411 The School is looking to fill the following roles in order to complement and build upon its existing research strengths. In the recent RAE the School was ranked in the top third of psychology departments in the UK, with 85% of its research activity judged to be of international standard. Currently the School has established expertise in several fields, with research organised around the recently recognised University Research Centre in Brain, Cognition and Behaviour.The centre encompasses research excellence in Thinking and Reasoning, Memory,Vision, Behavioural Neuroscience, Language Development, Social Psychology, Health and Well Being and Human Factors. We will consider applications from outstanding applicants in any area of Psychology, but would particularly welcome candidates in the areas of Cognitive, Social or Developmental Neuroscience. We are looking to appoint candidates who have a strong research track record as demonstrated through publication and income generation. You would be expected to contribute to one of these research groups, or be involved in the creation of a new research grouping. For an informal discussion, please contact by email Professor Simon Handley, Head of School at simon.handley at plymouth.ac.uk although applications must be made in accordance with the details shown below. A Final Salary Pension Scheme is available. To apply, please visit www.plymouth.ac.uk/vacancies Email: jobs at plymouth.ac.uk Tel: 01752 588199 (24 hour answerphone). Closing date: 12 noon, Monday 30 November 2009. Promoting Equality and Diversity. -- Dr. Caroline Floccia Lecturer PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 ________________________________________ From: info-childes group [noreply at googlegroups.com] Sent: 28 October 2009 11:26 To: info-childes digest subscribers Subject: info-childes - 2 new messages in 2 topics - digest Info-CHILDES http://groups.google.com/group/info-childes?hl=en info-childes at googlegroups.com Today's topics: * Basic literature for undergrad classes - 1 messages, 1 author http://groups.google.com/group/info-childes/t/f1cc68a785f928a5?hl=en * Calculating the number of English syllables - 1 messages, 1 author http://groups.google.com/group/info-childes/t/129b2690865c0ad0?hl=en ============================================================================== TOPIC: Basic literature for undergrad classes http://groups.google.com/group/info-childes/t/f1cc68a785f928a5?hl=en ============================================================================== == 1 of 1 == Date: Mon, Oct 26 2009 3:27 pm From: Evan Kidd Hi Katie and list members, I also teach more adult psycholinguistics than child language, and use Trevor Harley's book: Harley, T. (2008). The psychology of language: from data to theory. Hove: Psychology press. It's a very comprehensive book, and has a great glossary at the back that I encourage my students to photocopy and bring to class so that they can easily look up any terminology they don't know. The textbook itself covers an amazingly broad range of topics and is fairly on top of the latest research. As for child language books, in one of my other roles as book review editor for JCL, we have recently published a book review of 3 textbooks. It is available ahead of print in the "First View" option on the JCL website. Best wishes, Evan Quoting Katie Alcock : > I think the difference here, therefore, is that I don¹t want my students to > understand grammar alone ­ I want them to understand a variety of aspects of > language, including, but not limited to, what the term ³grammar² refers to. > At least if they are equipped with some basic definitions, they won¹t feel > completely at sea in descriptions of neuropsychological cases, or if (in > their future careers) they meet patients whose language has been described > in those terms by e.g. speech therapists. > > Despite research and interests in the area, I¹m not currently teaching child > language, so this is possibly a little off topic! > > Katie > > > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 12:19:06 -0400 > To: "info-childes at googlegroups.com" > Subject: Re: Basic literature for undergrad classes > > I guess my view is different. I think the neuropsych literature can be > quite obscure---but grasping that "who is here" calls for more than a single > person is right at the core of language and every approach to grammar should > give it some prominence, particularly looking at child grammar, > since more than 50% of normal children do not realize this right away. > > Tom > > On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock > wrote: >> I think focussing on just quantifiers would be completely beyond my >> (psychology undergraduate) students! I¹m setting my sights low and >> would like >> them just to be able to understand what syntax is and to be able to >> distinguish it from, say, phonology ­ so that they can then go and read >> articles in the neuropsych literature on their own. >> >> Katie >> >> >> From: Tom Roeper > >>> >> >> Reply-To: "info-childes at googlegroups.com >> " > > >> Date: Mon, 26 Oct 2009 11:50:12 -0400 >> >> To: "info-childes at googlegroups.com " >> > >> Subject: Re: Basic literature for undergrad classes >> >> >> Katie-- >> in my book (Prsm of Grammar)---I devote a whole chapter to the >> discussion >> of communication disorders and particularly >> the important role of quantifiers in disorders--but I take the >> opposite tack, >> if it interests you, namely to >> try to explain the crucial ideas with as little special terminology as >> possible. The book has been used by 7th graders >> as well as college students in intro lingusitics classes---as well as by >> graduate students--if that is helpful. >> But I sypathize with your desire not to have people overwhelmed >> with words >> when what they need to do is >> really grasp new ideas. >> >> Tom Roeper >> >> On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > > wrote: >>> As someone who also teaches adult psycholinguistics and language disorders, >>> I¹d be really interested if anyone has a recommendation for a book that >>> explains all these terms in a more general context (but briefly, >>> as pointing >>> my students towards an introductory linguistics text has generally led them >>> to become overwhelmed in the past). >>> >>> >>> Katie >>> >>> >>> Katie Alcock, DPhil, CPsychol >>> Lecturer >>> Department of Psychology >>> University of Lancaster >>> Fylde College >>> Lancaster LA1 4YF >>> Tel 01524 593833 >>> Fax 01524 593744 >>> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >>> >>> >>> From: Matthew Saxton >>> > >>> >>> Reply-To: "info-childes at googlegroups.com >>> >>> " >> >>> > >>> >>> Date: Mon, 26 Oct 2009 08:14:38 -0000 >>> To: "info-childes at googlegroups.com >>> " >> >>> > >>> >>> Subject: RE: Basic literature for undergrad classes >>> Every term (from noun onwards) is explained and exemplified, either in the >>> glossary or in the text, and there are exercises to practice linguistic >>> concepts (with answers). >>> >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > > > > ============================================================================== TOPIC: Calculating the number of English syllables http://groups.google.com/group/info-childes/t/129b2690865c0ad0?hl=en ============================================================================== == 1 of 1 == Date: Tues, Oct 27 2009 8:55 am From: Marc Ettlinger As the other commenters have alluded to, I think English spelling is too complicated to count syllables with such a simple algorithm. The mapping from English orthography to modern English phonology is just too complex. In addition to the above examples (e.g. hiatus vs. heater) you have 'fiance' vs. 'bottle' vs. 'dance' on final vowels as well as other near minimal pairs like 'wire'/'tire' (2 syllables for many) vs. 'while'/'tile' (also 2 for some) and 'white'/'tight' (1 syllable for most), not to mention the dialectal variation on those words. Figuring something out for syllables would ultimately require first solving the problem of mapping from spelling to sounds and if you can figure that out, I'm sure text-to-speech companies would be grateful ;) On Oct 26, 10:43 am, Peter Gordon wrote: > The rules are a bit circular or redundant. The second-vowel-deletion rule > assumes you can tell the difference between one syllable and two syllables > in a two vowel sequence, so it's a bit circular. Further, the rule about > subtracting vowels from diphthongs is a bit murky. Most diphthongs are > often written as long vowels with an 'e' at the end of the word or some > irregular spelling (site, fight) or else when they are written as two vowels > (bait), it seems that the second vowel deletion rule would handle this > anyway, so it's a bit redundant. > > Peter Gordon, Associate Professor > Biobehavioral Sciences Department > Teachers College, Columbia University > 525 W 120th St. Box 180 > New York, NY 10027 > > E-mail: pgor... 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 > > On 10/26/09 11:22 AM, "Gareth" wrote: > > > > > Hello everyone, > > Thank you for the great responses. They have been very helpful and > > have answered some of my questions. I have a related issue that I > > would like to pose the group. When calculating the number of syllables > > in a word in English, what do you think about the following set of > > rules: > > > ---count the vowels in the word, > > ---subtract any silent vowels, (like the silent "e" at the end of a > > word or the second vowel when two vowels a > > together in a syllable) > > ---subtract one vowel from every dipthong, (diphthongs only count as > > one vowel sound.) > > ---the number of vowels sounds left is the same as the number of > > syllables. > > > Can any see any major flaws or additional rules/exceptions that may > > need adding? > > > Thanks > > > Gareth > > > PS. the rules were taken fromhttp://english.glendale.cc.ca.us/syllables.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 or visit http://groups.google.com/group/info-childes?hl=en To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com To change the way you get mail from this group, visit: http://groups.google.com/group/info-childes/subscribe?hl=en To report abuse, send email explaining the problem to abuse at googlegroups.com ============================================================================== Google Groups: http://groups.google.com/?hl=en --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From htagerf at bu.edu Thu Oct 1 12:54:07 2009 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Thu, 1 Oct 2009 08:54:07 -0400 Subject: Faculty Position Message-ID: Developmental Psychologist: The Department of Psychology at Boston University announces a tenure tack opening at the assistant professor level for appointment in Fall 2010, pending final budgetary approval. Applicants with interests in the broad area of social-cognitive development whose research examines the intersection of cognitive development with other aspects of development (e.g., social, moral, affective) and/or the contexts of development (e.g., parenting, culture, poverty) are encouraged to apply. We are especially interested in applicants whose research uses longitudinal or other multivariate methods. We are open to both behavioral and neuroscience methods of study. Strong candidates will show evidence of ability to sustain an original and independent program of research that is externally supported. Responsibilities will include undergraduate and graduate teaching and supervising doctoral students. Applicants should submit vita, reprints/preprints, a statement of research and teaching interests, and three letters of recommendation. Materials may be sent electronically to: jemccann at bu.edu - use the Subject Heading: Developmental Position. Alternatively, send applications to: Helen Tager-Flusberg, Ph.D., Chair, Developmental Search Committee, Department of Psychology, Boston University, 64 Cummington St. Boston, MA. 02215. Review of applications will begin immediately, and the deadline for submissions is November 15, 2009. Boston University is an Affirmative Action/Equal Opportunity Employer. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From diane-beals at utulsa.edu Mon Oct 5 14:13:10 2009 From: diane-beals at utulsa.edu (Diane Beals) Date: Mon, 5 Oct 2009 09:13:10 -0500 Subject: Job listing for Assistant Professor of Education Message-ID: ASSISTANT PROFESSOR OF EDUCATION The University of Tulsa invites applications for a tenure-track Assistant Professor of Education, commencing August 2010. Our dual mission is to expand the knowledge base in education and prepare students to be effective teachers and public intellectuals. We seek a scholar with a Ph.D. or Ed.D. (all requirements completed by August 1, 2010), an active research agenda and teaching experience in K-12 schools. Area of research is open, but the successful candidate will be able to teach courses in some of the following areas: reading, teaching exceptional children, social studies methods, or children?s literature. Responsibilities include pursuing an agenda of scholarship and research, teaching courses in teacher education undergraduate and graduate programs, supervising student-teachers and/or coordinating field placements. Research interest in urban education is desirable given our school's location and ties to local schools. Review of applications begins November 1, 2009, and continues until the position is filled. Send hard copies: (1) letter of application specifically addressing qualifications and research experience, (2) curriculum vitae, (3) three letters of reference, and (4) two samples of scholarly writing to: D. Thomas Benediktson Interim Director School of Education The University of Tulsa 800 South Tucker Drive Tulsa, OK 74104-3189 The University of Tulsa is an equal opportunity/affirmative action employer. -- Diane E. Beals, Ed.D. Associate Professor School of Education University of Tulsa 800 S. Tucker Dr. Tulsa, OK 74104 diane-beals at utulsa.edu 918-631-2045 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gpmorgan12 at gmail.com Wed Oct 7 15:22:41 2009 From: gpmorgan12 at gmail.com (Gareth) Date: Wed, 7 Oct 2009 08:22:41 -0700 Subject: English syllable list Message-ID: Is anyone aware of or have a list of all or most of the legal syllables in English? I am doing some work with nonwords and if I had such a list it would make things a lot easier. Any help is appreciated. Thanks. Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 France.Weill at touro.edu Wed Oct 7 21:34:31 2009 From: France.Weill at touro.edu (France Weill) Date: Wed, 7 Oct 2009 17:34:31 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth; I don't have such a list, but if you have an existing list, you can run it by the "phonotactic probability calculator" (Vitevitch & Luce, 2004), that will compute the likelihood of them existing in English. The instrument is very "user friendly"! Good luck France France Weill, CCC-SLP Associate Professor Touro College Graduate Program in Speech Pathology 1610 East 19 Street Brooklyn, NY 11229 718-787 1602 ext 206 france.weill at touro.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Gareth [gpmorgan12 at gmail.com] Sent: Wednesday, October 07, 2009 11:22 AM To: Info-CHILDES Subject: English syllable list Is anyone aware of or have a list of all or most of the legal syllables in English? I am doing some work with nonwords and if I had such a list it would make things a lot easier. Any help is appreciated. Thanks. Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 Helene.Deacon at Dal.Ca Wed Oct 7 22:05:16 2009 From: Helene.Deacon at Dal.Ca (Helene Deacon) Date: Wed, 7 Oct 2009 19:05:16 -0300 Subject: English syllable list In-Reply-To: <8B71FBA3E9DA7045BB1DBC0D7DBA91220AA0295B0C@mailbox1.admin.touro.edu> Message-ID: You could also use Ziegler et al (1997 or 96?) to get English rime units and then rotate first phonemes in. Good luck! Helene Deacon Associate Professor Department of Psychology Dalhousie University Quoting France Weill : > > Hi Gareth; > > I don't have such a list, but if you have an existing list, you can > run it by the "phonotactic probability calculator" (Vitevitch & Luce, > 2004), that will compute the likelihood of them existing in English. > The instrument is very "user friendly"! > > Good luck > > France > > France Weill, CCC-SLP > Associate Professor > Touro College > Graduate Program in Speech Pathology > 1610 East 19 Street > Brooklyn, NY 11229 > 718-787 1602 ext 206 > france.weill at touro.edu > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] > On Behalf Of Gareth [gpmorgan12 at gmail.com] > Sent: Wednesday, October 07, 2009 11:22 AM > To: Info-CHILDES > Subject: English syllable list > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From limber at comcast.net Wed Oct 7 23:30:34 2009 From: limber at comcast.net (john limber) Date: Wed, 7 Oct 2009 19:30:34 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth-- this is a tricky issue as you probably know. There was a lot of effort expended on behalf of speech recognition/perception/synthesis in the 1960s with syllables as a basic unit. One investigator I thought had something useful to say was Sivertsen, E. (1961).? "Segment Inventories for Speech Synthesis," Lang. Speech 4, 27. -- John Limber Psychology 108 Conant Hall 10 Library Way University of New Hampshire Durham NH 03824 phone: 603-862-2960 Fax email: John.Limber at unh.edu Course info: pubpages.unh.edu/~jel On 10/7/09 11:22 AM, "Gareth" wrote: > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 lisa.s.pearl at gmail.com Thu Oct 8 15:21:43 2009 From: lisa.s.pearl at gmail.com (Lisa) Date: Thu, 8 Oct 2009 08:21:43 -0700 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth: There's a tool developed by Kenny Vaden at UC Irvine called the Irvine Phonotactic Online Dictionary (IPhoD) [http://www.iphod.com/] that may be useful (especially if you're also working with nonwords). Among other things, it can give you the phonotactic probability of English words and their frequencies, so you may be able to extrapolate legal syllables by looking at the monosyllabic entries. -Lisa Pearl On Oct 7, 8:22?am, Gareth wrote: > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 gabicere at yahoo.com Thu Oct 8 19:18:20 2009 From: gabicere at yahoo.com (Gabi) Date: Thu, 8 Oct 2009 12:18:20 -0700 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth, try the following link. Kucera-Francis; number of letters/phonemes/syllables; ratings of word familiarity, concreteness, imagability, meaningfulness; age of acquisition; etc.) http://www.psy.uwa.edu.au/mrcdatabase/uwa_mrc.htm Best, Gabi On Oct 7, 8:22?am, Gareth wrote: > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 xiaoweizhao at gmail.com Fri Oct 9 03:21:42 2009 From: xiaoweizhao at gmail.com (Xiaowei Zhao) Date: Thu, 8 Oct 2009 23:21:42 -0400 Subject: English syllable list In-Reply-To: Message-ID: Hi Gareth, You may want to try this ARC Nonword database (Rastle, Harrington & Coltheart, 2002), it might be useful to your project. http://www.maccs.mq.edu.au/~nwdb/ Best wishes, Xiaowei Zhao, Ph.D. Visiting Assistant Professor of Psychology Department of Psychology Colgate University Hamilton, NY 13346 Phone: 315-228-6717 Email: xzhao at colgate.edu Web: http://sites.google.com/site/xiaoweizhao/ On Wed, Oct 7, 2009 at 11:22 AM, Gareth wrote: > > Is anyone aware of or have a list of all or most of the legal > syllables in English? I am doing some work with nonwords and if I had > such a list it would make things a lot easier. Any help is > appreciated. Thanks. > > Gareth Morgan > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 eva.berglund at gmail.com Mon Oct 12 07:37:41 2009 From: eva.berglund at gmail.com (Eva.berglund@gmail.com) Date: Mon, 12 Oct 2009 00:37:41 -0700 Subject: Student access to the WebCLAN Message-ID: Hello, I have used the WebCLAN Swedish files for some tasks for students studying child communication, yet this semester the students could not get access to these files without password etc. I wonder if it is possible to make available some portion of the CLAN files for students also in the future? Regards - Eva Berglund Stockholm University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From macw at cmu.edu Mon Oct 12 16:35:50 2009 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 12 Oct 2009 12:35:50 -0400 Subject: Student access to the WebCLAN In-Reply-To: <85c6513e-e13a-44ca-b653-2c857b8a4080@v25g2000yqk.googlegroups.com> Message-ID: Dear Eva, I just now ran WebCLAN on some of the Swedish files using Firefox and I was never asked for a password. None of the CHILDES corpora are password protected, so maybe something else is happening or maybe the students are confused about how to access the corpora. Please just send me email directly about this and we can work it out without bothering the list until we find out what might be going on. Best wishes, -- Brian MacWhinney On Oct 12, 2009, at 3:37 AM, Eva.berglund at gmail.com wrote: > > Hello, > > I have used the WebCLAN Swedish files for some tasks for students > studying child communication, yet this semester the students could not > get access to these files without password etc. > > I wonder if it is possible to make available some portion of the CLAN > files for students also in the future? > > Regards > > - Eva Berglund > Stockholm University > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Roberta at udel.edu Tue Oct 13 01:53:17 2009 From: Roberta at udel.edu (Roberta Golinkoff) Date: Mon, 12 Oct 2009 21:53:17 -0400 Subject: PROJECT COORDINATOR AND POST DOC NEEDED AT THE UNIVERSITY OF DELAWARE Message-ID: We have received a stimulus grant focusing on what preschoolers know about geometric forms and its relationship to early math knowledge. These are two year grants and we must begin immediately. In addition to looking for two graduate students to fund for next year, we need to fill two positions: 1.PROJECT COORDINATOR: This position would be ideal for someone with a new BA who wishes to go on to graduate school but seeks valuable research experience. This person would be high energy, highly capable and in possession of wonderful organizational and people skills. Experience with children is a plus. This is a full-time job with excellent benefits. A two-year commitment is preferred but negotiable. Please submit a CV, cover letter, and 2 to 3 letters of recommendation. 2. POSTDOCTORAL FELLOW: The position would be ideal for someone with strong research training and a Ph.D. in developmental, educational, or cognitive psychology and interest in working with young children. Experience in using an eye-tracker would be welcomed. The intellectual environment in my laboratory is highly collaborative and the successful individual would be part of an extremely productive group. Funding is available for one year with full benefits and the possibility of a second year. Please submit a CV, cover letter with statement of research interests, 2 to 3 letters of recommendation, and evidence of scholarly publications. Materials should be sent immediately to Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Roberta at udel.edu. Start date can be as early as October 30, 2009. -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From bart.hollebrandse at gmail.com Tue Oct 13 08:10:06 2009 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Tue, 13 Oct 2009 01:10:06 -0700 Subject: [call for posters]: Let the Children Speak Message-ID: CALL FOR POSTER PRESENTATIONS Let the Children Speak: Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment 22 - 24 January 2010 London COST A 33 http://www.zas.gwz-berlin.de/cost/ deadline: 21st October 2009, abstracts to: Cost at rug.nl Two children in every classroom across Europe suffer from Specific Language Impairment (SLI), meaning that they have problems learning language. Language is one of the key skills that children need in order to succeed in education and in later life; without it, children may fail to reach their potential. Early assessment of language skills, to identify children who have SLI, is essential. Yet migration and multilingualism may make it difficult to assess whether children have the necessary language skills to access the school curriculum, and diagnosing SLI across Europe is a challenge. SLI is costing Europe more than 250 billion Euros a year. That?s equivalent to 1% of GDP, enough to bail out a medium-sized bank. Like the world banking crisis, it must be addressed at an international level. In a unique initiative, scientists from 25 European countries (and close neighbours), and representing 25 languages (covering the major European language families: Germanic, Romance, Slavic, Baltic, Greek and Romani and also Finno-Ugric and Semitic) have worked together to investigate the critical language skills that children need to learn. We have created an assessment that is comparable across languages, with 13 subtests that test critical skills in grammar, semantics and pragmatics. This work allows us to assess whether a child has the key language abilities needed for education and life- long learning in languages across the EU, and can serve as a template for other languages too. . This work provides the necessary platform for politicians, professionals and scientists alike to take up the reins to collaboratively address the severe socio-economic cost of our children's lost potential. We are therefore bringing together a unique team of experts from across the EU - politicians, educationalists, health specialists, scientists and parents ? to address this challenge at a ground-breaking international conference. The conference aims to: ? Establish an agenda for a political and interdisciplinary European effort to address language and communication impairments, in order to help prevent the enormous socioeconomic loss that they incur. ? Communicate (and demystify) knowledge of learning of critical language abilities and their assessment across 25 languages, to facilitate the education, health and social welfare of children. In this way, children?s strengths and weaknesses can be identified early, and children helped to reach their potential. ? Build on our findings, establish a way forward to how children can be helped through being better able to access life-long education and learning across all 25 languages. ? Develop a commitment from member countries to put language and communication skills at the top of the agenda for investment in research, education and health. Keynotes: Stephen Crain, Macquarie University, Australia Tbc: The Hon Ed Balls, MP Secretary of State, Department of Children, Families and Schools UK Government. Tbc: The Hon John Bercow MP, Author of the Departments of Health and Children, families and Schools UK Government "The Bercow Report 2008" Tbc: The EU Commissioner for Science and Education Tbc: The EU Commissioner for Multilingualism Scientific presentations by the working groups of COST Action A33: Heather van der Lely, Harvard University and UCL Uli Sauerland, Centre for General Linguistics (Zas), Berlin Angeliek van Hout, University of Groningen Na'ama Friedman, University of Tel Aviv Ken Drozd, University of Aarhus Sharon Armon-Lotem, Bar Ilan University Spyridoula Varlokosta, University of Athens Preliminary Program: Friday: 14:00- 18:00 Political and Professional (Education, Health) issues To include interactive sessions where participants can try out the language assessments in any of the 25 languages. Key Note: Professor Stephen Crain Panel Discussion 18:30-22:00 Reception (wine and canap?s) at the Wellcome Trust, Medicine Now Gallery Saturday 9:00 - 18:00 Scientific issues Paper and discussants. Poster and interactive sessions 19.00 Conference Dinner Sunday 9:0 - 13.00 Scientific issues Papers and discussants. 13.00 Lunch and close This conference is supported by: ? COST Action A33 http://www.zas.gwz-berlin.de/cost/ ? The Wellcome Trust, UK. ? Centre for Developmental Language Disorders & Cognitive Neuroscience, UCL ? Department of Language and Communication Science, City University, London. ? Department of Psychology, Birkbeck, University of London ? I CAN ? AFASIC Abstract submission information Abstracts are invited for poster presentations, on any topic relating to language development and developmental language disorders. Abstracts must be written in English and include the following: Cover Page ? Title of presentation ? Authors? names and affiliations ? Name, address, telephone number and email address of contact person Abstract ? Title of presentation ? Summary of research undertaken (500 words maximum, single spaced) ? Do not include authors? names Abstracts must be submitted as an attachment to an email to Angeliek van Hout, chair of the reviewing committee, at: Cost at rug.nl. The deadline for submissions is 21st October 2009, and authors will be notified of the committee?s decision mid-November. Bursaries A number of bursaries will be awarded to people with an accepted poster pay for conference fees and help with travel and subsistence costs. If you would like to apply for one of the bursaries to attend the conference please provide a short paragraph stating your circumstances, your areas of interest and how you think attending the conference would benefit: a) you and/or b) children with language impairment, and c) what you can bring to the conference. Please add this paragraph on a separate sheet to your abstract submission, including your name and contact details. Full list of languages involved in A33: Basque Bulgarian Catalan Croatian Czech Danish Dutch English Estonian Finnish French German & Austrian German Greek & Cypriot Greek Hebrew Italian Lithuanian Maltese Norwegian Polish Portuguese Romani Romanian Russian Serbian Slovak Spanish Swedish deadline: 21st October 2009, abstracts to: Cost at rug.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 eva.berglund at gmail.com Tue Oct 13 08:50:28 2009 From: eva.berglund at gmail.com (Eva.berglund@gmail.com) Date: Tue, 13 Oct 2009 01:50:28 -0700 Subject: Student access to the WebCLAN In-Reply-To: Message-ID: Dear Brian, Thanks for the clarification regarding the password. I have now discussed this problem with my students and they have noticed that the "password" request appeared when they used the "explorer" web browser but not when using "firefox". Maybe some info about this problem could be added at the website. Thanks for your help. - Eva Berglund On 12 Okt, 18:35, Brian MacWhinney wrote: > Dear Eva, > ? ? ?I just now ran WebCLAN on some of the Swedish files using Firefox ? > and I was never asked for a password. ? None of the CHILDES corpora ? > are password protected, so maybe something else is happening or maybe ? > the students are confused about how to access the corpora. ?Please ? > just send me email directly about this and we can work it out without ? > bothering the list until we find out what might be going on. > > Best wishes, > > -- Brian MacWhinney > > On Oct 12, 2009, at 3:37 AM, Eva.bergl... at gmail.com wrote: > > > > > Hello, > > > I have used the WebCLAN Swedish files for some tasks for students > > studying child communication, yet this semester the students could not > > get access to these files without password etc. > > > I wonder if it is possible to make available some portion of the CLAN > > files for students also in the future? > > > Regards > > > - Eva Berglund > > Stockholm University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From dave.barner at gmail.com Tue Oct 13 18:50:57 2009 From: dave.barner at gmail.com (David Barner) Date: Tue, 13 Oct 2009 11:50:57 -0700 Subject: post doctoral position at UCSD Message-ID: I am currently considering applications for a post doctoral fellow position in my lab at UCSD. The details are provided below. David Barner POSTDOCTORAL FELLOW: The position is suitable for a researcher with a Ph.D. in psychology, and an interest in language, number, mathematics education, and optionally, in gesture. The position would involve one month of field work overseas (in India), but would also permit the continuation of Ph.D. projects and other collaborations. Funding is available for one year with full benefits, starting in July of 2010. Please submit a CV, cover letter with statement of research interests, and 2 to 3 letters of recommendation. A first authored publication should also be submitted with the application. Applications should be sent electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More information about the lab can be found at ladlab.ucsd.edu. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcfrank at mit.edu Tue Oct 13 19:17:26 2009 From: mcfrank at mit.edu (Michael C. Frank) Date: Tue, 13 Oct 2009 15:17:26 -0400 Subject: post doctoral position at UCSD In-Reply-To: <36ea8703-fd9e-4a32-94eb-f0b45d5ba8e7@h40g2000prf.googlegroups.com> Message-ID: pick me! pick me! On Oct 13, 2009, at 2:50 PM, David Barner wrote: > > I am currently considering applications for a post doctoral fellow > position in my lab at UCSD. The details are provided below. > David Barner > > POSTDOCTORAL FELLOW: > The position is suitable for a researcher with a Ph.D. in psychology, > and an interest in language, number, mathematics education, and > optionally, in gesture. The position would involve one month of field > work overseas (in India), but would also permit the continuation of > Ph.D. projects and other collaborations. Funding is available for one > year with full benefits, starting in July of 2010. Please submit a CV, > cover letter with statement of research interests, and 2 to 3 letters > of recommendation. A first authored publication should also be > submitted with the application. Applications should be sent > electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More > information about the lab can be found at ladlab.ucsd.edu. > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From mcfrank at mit.edu Tue Oct 13 19:19:32 2009 From: mcfrank at mit.edu (Michael C. Frank) Date: Tue, 13 Oct 2009 15:19:32 -0400 Subject: post doctoral position at UCSD In-Reply-To: <36ea8703-fd9e-4a32-94eb-f0b45d5ba8e7@h40g2000prf.googlegroups.com> Message-ID: My apologies to everyone for replying all! Mike On Oct 13, 2009, at 2:50 PM, David Barner wrote: > > I am currently considering applications for a post doctoral fellow > position in my lab at UCSD. The details are provided below. > David Barner > > POSTDOCTORAL FELLOW: > The position is suitable for a researcher with a Ph.D. in psychology, > and an interest in language, number, mathematics education, and > optionally, in gesture. The position would involve one month of field > work overseas (in India), but would also permit the continuation of > Ph.D. projects and other collaborations. Funding is available for one > year with full benefits, starting in July of 2010. Please submit a CV, > cover letter with statement of research interests, and 2 to 3 letters > of recommendation. A first authored publication should also be > submitted with the application. Applications should be sent > electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). More > information about the lab can be found at ladlab.ucsd.edu. > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From gfergadiotis at gmail.com Tue Oct 13 19:34:24 2009 From: gfergadiotis at gmail.com (Gerasimos Fergadiotis) Date: Tue, 13 Oct 2009 12:34:24 -0700 Subject: post doctoral position at UCSD In-Reply-To: <1A04FD6E-F4E9-40AC-BDAE-FE6927B911C8@mit.edu> Message-ID: Don't worry! That was awesome! Good luck!! Gerasimos On Oct 13, 2009, at 12:19 PM, Michael C. Frank wrote: > > My apologies to everyone for replying all! > > Mike > > On Oct 13, 2009, at 2:50 PM, David Barner wrote: > >> >> I am currently considering applications for a post doctoral fellow >> position in my lab at UCSD. The details are provided below. >> David Barner >> >> POSTDOCTORAL FELLOW: >> The position is suitable for a researcher with a Ph.D. in psychology, >> and an interest in language, number, mathematics education, and >> optionally, in gesture. The position would involve one month of field >> work overseas (in India), but would also permit the continuation of >> Ph.D. projects and other collaborations. Funding is available for one >> year with full benefits, starting in July of 2010. Please submit a >> CV, >> cover letter with statement of research interests, and 2 to 3 letters >> of recommendation. A first authored publication should also be >> submitted with the application. Applications should be sent >> electronically to: Jennifer Audet (ladlab.coordinator at gmail.com). >> More >> information about the lab can be found at ladlab.ucsd.edu. >>> > > > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From jsaffran at wisc.edu Wed Oct 14 18:19:39 2009 From: jsaffran at wisc.edu (Jenny Saffran) Date: Wed, 14 Oct 2009 11:19:39 -0700 Subject: Postdoctoral position at UW-Madison Message-ID: Please forward this note to potentially interested parties! Apologies for multiple postings... Postdoctoral Research Position Infant Learning Lab University of Wisconsin - Madison Our lab is focused on learning in infancy and early childhood, with a particular focus on language acquisition and links to other areas of cognition and perception. Candidates must have a Ph.D. in psychology, cognitive science, communicative disorders, or linguistics at the time of appointment. A strong research record and previous experience working with infants and/or young children are highly desirable. The postdoc will be expected to participate in an active lab group with interests spanning language acquisition, statistical learning, perceptual learning, infant cognition, speech perception, music cognition, and links between computational and behavioral research. Of particular interest are individuals with interests in or experience with eye-tracking and other real-time measures of processing and learning. The lab is based at the Waisman Center at UW-Madison, a large interdisciplinary research center focused on development and developmental disabilities; visit http://www.waisman.wisc.edu for more information. Lab members have opportunities to gain experience working with both typically and atypically developing groups of children. The start date is negotiable and can be as early as January 2010, or as late as July 2010. Funding is available for a minimum of one year, with additional years available contingent on concurrent applications for external funding; salary will follow NIH guidelines. Interested applicants should send a CV, research statement, and 2-3 letters of recommendation via email to Jenny Saffran at jsaffran at wisc.edu. Applications received by December 15, 2009 will be given full consideration; however, applications will be accepted until the position is filled. You can find out more about the lab by visiting our website: http://www.waisman.wisc.edu/infantlearning/infant_research.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 pingpsu at gmail.com Thu Oct 15 18:02:50 2009 From: pingpsu at gmail.com (Ping Li) Date: Thu, 15 Oct 2009 14:02:50 -0400 Subject: 'Culture and Context' faculty position at Penn State Message-ID: Dear Colleagues, Please share the following info with colleagues who might be interested. Thanks, Ping Li --------------- The Department of Psychology at Penn State (http://psych.la.psu.edu/) is recruiting (rank open) for one or more psychologists to contribute to a departmental initiative on ?context and culture.? We are interested in applicants whose work examines the role of cultural and contextual factors in psychological processes and outcomes, especially candidates whose work will add to research and outreach that involves communities of various cultural and ethnic backgrounds. Successful candidates with expertise in any of several research specializations would join one of the department?s graduate training areas (clinical, cognitive, developmental, industrial/organizational, and social), would have rich opportunities for collaboration within the department and across the campus, and could if desired also affiliate with our neuroscience initiative and award-winning graduate specialization in cognitive and affective neuroscience. Possible areas of specialization include but are not limited to the role of culture in translational research, social justice, contextual influences on affect and emotion, diversity in the workforce, multiculturalism and clinical practice, and gender in context. We are particularly interested in candidates who will contribute to existing strengths in the department. Applicants who could also contribute to an overarching department initiative to enhance diversity and our understanding of diversity are particularly encouraged to apply. Candidates are expected to have a record of excellence in research and teaching, and a history or promise of external funding. Review of applications will continue until the positions are filled. Candidates should submit a letter of application including concise statements of research and teaching interests, a CV, at least three letters of recommendation, and selected (p)reprints. Electronic submission of these materials is strongly preferred; please send to PsychApplications at psu.edu, noting Box D in the subject line. If you cannot submit electronically, applications can be mailed to Judy Bowman, 124 Moore, Department of Psychology, Penn State, University Park, PA, 16802. We especially encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From aurora.bel at upf.edu Thu Oct 15 19:00:52 2009 From: aurora.bel at upf.edu (aurora.bel at upf.edu) Date: Thu, 15 Oct 2009 12:00:52 -0700 Subject: Call for papers: 6th International Conference on Language Acquisition, Barcelona, September 8-10, 2010 Message-ID: Dear Info-CHILDES members, The 6th International Conference on Language Acquisition will take place from 8-10 September 2010 at the University of Barcelona (Spain) under the auspicies of AEAL (Asociaci?n para el Estudio de la Adquisici?n del Lenguaje, ?Association for the Study of Language Acquisition?). The Conference provides a forum to disseminate research and to become acquainted with new research developments in the domain of language acquisition. AEAL is pleased to invite you to participate in this conference with proposal for posters, individual papers or symposia on any topic in the areas of Language Acquisition. The conference is organized by the GRERLI Research Group at the University of Barcelona and the ALLENCAM Research Group at the Pompeu Fabra University. Submissions will consist of an abstract no more than 500 words in length of original, unpublished research. Abstracts should be submitted using the online submission system. Detailed information regarding abstract format, content, and evaluation criteria can be found at http://stel.ub.edu/cial2010 after October 26. Abstracts in the following areas are welcomed: --Early language acquisition, including speech perception, preverbal communication, phonological, morphological, syntactic, lexical- semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. --Later language acquisition (beyond age 5), including spoken, written or signed discourse, reading and writing; figurative uses of language, phonological, morphological, syntactic, lexical-semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. --Language acquisition in atypical population, language disorders and / or disorders in spoken, written or signed communication. --Tools for studying language, including contributions that highlight methodological issues such as sampling, data analysis, innovative statistical techniques, intervention studies. --Perspectives on Language acquisition, including contributions discussing epistemological basis of language research, explicative models of development, cross linguistic perspectives. Important dates: --Abstract submission deadline: February 15, 2010 --Notification of acceptance: April 15, 2010 --Payment by at least one of the presenters: May 30, 2010 --Publication of Congress Program: July 15, 2010 --Tutorials: September 7, 2010 --Conference: September 8-10, 2010 The conference organizers, Liliana Tolchinsky (ltolchinsky at ub.edu) Aurora Bel (aurora.bel at upf.edu) Conference website: http://stel.ub.edu/cial2010 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 h.g.simonsen at iln.uio.no Fri Oct 16 13:03:00 2009 From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen) Date: Fri, 16 Oct 2009 15:03:00 +0200 Subject: 13th Meeting of the International Clinical Phonetics and Linguistics Association Message-ID: Second call for papers to the 13th Meeting of the International Clinical Phonetics and Linguistics Association (ICPLA 13) Date: 23-Jun-2010 - 23-Jun-2010 Location: Oslo, Norway Contact Person: Lillian Baltzrud Meeting Email: lillian.baltzrud at iln.uio.no Web Site: http://www.hf.uio.no/icpla2010 Linguistic Field(s): General Linguistics; Language Acquisition; Neurolinguistics; Phonetics; Psycholinguistics Call Deadline: 01-Nov-2009 Meeting Description: The 13th Meeting of the International Clinical Phonetics and Linguistics Association is hosted by the Department of Linguistics and Scandinavian Studies, University of Oslo and Bredtvet Resource Centre, Oslo. The program will consist of a combination of plenary talks, thematic symposia, and general oral and poster sessions. The meeting will cover a wide range of topics, which include (but are not limited to) the following: clinical phonetics, clinical linguistics (phonology, semantics, syntax, pragmatics), assessment, treatment and methodology in speech and language pathology, developmental language disorders, acquired language disorders (aphasia, apraxia, etc.), audiology, hearing impairment, communication disorders across languages. Call for Papers: ICPLA 13 in Oslo invites submissions for panel proposals and abstracts for individual research papers. All abstracts will be evaluated through peer reviewing, and authors will be notified. Panel Proposals: To encourage collaboration and topical coherence within the field of clinical linguistics and phonetics, please submit a panel proposal on any topic relevant to the conference by September 1, 2009. Panel proposals should consist of a brief outline (500 words) of the theme and purpose of the panel, with an indication of the people the organiser(s) anticipate(s) as speakers in the panel. Panels are collections of 3-5 individual paper presentations that relate to a narrowly defined topic of interest. Panel organisers are asked to avoid, if at all possible, restricting their panel to an in-group; openness and diversity of perspectives is compatible with topical coherence. Accepted panels will be given a time slot of 90 minutes. A list of accepted panels will be posted on the web-site by October 15, 2009. The organiser of a panel is the person responsible for securing the cooperation of all the participants who are to be involved in the panel, and for deciding on the internal structure of the panel. Abstracts for individual panel contributions must be submitted by November 1, 2009 (cf. below on guidelines for submission of abstracts), and will be subjected to peer reviewing. Contributions for panels cannot be submitted without the prior consent of the panel organiser(s). Deadlines: 1. Panel proposals must be submitted no later than September 1, 2009. 2. Abstracts for contributions to panels (subject to the panel organiser's prior approval - see above) and individual abstracts for oral papers and posters on any topic relevant to the conference must be submitted no later than November 1, 2009. 3. Notification of acceptance will be sent out by February 15, 2010. Guidelines for Submission of Abstracts: Submission of abstracts can only be done via the Easy Abstracts facility at Linguist List (lenke). All abstracts must be submitted in a .pdf format. The site will be open for abstract submission from June 15, 2009. Before submitting your abstract, please read all of the following instructions: - Abstracts should consist of max. 500 words and be based on research that is completed or clearly in progress, with a well-formulated research question and a good description of the type(s) of data used (if the work is empirical), the theoretical and methodological approach and the results/conclusions. - For posters, a clear description of a research design may be acceptable, as this can lead to useful discussions in the early stages of a project. Posters will be up for one whole day; during that day, there will be a specific time slot during which the presenters will be present at their poster for discussion. - For oral presentations, 20-minute slots will be available (including discussion time). - It is the individual submitter's choice to submit for an oral presentation or a poster. However, provided your consent, the organising committee may allocate your presentation to a poster session rather than an oral session. The official language of the conference is English. Posters and oral presentations must therefore be in English. ************************* Hanne Gram Simonsen Professor of Linguistics Department of Linguistics and Scandinavian Studies, University of Oslo P.O.Box 1102, Blindern, 0317 Oslo, Norway Tel: +47 22 85 41 82 Fax: +47 22 85 71 00 Mobile: +47 901 28 109 E-mail: h.g.simonsen at iln.uio.no --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From k_bedijs at yahoo.de Sun Oct 25 17:34:41 2009 From: k_bedijs at yahoo.de (Kristina Bedijs) Date: Sun, 25 Oct 2009 18:34:41 +0100 Subject: Basic literature for undergrad classes Message-ID: Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universit?t G?ttingen Humboldtallee 19 D-37073 G?ttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From cdd24 at georgetown.edu Sun Oct 25 18:10:10 2009 From: cdd24 at georgetown.edu (cdd24 at georgetown.edu) Date: Sun, 25 Oct 2009 14:10:10 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina Bedijs, Here's a few suggestions: "First language acquisition: The Essential Readings" by Barbara C. Lust and Claire Foley "The articulate mammmal" by Jean Aitchison " How babies talk" by Roberta M. Golinkoff and Kathy Hirsh-Pasek "First Language Acquisition" by Eve V. Clark Best , Cristina Cristina D. Dye, PhD Department of Neuroscience Georgetown University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From luckhurst at lasalle.edu Sun Oct 25 19:47:48 2009 From: luckhurst at lasalle.edu (Luckhurst, Joan) Date: Sun, 25 Oct 2009 15:47:48 -0400 Subject: Basic literature for undergrad classes In-Reply-To: <20091025141010.AGN07242@mstore-prod-1.pdc.uis.georgetown.edu> Message-ID: In response to the question about texts for language acquisition, I have my undergraduate students in the Language Development class use: Clark, E. (2009). First Language Acquisition, 2nd Ed. Cambridge, MA: Cambridge University Press. (ISBN: 0521629977) and Nippold, Marilyn A. (2006). Later Language Development, 3 ed. Austin, Tx: Pro-Ed, Inc. Joan A. Luckhurst, Ph.D., CCC-SLP Assistant Professor La Salle University Benilde 2216 1900 W. Olney Ave. Philadelphia, Pa 19141 (215) 951-1609 The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential. Distribution of this material to anyone other than the addressed is prohibited. Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their intended purpose is prohibited. If you have received this transmission in error, please contact the sender. ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of cdd24 at georgetown.edu [cdd24 at georgetown.edu] Sent: Sunday, October 25, 2009 2:10 PM To: info-childes at googlegroups.com Subject: Re: Basic literature for undergrad classes Dear Kristina Bedijs, Here's a few suggestions: "First language acquisition: The Essential Readings" by Barbara C. Lust and Claire Foley "The articulate mammmal" by Jean Aitchison " How babies talk" by Roberta M. Golinkoff and Kathy Hirsh-Pasek "First Language Acquisition" by Eve V. Clark Best , Cristina Cristina D. Dye, PhD Department of Neuroscience Georgetown University --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From roeper at linguist.umass.edu Mon Oct 26 00:00:09 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 25 Oct 2009 20:00:09 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Well--I guess you won't be surprised if I tell you that I use my own book "The Prism of Grammar: How Child Language Illuminates Humanism" MIT Press---you can read some commentary on Amazon. But let me add: the book works particularly well when the students try out some of the 50 suggested experiments on each other. Then if they have access to a child, they can do that too. Tom Roeper On Sun, Oct 25, 2009 at 1:34 PM, Kristina Bedijs wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universit?t G?ttingen > Humboldtallee 19 > D-37073 G?ttingen > k_bedijs at yahoo.de > > > -- 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 bpearson at research.umass.edu Mon Oct 26 03:06:53 2009 From: bpearson at research.umass.edu (Barbara Pearson) Date: Sun, 25 Oct 2009 23:06:53 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina, People have been telling me that my book works well in classes, too. Raising a Bilingual Child (Random House, 2008). In addition to bilingual acquisition, there are chapters on first language, language identity, and the difficulty of answering broad questions in language research. Good luck with your seminar, Barbara On Oct 25, 2009, at 1:34 PM, Kristina Bedijs wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universit?t G?ttingen > Humboldtallee 19 > D-37073 G?ttingen > k_bedijs at yahoo.de > > ================================ Barbara Pearson, Ph.D. Academic Liaison Research Liaison & Development (RLD) University of Massachusetts Amherst 70 Butterfield Terrace Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/research/rld --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 shiromartha at gmail.com Mon Oct 26 03:40:30 2009 From: shiromartha at gmail.com (Martha Shiro) Date: Sun, 25 Oct 2009 23:40:30 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Hi Kristina, An introductory book in Spanish and (mostly on Spanish) is Serra, M., E. Serrat, R. Sol?, A. Bel & m. Aparici. (2000). La adquisici?n del lenguaje. Barcelona: Ariel. It is an overview of studies on the development of Spanish (with some reference to other languages spoken in Spain, like catalan or gallego). best wishes, Martha Martha Shiro Instituto de Filolog?a "Andr?s Bello" Universidad Central de Venezuela shiromartha at gmail.com ----- Original Message ----- From: "Kristina Bedijs" To: Sent: Sunday, October 25, 2009 1:34 PM Subject: Basic literature for undergrad classes Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universit?t G?ttingen Humboldtallee 19 D-37073 G?ttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From M.Saxton at ioe.ac.uk Mon Oct 26 08:14:38 2009 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Mon, 26 Oct 2009 08:14:38 -0000 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Dear Kristina, Maybe too late for this year, but do please try the following: Saxton, M. (forthcoming, February 2010). Child language: Acquisition and development. London: Sage. Unlike pretty much every other book on child language, this book takes a balanced approach to the nature-nurture issue. It is geared towards students with no background in linguistics. Every term (from noun onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers). If your experience is anything like mine, you will have found that students are massively enthused by child language in the classroom, but then often hit a brick wall later when faced with the literature, replete as it is with linguistic terms which require some prior knowledge. My book also has discussion points, practical exercises, further reading and recommended websites to help students with their learning. And, dare I say, it is written in a student-friendly way. Apologies for continuing the well-worn tradition of self-promotion. Regards, Matthew Saxton. -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Kristina Bedijs Sent: 25 October 2009 17:35 To: info-childes at googlegroups.com Subject: Basic literature for undergrad classes Dear all, I am planning to teach an undergraduate seminar about child language. It will focus especially on French and probably also on Spanish, but there will of course be classes on general language acquisition as well. Would you tell me which books you recommend to your students as basic literature? Thank you, Kristina --- Kristina Bedijs Georg-August-Universit?t G?ttingen Humboldtallee 19 D-37073 G?ttingen k_bedijs at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From pgordon at tc.columbia.edu Mon Oct 26 13:57:31 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 26 Oct 2009 09:57:31 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: I've been using Erica Hoff's book for years and find it very well written with good coverage. It is outrageously expensive ($146) as are most college textbooks. Paul Bloom's book of readings from MIT press is still a very good selection (available on Cognet free) as was the Tomasello & Bates readings, currently out of print. Peter Gordon 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 On 10/25/09 1:34 PM, "Kristina Bedijs" wrote: > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universit?t G?ttingen > Humboldtallee 19 > D-37073 G?ttingen > k_bedijs at yahoo.de > > --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From gpmorgan12 at gmail.com Mon Oct 26 15:22:34 2009 From: gpmorgan12 at gmail.com (Gareth) Date: Mon, 26 Oct 2009 08:22:34 -0700 Subject: Calculating the number of English syllables Message-ID: Hello everyone, Thank you for the great responses. They have been very helpful and have answered some of my questions. I have a related issue that I would like to pose the group. When calculating the number of syllables in a word in English, what do you think about the following set of rules: ---count the vowels in the word, ---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when two vowels a together in a syllable) ---subtract one vowel from every dipthong, (diphthongs only count as one vowel sound.) ---the number of vowels sounds left is the same as the number of syllables. Can any see any major flaws or additional rules/exceptions that may need adding? Thanks Gareth PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 k.j.alcock at lancaster.ac.uk Mon Oct 26 15:36:18 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:36:18 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <9E14A75D6404DC4F9233140F10AC44AA02F880E2@M1.ioead> Message-ID: As someone who also teaches adult psycholinguistics and language disorders, I?d be really interested if anyone has a recommendation for a book that explains all these terms in a more general context (but briefly, as pointing my students towards an introductory linguistics text has generally led them to become overwhelmed in the past). Katie Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html From: Matthew Saxton Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 08:14:38 -0000 To: "info-childes at googlegroups.com" Subject: RE: Basic literature for undergrad classes Every term (from noun onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers). --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Mon Oct 26 15:37:22 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:37:22 +0000 Subject: Calculating the number of English syllables In-Reply-To: <303bd8a3-9ac3-45bc-a651-aa82667fe3bd@b25g2000prb.googlegroups.com> Message-ID: Silent "vowels" aren't vowel sounds - they are letters, but not vowel sounds. From this I'm assuming you are meaning you start with the number of vowel letters, and with the written form of the word. As some diphthongs are spelled with only one vowel letter (e.g. "go", "crown") I think you may mean digraphs ("bread"). But since other dipthongs are spelled with two vowel letters ("near" in Southern British English), and some words have a syllable transition between two adjacent vowels - hiatus ("na?ve" and indeed "hiatus"), I'm not sure such an approach will work with English written words. I imagine someone much more knowledgeable than me has attempted to automatically tag English words with the number of syllables, but I wouldn't begin to attempt it! Katie Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > From: Gareth > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 08:22:34 -0700 (PDT) > To: "info-childes at googlegroups.com" > Subject: Calculating the number of English syllables > > > Hello everyone, > Thank you for the great responses. They have been very helpful and > have answered some of my questions. I have a related issue that I > would like to pose the group. When calculating the number of syllables > in a word in English, what do you think about the following set of > rules: > > ---count the vowels in the word, > ---subtract any silent vowels, (like the silent "e" at the end of a > word or the second vowel when two vowels a > together in a syllable) > ---subtract one vowel from every dipthong, (diphthongs only count as > one vowel sound.) > ---the number of vowels sounds left is the same as the number of > syllables. > > Can any see any major flaws or additional rules/exceptions that may > need adding? > > Thanks > > Gareth > > PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 bhuvana.linguistics at gmail.com Mon Oct 26 15:39:26 2009 From: bhuvana.linguistics at gmail.com (Bhuvana Narasimhan) Date: Mon, 26 Oct 2009 08:39:26 -0700 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Hi, My students really liked "Development of Language" (edited by Jean Berko Gleason). It works nicely with undergraduates as well as graduate students (supplemented with readings from primary sources). Best, Bhuvana Narasimhan -- Assistant Professor Department of Linguistics University of Colorado, Boulder On Oct 25, 11:34 am, Kristina Bedijs wrote: > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universit?t G?ttingen > Humboldtallee 19 > D-37073 G?ttingen > k_bed... at yahoo.de --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From pgordon at tc.columbia.edu Mon Oct 26 15:43:36 2009 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Mon, 26 Oct 2009 11:43:36 -0400 Subject: Calculating the number of English syllables In-Reply-To: <303bd8a3-9ac3-45bc-a651-aa82667fe3bd@b25g2000prb.googlegroups.com> Message-ID: The rules are a bit circular or redundant. The second-vowel-deletion rule assumes you can tell the difference between one syllable and two syllables in a two vowel sequence, so it's a bit circular. Further, the rule about subtracting vowels from diphthongs is a bit murky. Most diphthongs are often written as long vowels with an 'e' at the end of the word or some irregular spelling (site, fight) or else when they are written as two vowels (bait), it seems that the second vowel deletion rule would handle this anyway, so it's a bit redundant. 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 On 10/26/09 11:22 AM, "Gareth" wrote: > > Hello everyone, > Thank you for the great responses. They have been very helpful and > have answered some of my questions. I have a related issue that I > would like to pose the group. When calculating the number of syllables > in a word in English, what do you think about the following set of > rules: > > ---count the vowels in the word, > ---subtract any silent vowels, (like the silent "e" at the end of a > word or the second vowel when two vowels a > together in a syllable) > ---subtract one vowel from every dipthong, (diphthongs only count as > one vowel sound.) > ---the number of vowels sounds left is the same as the number of > syllables. > > Can any see any major flaws or additional rules/exceptions that may > need adding? > > Thanks > > Gareth > > PS. the rules were taken from http://english.glendale.cc.ca.us/syllables.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 roeper at linguist.umass.edu Mon Oct 26 15:50:12 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 26 Oct 2009 11:50:12 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: Katie-- in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to try to explain the crucial ideas with as little special terminology as possible. The book has been used by 7th graders as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful. But I sypathize with your desire not to have people overwhelmed with words when what they need to do is really grasp new ideas. Tom Roeper On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock wrote: > As someone who also teaches adult psycholinguistics and language > disorders, I?d be really interested if anyone has a recommendation for a > book that explains all these terms in a more general context (but briefly, > as pointing my students towards an introductory linguistics text has > generally led them to become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > ------------------------------ > *From: *Matthew Saxton > > *Reply-To: *"info-childes at googlegroups.com" > > *Date: *Mon, 26 Oct 2009 08:14:38 -0000 > *To: *"info-childes at googlegroups.com" > *Subject: *RE: Basic literature for undergrad classes > Every term (from *noun* onwards) is explained and exemplified, either in > the glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > > > -- 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 k.j.alcock at lancaster.ac.uk Mon Oct 26 15:58:46 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 15:58:46 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910260850g6b15cd4cnb5181c72c280560b@mail.gmail.com> Message-ID: I think focussing on just quantifiers would be completely beyond my (psychology undergraduate) students! I?m setting my sights low and would like them just to be able to understand what syntax is and to be able to distinguish it from, say, phonology ? so that they can then go and read articles in the neuropsych literature on their own. Katie From: Tom Roeper Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 11:50:12 -0400 To: "info-childes at googlegroups.com" Subject: Re: Basic literature for undergrad classes Katie-- ??? in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to try to explain the crucial ideas with as little special terminology as possible.? The book has been used by 7th graders as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful. ??? But I sypathize with your desire not to have people overwhelmed with words when what they need to do is really grasp new ideas. Tom Roeper On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock wrote: > As someone who also teaches adult psycholinguistics and language disorders, > I?d be really interested if anyone has a recommendation for a book that > explains all these terms in a more general context (but briefly, as pointing > my students towards an introductory linguistics text has generally led them to > become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > > From: Matthew Saxton > > > Reply-To: "info-childes at googlegroups.com > " > > Date: Mon, 26 Oct 2009 08:14:38 -0000 > To: "info-childes at googlegroups.com " > > > Subject: RE: Basic literature for undergrad classes > Every term (from noun onwards) is explained and exemplified, either in the > glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > -- 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 roeper at linguist.umass.edu Mon Oct 26 16:19:06 2009 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 26 Oct 2009 12:19:06 -0400 Subject: Basic literature for undergrad classes In-Reply-To: Message-ID: I guess my view is different. I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar, since more than 50% of normal children do not realize this right away. Tom On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock wrote: > I think focussing on *just* quantifiers would be completely beyond my > (psychology undergraduate) students! I?m setting my sights low and would > like them just to be able to understand what syntax is and to be able to > distinguish it from, say, phonology ? so that they can then go and read > articles in the neuropsych literature on their own. > > Katie > > ------------------------------ > *From: *Tom Roeper > > *Reply-To: *"info-childes at googlegroups.com" > > *Date: *Mon, 26 Oct 2009 11:50:12 -0400 > > *To: *"info-childes at googlegroups.com" > *Subject: *Re: Basic literature for undergrad classes > > > Katie-- > in my book (Prsm of Grammar)---I devote a whole chapter to the > discussion of communication disorders and particularly > the important role of quantifiers in disorders--but I take the opposite > tack, if it interests you, namely to > try to explain the crucial ideas with as little special terminology as > possible. The book has been used by 7th graders > as well as college students in intro lingusitics classes---as well as by > graduate students--if that is helpful. > But I sypathize with your desire not to have people overwhelmed with > words when what they need to do is > really grasp new ideas. > > Tom Roeper > > On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > wrote: > > As someone who also teaches adult psycholinguistics and language disorders, > I?d be really interested if anyone has a recommendation for a book that > explains all these terms in a more general context (but briefly, as pointing > my students towards an introductory linguistics text has generally led them > to become overwhelmed in the past). > > > Katie > > > Katie Alcock, DPhil, CPsychol > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 4YF > Tel 01524 593833 > Fax 01524 593744 > Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html > > ------------------------------ > *From: *Matthew Saxton > > > *Reply-To: *"info-childes at googlegroups.com < > http://info-childes at googlegroups.com> " http://info-childes at googlegroups.com> > > > *Date: *Mon, 26 Oct 2009 08:14:38 -0000 > *To: *"info-childes at googlegroups.com > " > > > *Subject: *RE: Basic literature for undergrad classes > Every term (from *noun* onwards) is explained and exemplified, either in > the glossary or in the text, and there are exercises to practice linguistic > concepts (with answers). > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > > > -- 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 k.j.alcock at lancaster.ac.uk Mon Oct 26 16:23:17 2009 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 26 Oct 2009 16:23:17 +0000 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910260919w75c47003q70203f519b32c279@mail.gmail.com> Message-ID: I think the difference here, therefore, is that I don?t want my students to understand grammar alone ? I want them to understand a variety of aspects of language, including, but not limited to, what the term ?grammar? refers to. At least if they are equipped with some basic definitions, they won?t feel completely at sea in descriptions of neuropsychological cases, or if (in their future careers) they meet patients whose language has been described in those terms by e.g. speech therapists. Despite research and interests in the area, I?m not currently teaching child language, so this is possibly a little off topic! Katie From: Tom Roeper Reply-To: "info-childes at googlegroups.com" Date: Mon, 26 Oct 2009 12:19:06 -0400 To: "info-childes at googlegroups.com" Subject: Re: Basic literature for undergrad classes I guess my view is different.? I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar, since more than 50% of normal children do not realize this right away. Tom On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock wrote: > I think focussing on just quantifiers would be completely beyond my > (psychology undergraduate) students! ?I?m setting my sights low and would like > them just to be able to understand what syntax is and to be able to > distinguish it from, say, phonology ? so that they can then go and read > articles in the neuropsych literature on their own. > > Katie > > > From: Tom Roeper > > > > Reply-To: "info-childes at googlegroups.com > " > > Date: Mon, 26 Oct 2009 11:50:12 -0400 > > To: "info-childes at googlegroups.com " > > > Subject: Re: Basic literature for undergrad classes > > > Katie-- > ??? in my book (Prsm of Grammar)---I devote a whole chapter to the discussion > of communication disorders and particularly > the important role of quantifiers in disorders--but I take the opposite tack, > if it interests you, namely to > try to explain the crucial ideas with as little special terminology as > possible.? The book has been used by 7th graders > as well as college students in intro lingusitics classes---as well as by > graduate students--if that is helpful. > ??? But I sypathize with your desire not to have people overwhelmed with words > when what they need to do is > really grasp new ideas. > > Tom Roeper > > On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > wrote: >> As someone who also teaches adult psycholinguistics and language disorders, >> I?d be really interested if anyone has a recommendation for a book that >> explains all these terms in a more general context (but briefly, as pointing >> my students towards an introductory linguistics text has generally led them >> to become overwhelmed in the past). >> >> >> Katie >> >> >> Katie Alcock, DPhil, CPsychol >> Lecturer >> Department of Psychology >> University of Lancaster >> Fylde College >> Lancaster LA1 4YF >> Tel 01524 593833 >> Fax 01524 593744 >> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >> >> >> From: Matthew Saxton >> > >> >> Reply-To: "info-childes at googlegroups.com >> >> " > >> > >> >> Date: Mon, 26 Oct 2009 08:14:38 -0000 >> To: "info-childes at googlegroups.com >> " > >> > >> >> Subject: RE: Basic literature for undergrad classes >> Every term (from noun onwards) is explained and exemplified, either in the >> glossary or in the text, and there are exercises to practice linguistic >> concepts (with answers). >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > -- 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 jbryant at shell.cas.usf.edu Mon Oct 26 17:27:45 2009 From: jbryant at shell.cas.usf.edu (Judith Bryant) Date: Mon, 26 Oct 2009 13:27:45 -0400 Subject: Basic literature for undergrad classes In-Reply-To: <41e87b220910251700wa2c1b1dy56ce85130845b49e@mail.gmail.com> Message-ID: Kristina: I also recommend that you consider Jean Berko Gleason and Nan Bernstein Ratner's Develiopment of language (7th ed), now available in paperback from Pearson. Judy Bryant > > > On Sun, Oct 25, 2009 at 1:34 PM, Kristina Bedijs > wrote: > > > Dear all, > > I am planning to teach an undergraduate seminar about child language. > It will focus especially on French and probably also on Spanish, but > there will of course be classes on general language acquisition as > well. Would you tell me which books you recommend to your students as > basic literature? > > Thank you, > > Kristina > > --- > Kristina Bedijs > Georg-August-Universit?t G?ttingen > Humboldtallee 19 > D-37073 G?ttingen > k_bedijs at yahoo.de > -- Judith Becker Bryant, Ph.D. Professor and Area Director, Program in Cognition, Neuroscience, and Social Psychology Department of Psychology, PCD 4118G University of South Florida Tampa, FL 33620-7200 phone: (813) 974-0475 fax: (813) 974-4617 email: jbryant at shell.cas.usf.edu office location: PCD 4152 --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com For more options, visit this group at http://groups.google.com/group/info-childes?hl=en -~----------~----~----~----~------~----~------~--~--- From Evan.J.Kidd at manchester.ac.uk Mon Oct 26 22:27:01 2009 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Mon, 26 Oct 2009 22:27:01 +0000 Subject: Basic literature for undergrad classes Message-ID: Hi Katie and list members, I also teach more adult psycholinguistics than child language, and use Trevor Harley's book: Harley, T. (2008). The psychology of language: from data to theory. Hove: Psychology press. It's a very comprehensive book, and has a great glossary at the back that I encourage my students to photocopy and bring to class so that they can easily look up any terminology they don't know. The textbook itself covers an amazingly broad range of topics and is fairly on top of the latest research. As for child language books, in one of my other roles as book review editor for JCL, we have recently published a book review of 3 textbooks. It is available ahead of print in the "First View" option on the JCL website. Best wishes, Evan Quoting Katie Alcock : > I think the difference here, therefore, is that I don?t want my students to > understand grammar alone ? I want them to understand a variety of aspects of > language, including, but not limited to, what the term ?grammar? refers to. > At least if they are equipped with some basic definitions, they won?t feel > completely at sea in descriptions of neuropsychological cases, or if (in > their future careers) they meet patients whose language has been described > in those terms by e.g. speech therapists. > > Despite research and interests in the area, I?m not currently teaching child > language, so this is possibly a little off topic! > > Katie > > > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 12:19:06 -0400 > To: "info-childes at googlegroups.com" > Subject: Re: Basic literature for undergrad classes > > I guess my view is different.? I think the neuropsych literature can be > quite obscure---but grasping that "who is here" calls for more than a single > person is right at the core of language and every approach to grammar should > give it some prominence, particularly looking at child grammar, > since more than 50% of normal children do not realize this right away. > > Tom > > On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock > wrote: >> I think focussing on just quantifiers would be completely beyond my >> (psychology undergraduate) students! ?I?m setting my sights low and >> would like >> them just to be able to understand what syntax is and to be able to >> distinguish it from, say, phonology ? so that they can then go and read >> articles in the neuropsych literature on their own. >> >> Katie >> >> >> From: Tom Roeper > >>> >> >> Reply-To: "info-childes at googlegroups.com >> " > > >> Date: Mon, 26 Oct 2009 11:50:12 -0400 >> >> To: "info-childes at googlegroups.com " >> > >> Subject: Re: Basic literature for undergrad classes >> >> >> Katie-- >> ??? in my book (Prsm of Grammar)---I devote a whole chapter to the >> discussion >> of communication disorders and particularly >> the important role of quantifiers in disorders--but I take the >> opposite tack, >> if it interests you, namely to >> try to explain the crucial ideas with as little special terminology as >> possible.? The book has been used by 7th graders >> as well as college students in intro lingusitics classes---as well as by >> graduate students--if that is helpful. >> ??? But I sypathize with your desire not to have people overwhelmed >> with words >> when what they need to do is >> really grasp new ideas. >> >> Tom Roeper >> >> On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > > wrote: >>> As someone who also teaches adult psycholinguistics and language disorders, >>> I?d be really interested if anyone has a recommendation for a book that >>> explains all these terms in a more general context (but briefly, >>> as pointing >>> my students towards an introductory linguistics text has generally led them >>> to become overwhelmed in the past). >>> >>> >>> Katie >>> >>> >>> Katie Alcock, DPhil, CPsychol >>> Lecturer >>> Department of Psychology >>> University of Lancaster >>> Fylde College >>> Lancaster LA1 4YF >>> Tel 01524 593833 >>> Fax 01524 593744 >>> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >>> >>> >>> From: Matthew Saxton >>> > >>> >>> Reply-To: "info-childes at googlegroups.com >>> >>> " >> >>> > >>> >>> Date: Mon, 26 Oct 2009 08:14:38 -0000 >>> To: "info-childes at googlegroups.com >>> " >> >>> > >>> >>> Subject: RE: Basic literature for undergrad classes >>> Every term (from noun onwards) is explained and exemplified, either in the >>> glossary or in the text, and there are exercises to practice linguistic >>> concepts (with answers). >>> >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> >> >> >> > > > > -- > 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 -~----------~----~----~----~------~----~------~--~--- From ettlinger at gmail.com Tue Oct 27 15:55:59 2009 From: ettlinger at gmail.com (Marc Ettlinger) Date: Tue, 27 Oct 2009 08:55:59 -0700 Subject: Calculating the number of English syllables In-Reply-To: Message-ID: As the other commenters have alluded to, I think English spelling is too complicated to count syllables with such a simple algorithm. The mapping from English orthography to modern English phonology is just too complex. In addition to the above examples (e.g. hiatus vs. heater) you have 'fiance' vs. 'bottle' vs. 'dance' on final vowels as well as other near minimal pairs like 'wire'/'tire' (2 syllables for many) vs. 'while'/'tile' (also 2 for some) and 'white'/'tight' (1 syllable for most), not to mention the dialectal variation on those words. Figuring something out for syllables would ultimately require first solving the problem of mapping from spelling to sounds and if you can figure that out, I'm sure text-to-speech companies would be grateful ;) On Oct 26, 10:43?am, Peter Gordon wrote: > The rules are a bit circular or redundant. ?The second-vowel-deletion rule > assumes you can tell the difference between one syllable and two syllables > in a two vowel sequence, so it's a bit circular. ?Further, the rule about > subtracting vowels from diphthongs is a bit murky. ?Most diphthongs are > often written as long vowels with an 'e' at the end of the word or some > irregular spelling (site, fight) or else when they are written as two vowels > (bait), it seems that the second vowel deletion rule would handle this > anyway, so it's a bit redundant. > > Peter Gordon, Associate Professor > Biobehavioral Sciences Department > Teachers College, Columbia University > 525 W 120th St. Box 180 > New York, NY 10027 > > E-mail: pgor... 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 > > On 10/26/09 11:22 AM, "Gareth" wrote: > > > > > Hello everyone, > > Thank you for the great responses. They have been very helpful and > > have answered some of my questions. I have a related issue that I > > would like to pose the group. When calculating the number of syllables > > in a word in English, what do you think about the following set of > > rules: > > > ---count the vowels in the word, > > ---subtract any silent vowels, (like the silent "e" at the end of a > > word or the second vowel when two vowels a > > ? ?together in a syllable) > > ---subtract one vowel from every dipthong, (diphthongs only count as > > one vowel sound.) > > ---the number of vowels sounds left is the same as the number of > > syllables. > > > Can any see any major flaws or additional rules/exceptions that may > > need adding? > > > Thanks > > > Gareth > > > PS. the rules were taken fromhttp://english.glendale.cc.ca.us/syllables.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 cornelia.schulze at googlemail.com Fri Oct 30 08:23:02 2009 From: cornelia.schulze at googlemail.com (Cornelia Schulze) Date: Fri, 30 Oct 2009 01:23:02 -0700 Subject: call for papers Message-ID: Dear all, I just wanted to direct your attention to a potentially interesting conference on semantics and pragmatics that will be held in May (13th - 15th) next year in Leipzig. We invite the submission of abstracts (for paper or poster presentations) adressing one of the following issues: What does it mean that something has been said? Is there literal meaning and how does it constitute utterance meaning? What kind of pragmatic inference is relevant for utterance understanding on different levels of utterance interpretation? Do we need default-inferences in order to catch meaning-aspects of utterances ?beyond the words?, these inferences being cancelled in case of purely literal meaning? How is pragmatic information processed (relation between procedural effort and the respective communicative effect of the utterance)? What is the pragmatic foundation of grammatical relations? Moreover we invite papers describing experimental studies with children concerning the acquisition of pragmatic knowledge and / or with adult speakers concerning the theoretical issues mentioned above. Abstracts of no more than 500 words (excluding references and tables) should be sent by email as a pdf-attchment to cschulze at rz.uni- leipzig.de by 15 November 2009. Speakers: Reinhard Blutner, Richard Breheny, Napoleon Katsos, Rudi Keller, Ira Noveck, Gerhard Preyer, Michael Tomasello You'll find further information on www.beyondthewordsconference.wordpress.com. All the best, Conny --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com To unsubscribe from this group, send 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 kirsten.abbot-smith at plymouth.ac.uk Sat Oct 31 06:12:55 2009 From: kirsten.abbot-smith at plymouth.ac.uk (Kirsten Abbot-Smith) Date: Sat, 31 Oct 2009 06:12:55 +0000 Subject: info-childes - 2 new messages in 2 topics - digest In-Reply-To: <08990a19-b443-42d8-888f-ff915e90dd84@ILS151.uopnet.plymouth.ac.uk> Message-ID: Dear colleagues, My colleague, Caroline Floccia, has asked me to pass this on to the list, as she tried without success. ------------------------------------------------- With a very short deadline for application, here are 3 job offers (1 Chair and 2 Lecturers) at the University of Plymouth, potentially in developmental neuroscience but developmentalists in any area are encouraged to reply. We have recently renovated our Babylab (www.plymouthbabylab.org) which is fully equipped for head-turn preference and eye-tracking with infants. On our database of volunteer parents, we currently have over 1500 children aged between 2 month and 6 years. Thanks, Caroline The University of Plymouth School of Psychology Chair in Psychology Salary negotiable on Senior Managers Scale Ref: A1413 The School is looking to fill the following roles in order to complement and build upon its existing research strengths. In the recent RAE the School was ranked in the top third of psychology departments in the UK, with 85% of its research activity judged to be of international standard. Currently the School has established expertise in several fields, with research organised around the recently recognised University Research Centre in Brain, Cognition and Behaviour.The centre encompasses research excellence in Thinking and Reasoning, Memory,Vision, Behavioural Neuroscience, Language Development, Social Psychology, Health and Well Being and Human Factors. We will consider applications from outstanding applicants in any area of Psychology, but would particularly welcome candidates in the areas of Cognitive, Social or Developmental Neuroscience. You should have an excellent research track record as demonstrated through world leading research activity. For an informal discussion, please contact by email Professor Simon Handley, Head of School at simon.handley at plymouth.ac.uk although applications must be made in accordance with the details shown below. A Final Salary Pension Scheme is available. To apply, please visit www.plymouth.ac.uk/vacancies Email: jobs at plymouth.ac.uk Tel: 01752 588199 (24 hour answerphone). Closing date: 12 noon, Monday 30 November 2009. Promoting Equality and Diversity. Lecturers in Psychology (2 posts) ?30,594 to ?35,469 pa Ref: A1411 The School is looking to fill the following roles in order to complement and build upon its existing research strengths. In the recent RAE the School was ranked in the top third of psychology departments in the UK, with 85% of its research activity judged to be of international standard. Currently the School has established expertise in several fields, with research organised around the recently recognised University Research Centre in Brain, Cognition and Behaviour.The centre encompasses research excellence in Thinking and Reasoning, Memory,Vision, Behavioural Neuroscience, Language Development, Social Psychology, Health and Well Being and Human Factors. We will consider applications from outstanding applicants in any area of Psychology, but would particularly welcome candidates in the areas of Cognitive, Social or Developmental Neuroscience. We are looking to appoint candidates who have a strong research track record as demonstrated through publication and income generation. You would be expected to contribute to one of these research groups, or be involved in the creation of a new research grouping. For an informal discussion, please contact by email Professor Simon Handley, Head of School at simon.handley at plymouth.ac.uk although applications must be made in accordance with the details shown below. A Final Salary Pension Scheme is available. To apply, please visit www.plymouth.ac.uk/vacancies Email: jobs at plymouth.ac.uk Tel: 01752 588199 (24 hour answerphone). Closing date: 12 noon, Monday 30 November 2009. Promoting Equality and Diversity. -- Dr. Caroline Floccia Lecturer PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 ________________________________________ From: info-childes group [noreply at googlegroups.com] Sent: 28 October 2009 11:26 To: info-childes digest subscribers Subject: info-childes - 2 new messages in 2 topics - digest Info-CHILDES http://groups.google.com/group/info-childes?hl=en info-childes at googlegroups.com Today's topics: * Basic literature for undergrad classes - 1 messages, 1 author http://groups.google.com/group/info-childes/t/f1cc68a785f928a5?hl=en * Calculating the number of English syllables - 1 messages, 1 author http://groups.google.com/group/info-childes/t/129b2690865c0ad0?hl=en ============================================================================== TOPIC: Basic literature for undergrad classes http://groups.google.com/group/info-childes/t/f1cc68a785f928a5?hl=en ============================================================================== == 1 of 1 == Date: Mon, Oct 26 2009 3:27 pm From: Evan Kidd Hi Katie and list members, I also teach more adult psycholinguistics than child language, and use Trevor Harley's book: Harley, T. (2008). The psychology of language: from data to theory. Hove: Psychology press. It's a very comprehensive book, and has a great glossary at the back that I encourage my students to photocopy and bring to class so that they can easily look up any terminology they don't know. The textbook itself covers an amazingly broad range of topics and is fairly on top of the latest research. As for child language books, in one of my other roles as book review editor for JCL, we have recently published a book review of 3 textbooks. It is available ahead of print in the "First View" option on the JCL website. Best wishes, Evan Quoting Katie Alcock : > I think the difference here, therefore, is that I don?t want my students to > understand grammar alone ? I want them to understand a variety of aspects of > language, including, but not limited to, what the term ?grammar? refers to. > At least if they are equipped with some basic definitions, they won?t feel > completely at sea in descriptions of neuropsychological cases, or if (in > their future careers) they meet patients whose language has been described > in those terms by e.g. speech therapists. > > Despite research and interests in the area, I?m not currently teaching child > language, so this is possibly a little off topic! > > Katie > > > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Mon, 26 Oct 2009 12:19:06 -0400 > To: "info-childes at googlegroups.com" > Subject: Re: Basic literature for undergrad classes > > I guess my view is different. I think the neuropsych literature can be > quite obscure---but grasping that "who is here" calls for more than a single > person is right at the core of language and every approach to grammar should > give it some prominence, particularly looking at child grammar, > since more than 50% of normal children do not realize this right away. > > Tom > > On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock > wrote: >> I think focussing on just quantifiers would be completely beyond my >> (psychology undergraduate) students! I?m setting my sights low and >> would like >> them just to be able to understand what syntax is and to be able to >> distinguish it from, say, phonology ? so that they can then go and read >> articles in the neuropsych literature on their own. >> >> Katie >> >> >> From: Tom Roeper > >>> >> >> Reply-To: "info-childes at googlegroups.com >> " > > >> Date: Mon, 26 Oct 2009 11:50:12 -0400 >> >> To: "info-childes at googlegroups.com " >> > >> Subject: Re: Basic literature for undergrad classes >> >> >> Katie-- >> in my book (Prsm of Grammar)---I devote a whole chapter to the >> discussion >> of communication disorders and particularly >> the important role of quantifiers in disorders--but I take the >> opposite tack, >> if it interests you, namely to >> try to explain the crucial ideas with as little special terminology as >> possible. The book has been used by 7th graders >> as well as college students in intro lingusitics classes---as well as by >> graduate students--if that is helpful. >> But I sypathize with your desire not to have people overwhelmed >> with words >> when what they need to do is >> really grasp new ideas. >> >> Tom Roeper >> >> On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock > > wrote: >>> As someone who also teaches adult psycholinguistics and language disorders, >>> I?d be really interested if anyone has a recommendation for a book that >>> explains all these terms in a more general context (but briefly, >>> as pointing >>> my students towards an introductory linguistics text has generally led them >>> to become overwhelmed in the past). >>> >>> >>> Katie >>> >>> >>> Katie Alcock, DPhil, CPsychol >>> Lecturer >>> Department of Psychology >>> University of Lancaster >>> Fylde College >>> Lancaster LA1 4YF >>> Tel 01524 593833 >>> Fax 01524 593744 >>> Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html >>> >>> >>> From: Matthew Saxton >>> > >>> >>> Reply-To: "info-childes at googlegroups.com >>> >>> " >> >>> > >>> >>> Date: Mon, 26 Oct 2009 08:14:38 -0000 >>> To: "info-childes at googlegroups.com >>> " >> >>> > >>> >>> Subject: RE: Basic literature for undergrad classes >>> Every term (from noun onwards) is explained and exemplified, either in the >>> glossary or in the text, and there are exercises to practice linguistic >>> concepts (with answers). >>> >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > > > > > > ============================================================================== TOPIC: Calculating the number of English syllables http://groups.google.com/group/info-childes/t/129b2690865c0ad0?hl=en ============================================================================== == 1 of 1 == Date: Tues, Oct 27 2009 8:55 am From: Marc Ettlinger As the other commenters have alluded to, I think English spelling is too complicated to count syllables with such a simple algorithm. The mapping from English orthography to modern English phonology is just too complex. In addition to the above examples (e.g. hiatus vs. heater) you have 'fiance' vs. 'bottle' vs. 'dance' on final vowels as well as other near minimal pairs like 'wire'/'tire' (2 syllables for many) vs. 'while'/'tile' (also 2 for some) and 'white'/'tight' (1 syllable for most), not to mention the dialectal variation on those words. Figuring something out for syllables would ultimately require first solving the problem of mapping from spelling to sounds and if you can figure that out, I'm sure text-to-speech companies would be grateful ;) On Oct 26, 10:43 am, Peter Gordon wrote: > The rules are a bit circular or redundant. The second-vowel-deletion rule > assumes you can tell the difference between one syllable and two syllables > in a two vowel sequence, so it's a bit circular. Further, the rule about > subtracting vowels from diphthongs is a bit murky. Most diphthongs are > often written as long vowels with an 'e' at the end of the word or some > irregular spelling (site, fight) or else when they are written as two vowels > (bait), it seems that the second vowel deletion rule would handle this > anyway, so it's a bit redundant. > > Peter Gordon, Associate Professor > Biobehavioral Sciences Department > Teachers College, Columbia University > 525 W 120th St. Box 180 > New York, NY 10027 > > E-mail: pgor... 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 > > On 10/26/09 11:22 AM, "Gareth" wrote: > > > > > Hello everyone, > > Thank you for the great responses. They have been very helpful and > > have answered some of my questions. I have a related issue that I > > would like to pose the group. When calculating the number of syllables > > in a word in English, what do you think about the following set of > > rules: > > > ---count the vowels in the word, > > ---subtract any silent vowels, (like the silent "e" at the end of a > > word or the second vowel when two vowels a > > together in a syllable) > > ---subtract one vowel from every dipthong, (diphthongs only count as > > one vowel sound.) > > ---the number of vowels sounds left is the same as the number of > > syllables. > > > Can any see any major flaws or additional rules/exceptions that may > > need adding? > > > Thanks > > > Gareth > > > PS. the rules were taken fromhttp://english.glendale.cc.ca.us/syllables.html ============================================================================== You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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