info-childes - 2 new messages in 2 topics - digest

Sat Oct 31 06:12:55 UTC 2009

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 <k.j.alcock at lancaster.ac.uk>:

> 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 <roeper at linguist.umass.edu>
> Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
> Date: Mon, 26 Oct 2009 12:19:06 -0400
> To: "info-childes at googlegroups.com" <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 <k.j.alcock at lancaster.ac.uk>
> 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 <roeper at linguist.umass.edu
>> <http://roeper@linguist.umass.edu>
>>>
>>
>> Reply-To: "info-childes at googlegroups.com
>> <http://info-childes@googlegroups.com> " <info-childes at googlegroups.com
>> <http://info-childes@googlegroups.com> >
>> Date: Mon, 26 Oct 2009 11:50:12 -0400
>>
>> To: "info-childes at googlegroups.com <http://info-childes@googlegroups.com> "
>> <info-childes at googlegroups.com <http://info-childes@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 <k.j.alcock at lancaster.ac.uk
>> <http://k.j.alcock@lancaster.ac.uk> > 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 <m.saxton at ioe.ac.uk <http://m.saxton@ioe.ac.uk>
>>> <http://m.saxton@ioe.ac.uk> >
>>>
>>> Reply-To: "info-childes at googlegroups.com
>>> <http://info-childes@googlegroups.com>
>>> <http://info-childes@googlegroups.com> " <info-childes at googlegroups.com
>>> <http://info-childes@googlegroups.com>
>>> <http://info-childes@googlegroups.com> >
>>>
>>> Date: Mon, 26 Oct 2009 08:14:38 -0000
>>> To: "info-childes at googlegroups.com <http://info-childes@googlegroups.com>
>>> <http://info-childes@googlegroups.com> " <info-childes at googlegroups.com
>>> <http://info-childes@googlegroups.com>
>>> <http://info-childes@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 <pgor... at tc.columbia.edu> 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" <gpmorga... at gmail.com> 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

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