From g.morgan at city.ac.uk Wed Dec 1 13:08:45 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Wed, 1 Dec 2010 05:08:45 -0800 Subject: Conference on Speech Language and Communication Needs in older children and young people Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Second Call for Papers and Posters The conference “Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people” is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: q Dr Nicola Botting, City University London q Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, University College, London. “The adolescent brain” q Professor Susan Gathercole, University of York q Dr Victoria Joffe, City University London q Professor Maggie Snowling, The University of York, UK q Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors’ names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Closing date for submissions is 31st December 2010. Authors will be notified as to whether their abstract has been accepted by 31st of January 2011. Registration will open on the 15th of February 2011. Full conference registration fee is at the highly subsidised rate of £50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.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 macw at cmu.edu Wed Dec 1 14:48:10 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 1 Dec 2010 09:48:10 -0500 Subject: bug in MLU since Sept 3 Message-ID: Dear Info-CHILDES and ChiBolts Readers, Leonid just now discovered a bug in the MLU program that was introduced in September 3 of this year. The bug excludes sentences with final delimiters beginning with a plus. Of these, the one most commonly used is the +... mark for trailing off. This means that any analyses of MLU that you may have computed after September 3 would fail to consider utterances with these final delimiters. Worse still, it counted the words, but excluded the utterances. So, these MLU numbers are definitely wrong, if you have any utterances in your corpus that terminate with symbols like +..., +/. and so on. There is now a new version of CLAN on the web that corrects this problem. So, even if you did not compute any MLUs during this period, if you had downloaded a version of CLAN between September 3 and now, then you definitely need to get a new version. Our apologies for any problems this may have caused. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Thu Dec 2 13:23:18 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Thu, 2 Dec 2010 22:23:18 +0900 Subject: JSLS 2011 First Call for Papers Message-ID: Japanese Society for Language Sciences 13th Annual International Conference (JSLS2011) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Thirteenth Annual International Conference, JSLS2011. JSLS2011 will be held at Kansai University, Senriyama Campus in Osaka, Suita City. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. JSLS2011 Conference Committee Chairperson Keiko IKEDA (Kansai University, Division of International Affairs) Conference Dates: June 25 (Saturday) - 26 (Sunday), 2011 Location: Kansai University, Seriyama Campus (http://www.kansai-u.ac.jp/English/index-e.htm) Kandai-mae station Approx. 25 minutes from Umeda station, Hankyu, Kitasenri-line 5 minute walk from Kandai-mae station Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. The deadline for submissions is February 1st (Tuesday), 2011, Japan Standard Time. For more detailed information on the submission process, please visit the conference webpage, JSLS2011: http://www.jslsweb.sakura.ne.jp/jsls2011/ All questions regarding the JSLS 2011 conference should be addressed to: JSLS2011: http://www.jslsweb.sakura.ne.jp/jsls2011/ All questions regarding the submission process should be sent to the chair of the review committee: jsls2011-wg at cyber.sist.chukyo-u.ac.jp Other questions should be sent to the conference chair, Keiko IKEDA, at keikoike at ipcku.kansai-u.ac.jp JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kjschonwald at gmail.com Fri Dec 3 18:58:56 2010 From: kjschonwald at gmail.com (Kristi Schonwald) Date: Fri, 3 Dec 2010 10:58:56 -0800 Subject: Job position: Literacy assessment developer Message-ID: There is a job opening for a Senior Assessment Development Associate at the Urban Education Institute at the University of Chicago. Senior Assessment Development Associate in Chicago, Illinois Salary: Open Type: Full Time - Experienced The Senior Assessment Development Associate at the Urban Education Institute (UEI) of the University of Chicago will take a lead role in designing and pilot testing preschool literacy assessment materials that will be used to enhance teachers' classroom instruction. The Associate will assist in the design and development of materials that will enhance the use of assessment results and strengthen the instruction-assessment link. The Associate will oversee the literacy training and implementation efforts, as well as lead the research efforts, and will be responsible for communicating interim and final results to relevant audiences. The Urban Education Institute is a unique effort by the University of Chicago to align research and practice to create new knowledge and educational models to address one of the nation's most significant and enduring questions: how do we produce reliably excellent schooling for children growing up in urban America? Requirements: Master's degree or higher in reading and language or in cognitive, developmental, or educational psychology required. Doctorate (Ed.D. or Ph.D.) in primary or secondary education or in cognitive, developmental, or educational psychology preferred . At least five years of relevant experience required. At least four years teaching experience and/or training teachers at the preschool or early elementary school level or the equivalent combination of education and experience is required. To apply: Please apply online at the University's website: http://jobopportunities.uchicago.edu, and search for posting #086022. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gagarina at zas.gwz-berlin.de Mon Dec 6 11:14:31 2010 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Mon, 6 Dec 2010 12:14:31 +0100 Subject: PhD-Position announcement: Center for General Linguistics, Berlin Message-ID: Job Rank: Researcher, PhD-position Specialty Areas: Psycholinguistics, mono-and multi-lingual language acquisition in children _Description:_ The project "Discourse cohesive means in language acquisition" at the Centre of General Linguistics (ZAS Berlin), Germany, has an opening for a research position (half-time appointment) in mono-and multi-lingual language acquisition in children with research expertise in language acquisition and experience in experimental work. Key areas of activity will be theoretical and empirical (mainly experimental) investigation of the acquisition of discourse cohesive means and coherence relations in children up to the age of 8 and the target adult population. Main fields of research: discourse and anaphora theory, pragmatics and related domains. We welcome applications of candidates holding an M.A./M.Sc. in psycholinguistics, linguistics, cognitive science, experimental psychology or a related field. The candidate must have fluent skills in German and English and preferably one other language. A background in experimental methods and statistical analysis is desired. Also important is the ability to become acquainted with new methods quickly and to be able to harmonically interact with young children. For further information on the ZAS and the projects work, please go to http://www.zas.gwz-berlin.de/ Salary: about 1400,-EUR (stipend) Duration: three years. Starting date: January 1st, 2011 or a little later Applications should include a cover letter describing research interests and how the candidate would contribute to the project, a CV, an outline of research and job experience, publications if there are some (please include the most relevant paper), as well as names and addresses of two people who might be asked for references. Applications received by December 15, 2010 will receive full consideration, although interviews may start at any time and will continue until the position has been filled. Please submit your application by mail or by email to the address below. Application Deadline: 15-Dec-2010 Mailing Address for Applications: Dagmar Bittner bittner at zas.gwz-berlin.de Tel. 0049 030 20192562 Dr. Dagmar Bittner Centre of General Linguistics (ZAS) Schuetzenstr. 18 10117 Berlin Germany * * * * * * * * * * * * * * * Avira MailGate NOTICE * * * * * * * * * * * * * * * Avira MailGate has processed a mail addressed to you, which contained no known potential malicious software. In case you notice abnormal behavior of your software after opening the mail or one of its attachments, please forward the complete mail to Avira GmbH so it can be checked for unknown new potential malicious software. -- Avira MailGate Copyright (c) 2008 by Avira GmbH. All rights reserved. For more information see http://www.avira.com/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Mon Dec 6 19:16:24 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Mon, 6 Dec 2010 19:16:24 +0000 Subject: Second call for papers for the next Child Language Seminar June 2011 In-Reply-To: <02B74B2E89345949BA1692E6B4B78ECE679860E638@EXSAN03.campus.ncl.ac.uk> Message-ID: [cid:image001.jpg at 01CB8198.A7675410] Second call for papers for the next Child Language Seminar CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 (with registration and wine reception on the evening of the 12th of June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of, among others, psychologists, linguists and speech and language therapists, and provides a forum for research on language acquisition in all its diversity. Proposals for papers and posters are invited relating to all aspects of child language acquisition and disorders. Those which speak to the four key themes of the conference are particularly welcome. CLS 2011 will focus on four key themes in the field of child language research * Child Language and Literacy * Children with Speech Language and Communication Needs (SLCN) * Capturing change in child language * Bilingual and cross-linguistic perspectives on child language Keynote speakers: We are very pleased to announce that our confirmed keynote speakers are: * Professor Maggie Snowling (University of York): "Children at Preschool Risk of Dyslexia: From Theory to Intervention" * Professor James Law (Newcastle University): "The Better Communication Research Programme - research to impact upon practice and policy for children with speech, language and communication needs" * Professor Sheena Reilly (University of Melbourne): "The Early Language In Victoria Study: Outcomes at 4 and 5 years" * Professor Elizabeth Pena (University of Texas): Dynamic Assessment in Children Learning English as a Second Language: What Changes? Please visit our webpage for more detail http://www.ncl.ac.uk/ecls/conferences/CLS2011/ Call for papers: Proposals are invited for papers and posters related to all aspects of child language acquisition and disorders. Proposals will be considered on children's first or subsequent language development (e.g., grammar, phonology, lexicon, pragmatics, discourse, literacy, bilingualism, sign language, psycholinguistic processing) or on any aspect relating to children with language difficulties (e.g., description, assessment, remediation). The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by members of the organising committee. Presentation format Proposals should indicate whether an oral presentation or poster is preferred. The programme committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. Proposal format Proposals 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 Preferred presentation format (oral presentation or poster) Abstract: Title of presentation Summary of research undertaken (300 words maximum, single spaced) Do not include authors' names Submitting proposals: Proposals must be composed in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: cristina.mckean at ncl.ac.uk Key dates: Submission of abstracts: 1st January 2011 Notification of acceptance/rejection: 1st February 2011 Registration open: 1st February 2011 Programme published on website: 1 April 2011 Early registration deadline (reduced fee): 15th April 2011 Registration and wine reception: 12th June CLS meeting: 13th-14th June 2010, with conference dinner 13th June Registration: Exact costings have not been finalised and will be published as soon as possible on the conference website. We will offer an early registration discount and a discount for students. As a guide, fees will not differ significantly from those for CLS 2010. Venue: The CLS 2011 will be hosted by Speech and Language Sciences at Newcastle University, one of the UK's leading universities. Newcastle is a research - intensive university, with a reputation for teaching and learning of the highest quality and for its role in the economic, social and cultural development of the North East of England. Speech and Language Sciences at Newcastle University is one of the leading teaching and research units in the UK devoted to the study of normal communicative processes and communication disorders in children and adults. The core aims of Speech and Language Sciences at Newcastle is to deliver high quality teaching, and excellent research and to work collaboratively with the profession to impact on practice. These activities contribute to our high standing within health and education both nationally and internationally. Newcastle was the first university in the UK to award a degree in Speech and Language Therapy (1967), recently celebrated 50 years of Speech and Language Therapy Training and continues to be one of the UK's leading SLT training programmes. Our research involves the study of normal and impaired human communication processes, assessment and intervention for individuals with communication disorders, and sociolinguistics, the RAE 2008 can be found here. Many staff are members of larger collaborative research groups within the university, including the Centre for Research in Linguistics and Language Sciences and the Institute of Health and Society. We also collaborate with researchers throughout the UK and abroad (Europe, USA, Australia and New Zealand). Newcastle: Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for four consecutive years and has been voted the UK's best University City 2010 by MSN travel. Located in the North East of England, the city is easily accessible by rail (1½ hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Accommodation: We are asking delegates to kindly book their own conference accommodation. There are many excellent places to stay within the city and good public transport links to and from the university. More details of specific accommodation and transport arrangements will be available soon on the conference website. Further details will be circulated in due course and the conference website launched in the near future. If you have any queries please contact Cristina McKean cristina.mckean at ncl.ac.uk We look forward to welcoming you to the CLS in 2011 Cristina McKean, Helen Stringer, James Law Co-chairs CLS 2011 organising committee Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528 CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd Child Language Seminar 2011 is coming to Newcastle http://www.ncl.ac.uk/ecls/conferences/CLS2011/ [cid:image001.jpg at 01CB8198.A7675410] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 1.jpg Type: image/jpeg Size: 5929 bytes Desc: Picture (Device Independent Bitmap) 1.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 2.jpg Type: image/jpeg Size: 5929 bytes Desc: Picture (Device Independent Bitmap) 2.jpg URL: From edy.veneziano at paris5.sorbonne.fr Tue Dec 7 01:29:18 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 6 Dec 2010 17:29:18 -0800 Subject: International conference AutismComSym2011 - Extended deadline for reduced registration fees Message-ID: International Conference AutismComSym 2011 Communicative and symbolic behaviors in children with autism Functional specificities and conditions of appearance Rue de l'Ecole de Médecine, Paris 6, France 4-5 February 2011 The deadline for reduced registration fee has been extended to December 15th, 2010 For registration, program and other information: http://lewebpedagogique.com/comsym2011/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ruth.tincoff at bucknell.edu Fri Dec 10 02:16:54 2010 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 9 Dec 2010 21:16:54 -0500 Subject: Masters Program in Psychology at Bucknell University Message-ID: Please bring this program to the attention of graduating seniors with whom you might be working. I am especially interested in students who would like to work on language development in infants and toddlers. Thank you! Ruth The Master's Program in the Psychology Department at Bucknell Universityinvites applications from students interested in gaining further research experience beyond their undergraduate training. This program is a good match for students who have a strong interest in research and are motivated to develop their research skills, or are interested in exploring a new area of research before continuing on to a PhD program. Bucknell’s Master's program in psychology is a full-time, two-year program in general-experimental psychology that leads to the M.S. degree. Our program is small and selective, as we accept 2-3 students per year. Many students who graduate from our program continue on to a Ph.D. In recent years, graduates have enrolled in doctoral programs in many areas of psychology--clinical, cognitive, human development, neuroscience, social, behavioral medicine, and others. Our program has a “research apprentice” model in which students work closely with their advisors (and sometimes other faculty) on research projects. The ideal student will be serious about research and will be able to work independently as well as collaboratively with faculty and other students. Our master’s students typically receive a full tuition remission plus a stipend for serving as a teaching assistant. These teaching experiences, in different courses with different professors, provide students with valuable breadth in their training. About Bucknell - Highly selective private university situated on 450 acres in central Pennsylvania - 3,500 undergraduate students, 150 graduate students - About three hours from New York City, Philadelphia and Washington, D.C. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Ruth Tincoff, Ph.D. Assistant Professor http://www.facstaff.bucknell.edu/rjt023 Department of Psychology Bucknell University Lewisburg, PA 17837 Office: 205 O’Leary phone 570-577-1787 fax 570-577-7007 Lab: 301 & 306 O'Leary phone 570-577-1828 http://www.bucknell.edu/ChildLanguageResearch ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 martine.walsh3 at gmail.com Fri Dec 10 12:06:51 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Fri, 10 Dec 2010 04:06:51 -0800 Subject: Journal of Child Language: newly available articles Message-ID: JOURNAL OF CHILD LANGUAGE Volume 38 - Issue 01 - January 2011 http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=01 PDF version of this Table of Contents http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=01&toPdf=yes&alertAttachment=null Review Article And Commentaries Relationships between lexical and phonological development in young children* CAROL STOEL-GAMMONJournal of Child Language, Volume 38, Issue 01, January 2011, pp 1 - 34 doi:10.1017/S0305000910000425 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930807 ____________________________________ Review Article And Commentaries Lexicon–phonology relationships and dynamics of early language development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’ JAN EDWARDS, BENJAMIN MUNSON, MARY E. BECKMAN Journal of Child Language, Volume 38, Issue 01, January 2011, pp 35 - 40 doi:10.1017/S0305000910000450 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930816 ____________________________________ The role of production practice in lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’* MARILYN VIHMAN, TAMAR KEREN-PORTNOY Journal of Child Language, Volume 38, Issue 01, January 2011, pp 41 - 45 doi:10.1017/S0305000910000504 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930860 ____________________________________ Mechanisms linking phonological development to lexical development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’ ERIKA HOFF, MARISOL PARRA Journal of Child Language, Volume 38, Issue 01, January 2011, pp 46 - 50 doi:10.1017/S0305000910000462 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930819 ____________________________________ Differentiating word learning processes may yield new insights – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’ HOLLY L. STORKELJournal of Child Language, Volume 38, Issue 01, January 2011, pp 51 - 55 doi:10.1017/S0305000910000486 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930828 ____________________________________ Stepping backwards in development: integrating developmental speech perception with lexical and phonological development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’* TANIA S. ZAMUNERJournal of Child Language, Volume 38, Issue 01, January 2011, pp 56 - 60 doi:10.1017/S0305000910000516 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930866 ____________________________________ Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’* DORTHE BLESES, HANS BASBØLL, JARRAD LUM, WERNER VACH Journal of Child Language, Volume 38, Issue 01, January 2011, pp 61 - 68 doi:10.1017/S0305000910000437 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930810 ____________________________________ Interactions between lexical and phonological development: cross- linguistic and contextual considerations – a commentary on Stoel- Gammon's ‘Relationships between lexical and phonological development in young children’ KATHERINE DEMUTHJournal of Child Language, Volume 38, Issue 01, January 2011, pp 69 - 74 doi:10.1017/S0305000910000449 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930813 ____________________________________ Relationships between lexical and phonological development: a look at bilingual children – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’* MARGARET KEHOEJournal of Child Language, Volume 38, Issue 01, January 2011, pp 75 - 81 doi:10.1017/S0305000910000474 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930822 ____________________________________ Lexical and phonological development in children with childhood apraxia of speech – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’* SHELLEY L. VELLEMANJournal of Child Language, Volume 38, Issue 01, January 2011, pp 82 - 86 doi:10.1017/S0305000910000498 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930854 ____________________________________ Articles Gender-marked determiners help Dutch learners' word recognition when gender information itself does not MARIEKE VAN HEUGTEN, ELIZABETH K. JOHNSON Journal of Child Language, Volume 38, Issue 01, January 2011, pp 87 - 100 doi:10.1017/S0305000909990146 Published online by Cambridge University Press 25 Jan 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930783 ____________________________________ Interrelations between communicative behaviors at the outset of speech: parents as observers ESTHER DROMI, ANAT ZAIDMAN-ZAIT Journal of Child Language, Volume 38, Issue 01, January 2011, pp 101 - 120 doi:10.1017/S0305000909990158 Published online by Cambridge University Press 25 Jan 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930786 ____________________________________ Concurrent and predictive validity of the Galician CDI MIGUEL PÉREZ-PEREIRA, MARIELA RESCHES Journal of Child Language, Volume 38, Issue 01, January 2011, pp 121 - 140 doi:10.1017/S0305000909990262 Published online by Cambridge University Press 09 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930798 ____________________________________ Rethinking the acquisition of relative clauses in Italian: towards a grammatically based account FLAVIA ADANIJournal of Child Language, Volume 38, Issue 01, January 2011, pp 141 - 165 doi:10.1017/S0305000909990250 Published online by Cambridge University Press 22 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930795 ____________________________________ Successive single-word utterances and use of conversational input: a pre-syntactic route to multiword utterances ELLEN HERR-ISRAEL, LORRAINE McCUNE Journal of Child Language, Volume 38, Issue 01, January 2011, pp 166 - 180 doi:10.1017/S0305000909990237 Published online by Cambridge University Press 11 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930789 ____________________________________ Object movement in preschool children's word learning JASON SCOFIELD, ANDREA MILLER, TRAVIS HARTIN Journal of Child Language, Volume 38, Issue 01, January 2011, pp 181 - 200 doi:10.1017/S0305000909990249 Published online by Cambridge University Press 11 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930792 ____________________________________ Maternal label and gesture use affects acquisition of specific object names MARIA ZAMMIT, GRAHAM SCHAFER Journal of Child Language, Volume 38, Issue 01, January 2011, pp 201 - 221 doi:10.1017/S0305000909990328 Published online by Cambridge University Press 10 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930804 ____________________________________ Children do not overcome lexical biases where adults do: the role of the referential scene in garden-path recovery EVAN KIDD, ANDREW J. STEWART, LUDOVICA SERRATRICE Journal of Child Language, Volume 38, Issue 01, January 2011, pp 222 - 234 doi:10.1017/S0305000909990316 Published online by Cambridge University Press 03 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930801 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 letitia.naigles at uconn.edu Mon Dec 13 15:55:13 2010 From: letitia.naigles at uconn.edu (letty) Date: Mon, 13 Dec 2010 07:55:13 -0800 Subject: Call for papers for a special issue of Journal of Child Language Message-ID: Call for papers: Journal of Child language Special Issue on ATYPICAL Language Development This is a call for papers for a special issue of JCL, focusing on Atypical Language Development. Such papers would include theory and data on children who are acquiring their first language in atypical ways, attributable to either developmental (i.e., genetic, including but not limited to children with autism, Williams Syndrome, Down Syndrome, fragile X syndrome, Specific Language Impairment) or acquired (e.g., neonatal or early experienced brain damage or maltreatment) etiologies. Highest priority will go to papers which are not just descriptions of the problem in various clinical populations, but test theories and/or compare children cross- linguistically. Relevant questions could involve what the attested language delays and deficits reveal about: • the processes of language acquisition: For example, which processes of language development proceed similarly to the typical case? Are some aspects of language development delayed because of deficits in other aspects that need to be acquired first? • the representation & organization of language: For example, do the delays/deficits adhere to/follow the subcomponents of language? To what extent do the delays/deficits reveal how language relies on non- linguistic cognition? • the biology/neuropsychology/genetics of language: For example, what is the relationship between the timing of typical and atypical language development and different aspects of brain development? How can we tie together processes at the gene, neural, and behavioral levels? Papers should be a maximum of 10,000 words, but shorter papers would be preferred. The deadline for submission is June 24th 2011. Submissions should be made on Manuscript Central: http://mc.manuscriptcentral.com/jcl In your covering letter please state that the manuscript is to be considered for this special issue. Instructions for Contributors are available on Manuscript Central. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Wed Dec 15 12:39:31 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Wed, 15 Dec 2010 13:39:31 +0100 Subject: LAST CALL 4th International Conference of the French Cognitive Linguistics Association Message-ID: =============== LAST CALL FOR PAPERS =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 INVITED SPEAKERS * Danièle DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= DERNIER APPEL À COMMUNICATION ========================= AFLiCo IV Quatrième Colloque International de l’Association Française de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions générales : 22 décembre 2010 Date limite pour les sessions thématiques : 18 décembre 2010 CONFÉRENCIERS INVITÉS * Danièle DUBOIS (Université Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Université Lyon 2, France) * Maarten LEMMENS (Université Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, États-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ THÈME DU COLLOQUE AFLiCo IV ‘Linguistique cognitive et typologie : diversité des langues, variation et changement’. L’objectif de ce colloque est de réunir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L’accent du colloque sera mis sur (1) la diversité des systèmes linguistiques aussi bien oraux que signés, (2) la variation qui s’opère sur les plans inter- et intra- linguistiques et (3) les changements des systèmes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques variés, qui abordent leur objet d’étude dans une perspective synchronique et/ou diachronique et qui utilisent différentes méthodes et différents types de données telles que des données spontanées ou élicitées, y compris orales ou écrites, des données de terrain ou encore des données expérimentales. Nous attendons des propositions de sessions thématiques, des propositions de présentations orales de sessions générales et de posters sur des problématiques en lien avec le thème du colloque et dans le domaine de la linguistique cognitive en général. Les propositions portant sur des langues moins bien décrites et des langues qui varient du point de vue typologique, génétique et aréal seront particulièrement appréciées. Les thématiques incluent, mais ne se limitent pas aux suivantes : - méthodes et données en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - études menées dans une perspective cognitive et/ou typologique dans les domaines de la phonétique, phonologie, morphosyntaxe, sémantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parlées et les langues signées ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avancées dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le français et l’anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions générales de 30 minutes (20 minutes de présentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS THÉMATIQUES Nous accueillons des propositions d’une demi-journée ou d’une journée entière pour des ateliers et/ou sessions thématiques. Ces ateliers/sessions thématiques doivent être proposés par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonnées des deux organisateurs - le titre de la session - une présentation du thème et des objectifs de la session (2 pages maximum) - une précision concernant le temps souhaité (nombre de créneaux horaires : 4, 6 ou 10 ; une journée ou une journée entière ; nombre et nature des présentations, discussions, tables rondes, etc.). - un résumé d’une page pour chaque présentation (une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques) Les propositions d’ateliers et/ou de sessions thématiques seront soumises à la même procédure d’évaluation que les propositions pour les sessions générales et les posters. La notification d’acceptation sera envoyée aux deux organisateurs à partir du 25 février 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiquées à l’adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait être en co-auteur. Les informations concernant l’auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront évaluées de façon anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne référente/contact. Les propositions seront examinées de façon anonyme par 2 membres experts du comité scientifique. La notification d’acceptation sera envoyée aux auteurs à partir du 25 février 2011. Les propositions ne devront pas dépasser une page. Une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Wed Dec 15 19:35:56 2010 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Wed, 15 Dec 2010 23:05:56 +0330 Subject: language development or asperger Message-ID: To whom it may concern, Greetings, I am Phd Student in TEFL in Iran and recently I came across a confusing case concerning bilingualism and autism or Asperger Syndrom. I wonder if you have ever noticed this feature before. I came across Three bilinguals who have learned English from TV mostly when they were young (less than 6 months to one and half years old). The programs they watched were baby TV channel, BBC Prime and Smile of child. Their mother tongue is Farsi in which they were interacted and spoken to. They had less interaction through English (almost no). At the age of three years old, they showed some features that might be misdiagnosed with Asperger syndrome. The features they show are 1. language resistance in the way that if I call them they may pay attention or may not (from 20 times, they may look back only 3 times) and if I talk with them or converse with them they would not answer my questions (most of the times saying 8 in 10) but say their own words. 2. They dont enter play with others although they have symbolic play on their own in the way that they repeat or restate those statements they heard before or were told before with their toys like cars dolls and even helicopter! 3. They have repetitive verbal behavior (NOT body behavior, they never shake their hand or do something repeatedly) that is they repeat the words they know or sentences they know repeatedly not the whole day but for a considerable time. 4. They have started their language in one word and soonly in two words in Farsi (first language) when they were 2 and half years old although when they were younger they said some words too like (Aabba means Water). Now they are three years old, one of them speak in farsi fluently and one boy says three word sentences like (berim khone papa means we go gradpa's home). 5. the younger boy (three years old and three months) misuse the pronouns first person and second person in farsi. He is using three word sentences and sometimes two word sentences. "about their English state, they are not allowed to listen to or be in contact with English anymore so that their first language develops completely although the younger boy pays a lot of attention when he hears English from TV or a person and in one case he was attending an English class in his kindergarten and there he learned about the statement (show me your nose), at home he talked with himself that "show me your helicopter, /gatar/ = train" The reasons I and some specialists doubt they are aspergers or autistic are 6. They have eye contact 7. They use language indexically both to show the object they want and to share their interest with their parents or teachers. 8. They play symbolically and repeat what they have heard in society in their play 9. They use imagination when they play for example, they use car seat as a horse or a belt as a snake. 10. Recently the younger boy I have seen that tell one scene of a short story (just the one his mother told him) from the picture. I wonder if you have ever noticed these features in bilinguals. Unfortunately, psychologists here are not linguists or SLA specialist and labeled these children as being Asperger. I appreciate your help and notice in advance. Best, Parisa -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 dalep at unm.edu Thu Dec 16 00:29:54 2010 From: dalep at unm.edu (Philip Dale) Date: Wed, 15 Dec 2010 17:29:54 -0700 Subject: help in locating people Message-ID: As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Thu Dec 16 07:06:58 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Thu, 16 Dec 2010 07:06:58 +0000 Subject: help in locating people In-Reply-To: Message-ID: Philip, This is Magdalena's current email address: magsmocz at gmail.com - marilyn On 16 Dec 2010, at 00:29, Philip Dale wrote: > As many of you know, the MacArthur-Bates CDI Advisory Board is > currently surveying all of the authorized adaptation projects that > we know of. There are over 55 languages for which some authorization > has been made, though of course the scope of the projects, and their > degree of progress varies quite a lot. We plan to make the results > available in early spring on our website, so that researchers and > clinicians will know the status of these language assessment > instruments in the various languages. We also plan to present this > information at the IASCL Congress next summer in Montreal. > > We are very grateful for all the investigators who have provided > information to us. There are just a few people we have not been able > to contact, and I would appreciate information you might have about > them. They are: > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > Philip Dale, for the CDI Advisory Board > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Thu Dec 16 14:53:07 2010 From: dalep at unm.edu (Philip Dale) Date: Thu, 16 Dec 2010 07:53:07 -0700 Subject: help in locating people - Russian and Estonian Message-ID: Thanks to all who have provided information on our Polish and Thai colleagues - still searching for information on our Russian and Estonian colleagues. Philip ________________________________ As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From barriere.isa at gmail.com Thu Dec 16 15:00:55 2010 From: barriere.isa at gmail.com (isa barriere) Date: Thu, 16 Dec 2010 10:00:55 -0500 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: Dear Philip, For the Russian CDI, I would suggest you contact Natalia Laska ( laskanatalia at gmail.com): she helped me a long time ago when I was having problems contacting Stella Ceytlin and Elena Vershinina. Good luck, Isabelle Barriere On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: > > Thanks to all who have provided information on our Polish and Thai > colleagues - still searching for information on our Russian and Estonian > colleagues. > Philip > ________________________________ > > > As many of you know, the MacArthur-Bates CDI Advisory Board is currently > surveying all of the authorized adaptation projects that we know of. There > are over 55 languages for which some authorization has been made, though of > course the scope of the projects, and their degree of progress varies quite > a lot. We plan to make the results available in early spring on our > website, > so that researchers and clinicians will know the status of these language > assessment instruments in the various languages. We also plan to present > this information at the IASCL Congress next summer in Montreal. > > > > We are very grateful for all the investigators who have provided > information > to us. There are just a few people we have not been able to contact, and I > would appreciate information you might have about them. They are: > > > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > > > Philip Dale, for the CDI Advisory Board > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From natasha.ringblom at slav.su.se Thu Dec 16 15:06:49 2010 From: natasha.ringblom at slav.su.se (Natasha Ringblom) Date: Thu, 16 Dec 2010 16:06:49 +0100 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: Dear Philip, I have Russian and Swedish CDIs and can also help you get in touch with Stella Ceytlin. I have also gotten Polish CDIs from my colleague and have their contact info if you are interested. Best, Natasha Ringblom Stockholm University 16 dec 2010 kl. 15.53 skrev Philip Dale: > > Thanks to all who have provided information on our Polish and Thai > colleagues - still searching for information on our Russian and > Estonian > colleagues. > Philip > ________________________________ > > > As many of you know, the MacArthur-Bates CDI Advisory Board is > currently > surveying all of the authorized adaptation projects that we know of. > There > are over 55 languages for which some authorization has been made, > though of > course the scope of the projects, and their degree of progress > varies quite > a lot. We plan to make the results available in early spring on our > website, > so that researchers and clinicians will know the status of these > language > assessment instruments in the various languages. We also plan to > present > this information at the IASCL Congress next summer in Montreal. > > > > We are very grateful for all the investigators who have provided > information > to us. There are just a few people we have not been able to contact, > and I > would appreciate information you might have about them. They are: > > > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > > > Philip Dale, for the CDI Advisory Board > > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From dalep at unm.edu Thu Dec 16 15:17:30 2010 From: dalep at unm.edu (Philip Dale) Date: Thu, 16 Dec 2010 08:17:30 -0700 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: many thanks, Isabelle! Philip _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Thursday, December 16, 2010 8:01 AM To: info-childes at googlegroups.com Subject: Re: help in locating people - Russian and Estonian Dear Philip, For the Russian CDI, I would suggest you contact Natalia Laska (laskanatalia at gmail.com): she helped me a long time ago when I was having problems contacting Stella Ceytlin and Elena Vershinina. Good luck, Isabelle Barriere On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: Thanks to all who have provided information on our Polish and Thai colleagues - still searching for information on our Russian and Estonian colleagues. Philip ________________________________ As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com . For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From k1n at psu.edu Thu Dec 16 15:30:32 2010 From: k1n at psu.edu (Keith Nelson) Date: Thu, 16 Dec 2010 10:30:32 -0500 Subject: language development or asperger In-Reply-To: Message-ID: Hello Parisa . Just a few quick observations. 1. IF a child becomes bilingual by rich social interactions in each language with highly fluent and highly responsive adults and older children, then we can expect excellent social and cognitive skills to develop along with the two languages. 2. The small amount of English learned mostly from TV seems to indicate only baby steps in English acquisition, not significant bilingualism. 3. Knowing no more than you review in your email, it seems that considerable progress in Farsi is clear for the children. To help encourage improved social skills and social responsiveness as well as further language advances, it might be wise to explore with the parents and other relatives some ways of insuring that each week the children do have an increased number of enjoyable and engaging play times with fluent adults and with older children who also will be using language levels above that of the children you have described. Then you can see if the weaknesses in some social skills and social responsiveness are reduced. Best regards, Keith Nelson At 11:05 PM +0330 12/15/10, parisa Daftarifard wrote: >To whom it may concern, >Greetings, > >I am Phd Student in TEFL in Iran and recently I >came across a confusing case concerning >bilingualism and autism or Asperger Syndrom. I >wonder if you have ever noticed this feature >before. > >I came across Three bilinguals who have learned >English from TV mostly when they were young >(less than 6 months to one and half years old). >The programs they watched were baby TV channel, >BBC Prime and Smile of child. Their mother >tongue is Farsi in which they were interacted >and spoken to. They had less interaction through >English (almost no). At the age of three years >old, they showed some features that might be >misdiagnosed with Asperger syndrome. The >features they show are > >1. language resistance in the way that if I >call them they may pay attention or may not >(from 20 times, they may look back only 3 times) >and if I talk with them or converse with them >they would not answer my questions (most of the >times saying 8 in 10) but say their own words. > >2. They dont enter play with others although >they have symbolic play on their own in the way >that they repeat or restate those statements >they heard before or were told before with their >toys like cars dolls and even helicopter! > >3. They have repetitive verbal behavior (NOT >body behavior, they never shake their hand or do >something repeatedly) that is they repeat the >words they know or sentences they know >repeatedly not the whole day but for a >considerable time. > >4. They have started their language in one word >and soonly in two words in Farsi (first >language) when they were 2 and half years old >although when they were younger they said some >words too like (Aabba means Water). Now they >are three years old, one of them speak in farsi >fluently and one boy says three word sentences >like (berim khone papa means we go gradpa's >home). > >5. the younger boy (three years old and three >months) misuse the pronouns first person and >second person in farsi. He is using three word >sentences and sometimes two word sentences. > >"about their English state, they are not allowed >to listen to or be in contact with English >anymore so that their first language develops >completely although the younger boy pays a lot >of attention when he hears English from TV or a >person and in one case he was attending an >English class in his kindergarten and there he >learned about the statement (show me your nose), >at home he talked with himself that "show me >your helicopter, /gatar/ = train" > >The reasons I and some specialists doubt they are aspergers or autistic are > >6. They have eye contact >7. They use language indexically both to show >the object they want and to share their interest >with their parents or teachers. >8. They play symbolically and repeat what they >have heard in society in their play >9. They use imagination when they play for >example, they use car seat as a horse or a belt >as a snake. >10. Recently the younger boy I have seen that >tell one scene of a short story (just the one >his mother told him) from the picture.  > > >I wonder if you have ever noticed these features >in bilinguals. Unfortunately, psychologists here >are not linguists or SLA specialist and labeled >these children as being Asperger. > > >I appreciate your help and notice in advance. >Best, >Parisa > >-- >Parisa Daftarifard >Phd Student of TEFL >Islamic Azad University of Science and Research > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" >group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. -- Keith Nelson Professor of Psychology Penn State University 414 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi  ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From virve.vihman at gmail.com Thu Dec 16 17:07:47 2010 From: virve.vihman at gmail.com (Virve Vihman) Date: Thu, 16 Dec 2010 19:07:47 +0200 Subject: help in locating people - Russian and Estonian In-Reply-To: <4BA669888E944E3FAEAF90F8CBF7F7FC@Office> Message-ID: Tiia Tulviste's email address is tiia.tulviste at ut.ee Best, Virve Vihman On Thu, Dec 16, 2010 at 5:17 PM, Philip Dale wrote: > many thanks, Isabelle! > Philip > > ------------------------------ > *From:* info-childes at googlegroups.com [mailto: > info-childes at googlegroups.com] *On Behalf Of *isa barriere > *Sent:* Thursday, December 16, 2010 8:01 AM > *To:* info-childes at googlegroups.com > *Subject:* Re: help in locating people - Russian and Estonian > > > Dear Philip, > > For the Russian CDI, I would suggest you contact Natalia Laska ( > laskanatalia at gmail.com): she helped me a long time ago when I was having > problems contacting Stella Ceytlin and Elena Vershinina. > > Good luck, > Isabelle Barriere > > > On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: > >> >> Thanks to all who have provided information on our Polish and Thai >> colleagues - still searching for information on our Russian and Estonian >> colleagues. >> Philip >> ________________________________ >> >> >> As many of you know, the MacArthur-Bates CDI Advisory Board is currently >> surveying all of the authorized adaptation projects that we know of. There >> are over 55 languages for which some authorization has been made, though >> of >> course the scope of the projects, and their degree of progress varies >> quite >> a lot. We plan to make the results available in early spring on our >> website, >> so that researchers and clinicians will know the status of these language >> assessment instruments in the various languages. We also plan to present >> this information at the IASCL Congress next summer in Montreal. >> >> >> >> We are very grateful for all the investigators who have provided >> information >> to us. There are just a few people we have not been able to contact, and I >> would appreciate information you might have about them. They are: >> >> >> >> Polish: Magdalena Smoczynska >> Dept. of General and Indoeuropean Linguistics >> Email not working: ULSMOCZY at Vela.filg.uj.edu.pl >> >> Russian: Inna Chistovich >> Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru >> Elena Vershinina- ver_elen at mail.ru >> >> Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th >> >> Estonian: Tiia Tulviste- Tiia.tulviste at sh.se >> >> thanking you in advance, >> >> >> >> Philip Dale, for the CDI Advisory Board >> >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Thu Dec 16 18:10:18 2010 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Thu, 16 Dec 2010 21:40:18 +0330 Subject: language development or asperger In-Reply-To: Message-ID: Dear Keith, Thank you so much for your kind attention. Actually one of the cases is my son. Due to my study, I have had not time to have a considerable interaction with him comparing with other mothers. for his first two years only English TV was on in our house. Although my parents and husband were interacting with him in farsi, i think this kind of interaction he has had is not that much comparing with other kids. Now I have started ABA, an autistic program with him along with an experienced teacher. She believes that my son has language resistance and he cannot be diagnosed with autism or asperger. His improvement is fantastic, he can learn the concept at once. he has a usual eye contact, sense of humor, and he interprets different pictures we shows to him. for example, we are working on adjectives. I showed two pictures indicating empty and full concept. next time I asked him he talked about the concept and interpreted the picture although in short sentences and sometimes telegraphic like he is drinking or he has milk or drinking and even said delicious. I stopped interacting in English with him when he was two years old due to my fear but whenever he hears an English speaking, he is laughing and is very much interested in hearing and being spoken in this language. he knows many English songs and sings them pragmatically in the context he sees one word in English. He generalize English sentences using Farsi words. Of course I don't let him be exposed to English anymore due to my doubt about his health. I wonder if my child can be diagnosed as being Asperger , although he has these features I explained which cannot be seen in Aspergers or autistic children like eye contacts, indexical language and joint attention, humor, and interpreting what he sees. I appreciate your response and others' in advance as I feel so perplex with this nightmare situation I am facing about my son. Best, Parisa On Thu, Dec 16, 2010 at 7:00 PM, Keith Nelson wrote: > Hello Parisa . Just a few quick observations. > 1. IF a child becomes bilingual by rich social interactions in each > language with highly fluent and highly responsive adults and older children, > then we can expect excellent social and cognitive skills to develop along > with the two languages. > 2. The small amount of English learned mostly from TV seems to > indicate only baby steps in English acquisition, not significant > bilingualism. > 3. Knowing no more than you review in your email, it seems that > considerable progress in Farsi is clear for the children. To help > encourage improved social skills and social responsiveness as well as > further language advances, it might be wise to explore with the parents and > other relatives some ways of insuring that each week the children do have an > increased number of enjoyable and engaging play times with fluent adults and > with older children who also will be using language levels above that of > the children you have described. Then you can see if the weaknesses in some > social skills and social responsiveness are reduced. > > Best regards, > > Keith Nelson > > > > > > At 11:05 PM +0330 12/15/10, parisa Daftarifard wrote: > >> To whom it may concern, >> Greetings, >> >> I am Phd Student in TEFL in Iran and recently I came across a confusing >> case concerning bilingualism and autism or Asperger Syndrom. I wonder if you >> have ever noticed this feature before. >> >> I came across Three bilinguals who have learned English from TV mostly >> when they were young (less than 6 months to one and half years old). The >> programs they watched were baby TV channel, BBC Prime and Smile of child. >> Their mother tongue is Farsi in which they were interacted and spoken to. >> They had less interaction through English (almost no). At the age of three >> years old, they showed some features that might be misdiagnosed with >> Asperger syndrome. The features they show are >> >> 1. language resistance in the way that if I call them they may pay >> attention or may not (from 20 times, they may look back only 3 times) and if >> I talk with them or converse with them they would not answer my questions >> (most of the times saying 8 in 10) but say their own words. >> >> 2. They dont enter play with others although they have symbolic play on >> their own in the way that they repeat or restate those statements they heard >> before or were told before with their toys like cars dolls and even >> helicopter! >> >> 3. They have repetitive verbal behavior (NOT body behavior, they never >> shake their hand or do something repeatedly) that is they repeat the words >> they know or sentences they know repeatedly not the whole day but for a >> considerable time. >> >> 4. They have started their language in one word and soonly in two words >> in Farsi (first language) when they were 2 and half years old although when >> they were younger they said some words too like (Aabba means Water). Now >> they are three years old, one of them speak in farsi fluently and one boy >> says three word sentences like (berim khone papa means we go gradpa's home). >> >> 5. the younger boy (three years old and three months) misuse the pronouns >> first person and second person in farsi. He is using three word sentences >> and sometimes two word sentences. >> >> "about their English state, they are not allowed to listen to or be in >> contact with English anymore so that their first language develops >> completely although the younger boy pays a lot of attention when he hears >> English from TV or a person and in one case he was attending an English >> class in his kindergarten and there he learned about the statement (show me >> your nose), at home he talked with himself that "show me your helicopter, >> /gatar/ = train" >> >> The reasons I and some specialists doubt they are aspergers or autistic >> are >> >> 6. They have eye contact >> 7. They use language indexically both to show the object they want and to >> share their interest with their parents or teachers. >> 8. They play symbolically and repeat what they have heard in society in >> their play >> 9. They use imagination when they play for example, they use car seat as >> a horse or a belt as a snake. >> 10. Recently the younger boy I have seen that tell one scene of a short >> story (just the one his mother told him) from the picture. >> >> >> I wonder if you have ever noticed these features in bilinguals. >> Unfortunately, psychologists here are not linguists or SLA specialist and >> labeled these children as being Asperger. >> >> >> I appreciate your help and notice in advance. >> Best, >> Parisa >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > -- > > > > Keith Nelson > Professor of Psychology > Penn State University > 414 Moore Building > University Park, PA 16802 > > > keithnelsonart at psu.edu > > 814 863 1747 > > > > And what is mind > and how is it recognized ? > It is clearly drawn > in Sumi ink, the > sound of breezes drifting through pine. > > --Ikkyu Sojun > Japanese Zen Master 1394-1481 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 slobin at berkeley.edu Thu Dec 16 19:38:51 2010 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 16 Dec 2010 11:38:51 -0800 Subject: help in locating people In-Reply-To: Message-ID: Philip - Nini Hoiting, in Groningen, Netherlands, has made an adaptation for Sign Language of the Netherlands (SLN or NGT) and has used it in her research on early development. You can reach her at jfa.hoiting at gmail.com Best, Dan At 04:29 PM 12/15/2010, you wrote: >As many of you know, the MacArthur-Bates CDI Advisory Board is >currently surveying all of the authorized adaptation projects that >we know of. There are over 55 languages for which some authorization >has been made, though of course the scope of the projects, and their >degree of progress varies quite a lot. We plan to make the results >available in early spring on our website, so that researchers and >clinicians will know the status of these language assessment >instruments in the various languages. We also plan to present this >information at the IASCL Congress next summer in Montreal. > >We are very grateful for all the investigators who have provided >information to us. There are just a few people we have not been able >to contact, and I would appreciate information you might have about >them. They are: > >Polish: Magdalena Smoczynska >Dept. of General and Indoeuropean Linguistics >Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > >Russian: Inna Chistovich >Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru >Elena Vershinina- ver_elen at mail.ru > >Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > >Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > >thanking you in advance, > >Philip Dale, for the CDI Advisory Board > > >-- >You received this message because you are subscribed to the Google >Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. ****************************************************************************************************************************************** Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley address: email: slobin at berkeley.edu 2323 Rose St. phone (home): 1-510-848-1769 Berkeley, CA 94708, USA http://psychology.berkeley.edu/faculty/profiles/dslobin.html ****************************************************************************************************************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Fri Dec 17 09:26:09 2010 From: shanley at bu.edu (Allen, Shanley) Date: Fri, 17 Dec 2010 01:26:09 -0800 Subject: PhD / Postdoc Position in Language Development Message-ID: POSITION OPENING – DOCTORAL STUDENT OR POSTDOCTORAL FELLOW The English Linguistics Group at the University of Kaiserslautern currently has one opening for a doctoral student or postdoctoral fellow in the area of language development. Current research in the group includes first language development, second language development, bilingualism, and the relationship between language and cognition. More information about the group and its research is at . The candidate will be expected to develop his/her own research leading to a dissertation, German Habilitation, and/or academic publications in one of the research areas mentioned above. In addition, s/he will be expected to participate in ongoing projects and teach up to two courses per semester (total 3 hours per week). The candidate must have completed a degree in a relevant area such as linguistics or developmental psychology, ideally with a focus on language development, before taking up the position (i.e., Masters or equivalent for the doctoral position; PhD or equivalent for the postdoctoral position). Also required is a very good knowledge of English and ideally at least a working knowledge of German. Salary is on the German scale TV-L E13, 50%. Some additional funds are available to cover travel costs for presentation at conferences and attendance at courses off site (e.g., summer schools). The position is for three years, with possible extension as appropriate. The earliest starting date is March 1, 2011. The University of Kaiserslautern is seeking to increase the proportion of women in scientific positions, and thus applications from women are strongly encouraged. Given equivalent qualifications and experience, applicants with disabilities will be hired first (disability certification should be included if available). Applications, including the following, should be sent by January 21, 2011, to . 1. Cover letter outlining interest in the position and academic goals 2. CV including information about education, related work and volunteer experience, and presentations and publications 3. One-page outline of proposed research during the position 4. Copies of up to three examples of written work including Masters or doctoral thesis (including short English summary if the publication is not written in English) 5. Contact information for potential references For more information, please contact Prof. Dr. Shanley Allen at . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 g.morgan at city.ac.uk Fri Dec 17 11:42:07 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 17 Dec 2010 03:42:07 -0800 Subject: SLCN conference - extended date for poster submission Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Notice of Extension for Call for Papers and Posters – 20th January 2011 The conference “Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people” is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: - Dr Nicola Botting, City University London - Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, UCL - Professor Susan Gathercole, University of York q Dr Victoria Joffe, City University London q Professor Maggie Snowling, The University of York, UK q Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors’ names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Each Abstract should include: A background to the work (rationale) An outline of the work - how it was undertaken (method) Outcomes and Evaluation Practical Implications Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Please note extended date for submission and new registration date: Closing date for submissions is 20th January 2011. Authors will be notified as to whether their abstract has been accepted by 18th of February 2011. Registration will open on the 1st of March 2011. Full conference registration fee is at the highly subsidised rate of £50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.html -------------------------------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Reader in Developmental Speech, Language and Communication Needs Programme Director, MSc in Joint Professional Practice: Language and Communication Department of Language and Communication Science City University Northampton Square London EC1V 0HB Tel: 020 7040 4629 Fax: 020 7040 8577 http://www.city.ac.uk/lcs http://www.elciss.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From g.morgan at city.ac.uk Fri Dec 17 11:44:31 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 17 Dec 2010 03:44:31 -0800 Subject: SLCN conference - extended date for poster submission Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Notice of Extension for Call for Papers and Posters – 20th January 2011 The conference “Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people” is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: - Dr Nicola Botting, City University London - Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, UCL - Professor Susan Gathercole, University of York - Dr Victoria Joffe, City University London - Professor Maggie Snowling, The University of York, UK - Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors’ names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Each Abstract should include: A background to the work (rationale) An outline of the work - how it was undertaken (method) Outcomes and Evaluation Practical Implications Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Please note extended date for submission and new registration date: Closing date for submissions is 20th January 2011. Authors will be notified as to whether their abstract has been accepted by 18th of February 2011. Registration will open on the 1st of March 2011. Full conference registration fee is at the highly subsidised rate of £50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.html -------------------------------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Reader in Developmental Speech, Language and Communication Needs Programme Director, MSc in Joint Professional Practice: Language and Communication Department of Language and Communication Science City University Northampton Square London EC1V 0HB Tel: 020 7040 4629 Fax: 020 7040 8577 http://www.city.ac.uk/lcs http://www.elciss.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From gleason at bu.edu Fri Dec 17 22:24:42 2010 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 17 Dec 2010 17:24:42 -0500 Subject: NOVA | show on parrots & language Message-ID: This program featuring Irene Pepperberg should be of interest to language development classes. (To be broadcast February 9) -- http://www.pbs.org/wgbh/nova/nature/profile-irene-pepperberg.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 Roberta at udel.edu Sun Dec 19 13:41:49 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 19 Dec 2010 08:41:49 -0500 Subject: Language Stars Message-ID: Does anyone know anything about this language teaching program for children that they can share with me? Best for the holidays! Roberta Golinkoff -- 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 annabelle.david at ncl.ac.uk Mon Dec 20 12:04:05 2010 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Mon, 20 Dec 2010 04:04:05 -0800 Subject: Part-time Research Associate vacancy Message-ID: School of Modern Languages, Newcastle University Post Doctoral Research Associate (French Applied Linguistics) This appointment is part-time (40%), fixed-term for 7 months (1 March – 30 September 2011) Applications are invited for the position of Post Doctoral Research Associate on the two-year ESRC-funded research project “Learning French from ages 5, 7 and 11: An investigation into starting ages, rates and routes of learning amongst early foreign language learners” at Newcastle University (UK) (2009-11). You will be involved in all aspects of the project and you will make a special contribution to data handling, coding and analysis on this collaborative project with the University of Southampton. You will hold a doctorate in a relevant area of linguistics/ applied linguistics/ first or second language acquisition, and have a good working knowledge of French. You will also have experience of working with the CHILDES software tools, including CHAT, CLAN and MOR. This is a fixed term part-time (40%) appointment from 1 March 2011 until 30 September 2011. The starting salary will be £27,319 per annum pro-rata. Informal enquiries should be addressed to project director Professor Florence Myles, tel (+44) (0)191 222 7483 or email Florence.myles at ncl.ac.uk. Closing date: 7 January 2011 Shortlisting date: 12 January 2011 Interview date: 20 January 2011 For further information and on-line application form, see http://www.ncl.ac.uk/vacancies/jobs/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pul8 at psu.edu Mon Dec 20 22:25:51 2010 From: pul8 at psu.edu (Ping Li) Date: Mon, 20 Dec 2010 17:25:51 -0500 Subject: Postdoctoral Position Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science at the Pennsylvania State University invites applications for an anticipated postdoctoral position associated with a new NSF training program, Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience. The program seeks to provide training in research on bilingualism that will include an international perspective and that will take advantage of opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Barcelona), The Netherlands (Nijmegen), and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs (Yale) and the VL2 Science of Learning Center at Gallaudet University. The successful candidate will benefit from a highly interactive group of faculty whose interests include language processing, language acquisition in children and adults, and language contact. Applicants with an interest in extending their expertise within experimental psycholinguistics, cognitive neuroscience, or linguistic field research are particularly welcome to apply. There is no expectation that applicants will have had prior experience in research on bilingualism. The time that a candidate will spend abroad will be determined by the nature of their research project and by ongoing collaborative arrangements between Penn State and the partner sites. Questions about faculty research interests may be directed to relevant core training faculty: Psychology: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss; Spanish: Giuli Dussias, Chip Gerfen, and John Lipski; German: Richard Page and Carrie Jackson. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: jfk7 at psu.edu or to the Chair of the search committee, Janet van Hell: jgv3 at psu.edu. More information about the Center for Language Science (CLS) and faculty research programs can be found at http://www.cls.psu.edu. The initial appointment will be for one year, with the possibility of renewal for the next year. Salary and benefits are set by NSF guidelines. Provisions of the NSF training program limit funding to US citizens and permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core PIRE faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her theoretical and methodological expertise in the language sciences and ways in which the opportunity to conduct research abroad with different bilingual populations would enhance those goals. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to pirepostdoc at gmail.com. For fullest consideration, all materials should be received by February 1, 2011. Decisions will be made by March 2011. The appointment can begin any time between May 15 and August 15, 2011. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Thu Dec 23 11:50:11 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Thu, 23 Dec 2010 12:50:11 +0100 Subject: AFLiCo IV DEADLINE EXTENDED for general sessions (january 4th) Message-ID: =============== DEADLINE EXTENSION for general session papers: January 4th, 2011 =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 SUBMISSION DEADLINES Deadline for general session papers: January 4th, 2011 INVITED SPEAKERS * Danièle DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= EXTENSION DE LA DATE LIMITE pour les sessions générales : 4 Janvier 2011 ========================= AFLiCo IV Quatrième Colloque International de l’Association Française de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions générales : 4 Janvier 2011 CONFÉRENCIERS INVITÉS * Danièle DUBOIS (Université Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Université Lyon 2, France) * Maarten LEMMENS (Université Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, États-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ THÈME DU COLLOQUE AFLiCo IV ‘Linguistique cognitive et typologie : diversité des langues, variation et changement’. L’objectif de ce colloque est de réunir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L’accent du colloque sera mis sur (1) la diversité des systèmes linguistiques aussi bien oraux que signés, (2) la variation qui s’opère sur les plans inter- et intra- linguistiques et (3) les changements des systèmes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques variés, qui abordent leur objet d’étude dans une perspective synchronique et/ou diachronique et qui utilisent différentes méthodes et différents types de données telles que des données spontanées ou élicitées, y compris orales ou écrites, des données de terrain ou encore des données expérimentales. Nous attendons des propositions de sessions thématiques, des propositions de présentations orales de sessions générales et de posters sur des problématiques en lien avec le thème du colloque et dans le domaine de la linguistique cognitive en général. Les propositions portant sur des langues moins bien décrites et des langues qui varient du point de vue typologique, génétique et aréal seront particulièrement appréciées. Les thématiques incluent, mais ne se limitent pas aux suivantes : - méthodes et données en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - études menées dans une perspective cognitive et/ou typologique dans les domaines de la phonétique, phonologie, morphosyntaxe, sémantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parlées et les langues signées ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avancées dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le français et l’anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions générales de 30 minutes (20 minutes de présentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS THÉMATIQUES Nous accueillons des propositions d’une demi-journée ou d’une journée entière pour des ateliers et/ou sessions thématiques. Ces ateliers/sessions thématiques doivent être proposés par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonnées des deux organisateurs - le titre de la session - une présentation du thème et des objectifs de la session (2 pages maximum) - une précision concernant le temps souhaité (nombre de créneaux horaires : 4, 6 ou 10 ; une journée ou une journée entière ; nombre et nature des présentations, discussions, tables rondes, etc.). - un résumé d’une page pour chaque présentation (une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques) Les propositions d’ateliers et/ou de sessions thématiques seront soumises à la même procédure d’évaluation que les propositions pour les sessions générales et les posters. La notification d’acceptation sera envoyée aux deux organisateurs à partir du 25 février 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiquées à l’adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait être en co-auteur. Les informations concernant l’auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront évaluées de façon anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne référente/contact. Les propositions seront examinées de façon anonyme par 2 membres experts du comité scientifique. La notification d’acceptation sera envoyée aux auteurs à partir du 25 février 2011. Les propositions ne devront pas dépasser une page. Une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 editor.iascl.clbulletin at gmail.com Fri Dec 24 13:07:20 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Fri, 24 Dec 2010 05:07:20 -0800 Subject: Child Language Bulletin: Dec 2010 Message-ID: *** apologies for cross-postings*** Dear all, Happy Christmas Eve! I am pleased to announce that the Dec 2010 issue of the IASCL Child Language Bulletin is now online at http://iascl.talkbank.org/bulletins/bulletinV30N2.html This issue features (i) an update on the IASCL 2011 Congress by Henri Cohen (ii) an announcement about the foundation of an interdisciplinary professional society for children with speech and language disorders in the German-speaking communities by Julia Siegmüller , Annette Fox- Boyer & Peter Marschik (see section ‘Further Announcements’) (iii) important announcements about the Journal of Child Language by Edith Bavin and Martine Walsh (see section ‘Further Announcements’) (iv) a blog on multilingualism by Madalena Cruz-Ferreira (see section ‘Further Announcements’) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new CHILDES corpora, books, completed PhD theses, etc. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://iascl.talkbank.org/bulletins/bulletinV30N2.html I hope you enjoy this Bulletin. Special thanks to the IASCL members who had contributed to this issue, and Merry Christmas and Happy New Year to all! Angel Chan IASCL Child Language Bulletin Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 rberman27 at gmail.com Sat Dec 25 09:25:50 2010 From: rberman27 at gmail.com (Ruth Berman) Date: Sat, 25 Dec 2010 09:25:50 +0000 Subject: AFLiCo IV DEADLINE EXTENDED for general sessions (january 4th) In-Reply-To: <000d01cba297$8dc63650$a952a2f0$@univ-lyon2.fr> Message-ID: Dear Florence I wll be away on vacation until early January, would you please then let me know when you need my abstract , how long, etc. -- also, I have agreed to be discussant on Maya Hickmann´s panel! this is wishing you, Igido and Selene a happy happy new year and pleased we will meet in 2011 hugs ruth 2010/12/23 Florence Chenu > =============== > > DEADLINE EXTENSION for general session papers:* January 4th, 2011* > > =============== > > (French version follows) > > > > *AFLiCo IV* > > Fourth International Conference of the French Cognitive Linguistics Association, > > > > *Lyon, France, 24th-27th May 2011* > > > > > > *SUBMISSION DEADLINES* > > > > Deadline for general session papers:* January 4th, 2011* > > > > > > INVITED SPEAKERS > > > > * Danièle DUBOIS (University of Paris 6, France) > > * Nick EVANS (ANU College of Asia-Pacific, Australia) > > * Harriet JISA (University of Lyon 2, France) > > * Maarten LEMMENS (University of Lille 3, France) > > * Laura MICHAELIS (University of Colorado, Boulder, USA) > > * Ulrike ZESHAN (University of Central Lancashire, UK) > > > > > > CONFERENCE WEBSITE > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > > > CONFERENCE THEME of AFLiCo IV > > > > '*Cognitive Linguistics and Typology: Language diversity, variation and change *'. > > > > This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. > > > > Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. > > > > Topics include, but are not limited to: > > - methods and data in cognitive linguistics and in language typology and description > > - convergence and divergence between cognitive linguistics and functional-typological linguistics > > - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics > > - language variation within and across languages, both spoken and signed > > - language change from a cognitive and/or typological perspective > > - language acquisition > > - studies and advances in construction grammar > > - language and gesture in cross-linguistic perspective > > > > > > LANGUAGES OF THE CONFERENCE > > > > The languages of the conference are French and English. > > > > > > ORAL PRESENTATIONS AND POSTERS > > > > Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). > > > > > > WORKSHOPS, INCLUDING THEMATIC SESSIONS > > > > Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: > > - the names and contact details of two workshop organizers > > - the title of the proposed workshop > > - an overview of the topic and aims of the workshop (up to 2 pages) > > - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. > > - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation > > > > Workshop proposals will be refereed in the same way as general session and poster proposals. > > > > > > > > SUBMISSION PROCEDURE > > > > Proposals should be submitted online following the instructions to be found at the following address: > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > Author information (name, affiliation, email address) will be required on the submission website. > > > > An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. > > > > Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. > > > > The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. > > > > > > > > ========================= > > EXTENSION DE LA DATE LIMITE pour les sessions générales :* 4 Janvier 2011* > > ========================= > > > > *AFLiCo IV* > > Quatrième Colloque International de l’Association Française de Linguistique Cognitive > > * * > > *Lyon, France, 24-27 Mai 2011* > > > > *DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION :* > > * * > > Date limite pour les sessions générales :* 4 Janvier 2011* > > > > CONFÉRENCIERS INVITÉS > > > > * Danièle DUBOIS (Université Paris 6, France) > > * Nick EVANS (ANU College of Asia-Pacific, Australie) > > * Harriet JISA (Université Lyon 2, France) > > * Maarten LEMMENS (Université Lille 3, France) > > * Laura MICHAELIS (University of Colorado, Boulder, États-Unis) > > * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) > > > > > > SITE WEB DU COLLOQUE > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > > > > > THÈME DU COLLOQUE AFLiCo IV > > > > *‘Linguistique cognitive et typologie : diversité des langues, variation et changement’. * > > > > L’objectif de ce colloque est de réunir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L’accent du colloque sera mis sur (1) la diversité des systèmes linguistiques aussi bien oraux que signés, (2) la variation qui s’opère sur les plans inter- et intra- linguistiques et (3) les changements des systèmes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques variés, qui abordent leur objet d’étude dans une perspective synchronique et/ou diachronique et qui utilisent différentes méthodes et différents types de données telles que des données spontanées ou élicitées, y compris orales ou écrites, des données de terrain ou encore des données expérimentales. > > > > Nous attendons des propositions de sessions thématiques, des propositions de présentations orales de sessions générales et de posters sur des problématiques en lien avec le thème du colloque et dans le domaine de la linguistique cognitive en général. Les propositions portant sur des langues moins bien décrites et des langues qui varient du point de vue typologique, génétique et aréal seront particulièrement appréciées. > > > > Les thématiques incluent, mais ne se limitent pas aux suivantes : > > - méthodes et données en linguistique cognitive, typologie et description des langues ; > > - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; > > - études menées dans une perspective cognitive et/ou typologique dans les domaines de la phonétique, phonologie, morphosyntaxe, sémantique et pragmatique ; > > - variation inter- et intra-linguistique dans les langues parlées et les langues signées ; > > - changements linguistiques dans une perspective cognitive et/ou typologique ; > > - acquisition du langage ; > > - recherches et avancées dans le domaine de la grammaire des constructions ; > > - langue et geste dans une perspective inter-linguistique. > > > > > > LANGUES OFFICIELLES DU COLLOQUE > > > > Les deux langues du colloque sont le français et l’anglais. > > > > > > COMMUNICATIONS ET POSTERS > > > > Nous invitons des propositions de communication aux sessions générales de 30 minutes (20 minutes de présentation et 10 minutes de questions) et des propositions de posters (format A1). > > > > > > ATELIERS ET SESSIONS THÉMATIQUES > > > > Nous accueillons des propositions d’une demi-journée ou d’une journée entière pour des ateliers et/ou sessions thématiques. Ces ateliers/sessions thématiques doivent être proposés par deux organisateurs. Chaque proposition doit inclure les informations suivantes : > > - les noms et les coordonnées des deux organisateurs > > - le titre de la session > > - une présentation du thème et des objectifs de la session (2 pages maximum) > > - une précision concernant le temps souhaité (nombre de créneaux horaires : 4, 6 ou 10 ; une journée ou une journée entière ; nombre et nature des présentations, discussions, tables rondes, etc.). > > - un résumé d’une page pour chaque présentation (une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques) > > Les propositions d’ateliers et/ou de sessions thématiques seront soumises à la même procédure d’évaluation que les propositions pour les sessions générales et les posters. La notification d’acceptation sera envoyée aux deux organisateurs à partir du 25 février 2011. > > > > > > SOUMISSION DES PROPOSITIONS > > > > Les propositions seront soumises en ligne suivant les instructions indiquées à l’adresse suivante : > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait être en co-auteur. > > Les informations concernant l’auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront évaluées de façon anonyme. > > Dans le cas des propositions en co-auteur le premier auteur sera la personne référente/contact. > > Les propositions seront examinées de façon anonyme par 2 membres experts du comité scientifique. > > La notification d’acceptation sera envoyée aux auteurs à partir du 25 février 2011. > > Les propositions ne devront pas dépasser une page. Une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From wing0050 at umn.edu Mon Dec 27 16:31:55 2010 From: wing0050 at umn.edu (Christine Wing) Date: Mon, 27 Dec 2010 10:31:55 -0600 Subject: Internal state language Message-ID: My dissertation project is an investigation of the relationship between use of internal state language and behavior problems in 3-5- year-old children who are at social risk. I am looking for stimulus materials to elicit internal state words (Bretherton & Beeghley, 1982). These words are categorized as perceptual (e.g., see, hear), volition and ability (e.g., want, need), cognition (e.g., think, know) and moral judgement and obligation (e.g., good, naughty). Most recent studies have focused on a subset of such words that includes categories of desire, cognition, affect, and moral judgement. These are referred to as mental state language (e.g., Bartsch & Wellman, 1995). I would very much appreciate input on elicitation techniques and stimulus materials. These may include scenarios, videos, stories, pictures, etc. I look forward to your responses. Christine A. Wing, MA, MS, CCC, SLP Doctoral Candidate' Speech-Language-Hearing Sciences University of Minnesota, USA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 shiromartha at gmail.com Mon Dec 27 16:42:36 2010 From: shiromartha at gmail.com (Martha Shiro) Date: Mon, 27 Dec 2010 11:42:36 -0500 Subject: Internal state language In-Reply-To: Message-ID: Dear Christine, Eliciting narrative discourse has proved very useful for studying internal state language. I found that uses of this type of (evaluative) language differ in personal experience and fictional narratives. I used four types of prompts which have worked quite well. You will find a description in Shiro, Martha. 2003. Genre and evaluation in narrative development. Journal of Child Language, 30, 1, 165-194. Hope you find it helpful, regards, Martha Shiro On Dec 27, 2010, at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use of internal state language and behavior problems in 3-5- year-old children who are at social risk. I am looking for stimulus materials to elicit internal state words (Bretherton & Beeghley, 1982). These words are categorized as perceptual (e.g., see, hear), volition and ability (e.g., want, need), cognition (e.g., think, know) and moral judgement and obligation (e.g., good, naughty). Most recent studies have focused on a subset of such words that includes categories of desire, cognition, affect, and moral judgement. These are referred to as mental state language (e.g., Bartsch & Wellman, 1995). I would very much appreciate input on elicitation techniques and stimulus materials. These may include scenarios, videos, stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Martha Shiro Instituto de Filología “Andrés Bello“ Universidad Central de Venezuela shiromartha at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Mon Dec 27 16:47:46 2010 From: barriere.isa at gmail.com (isa barriere) Date: Mon, 27 Dec 2010 11:47:46 -0500 Subject: Internal state language In-Reply-To: Message-ID: Hi Christine, At the last Head Start Research Conference, Pamela Cole gave a very interesting presentation on emotion regulation in 2 to 5 year olds. She mentioned the relation between performance on specific tasks and language abilities but she had not fully analyzed her language samples by then. You may want to contact her and check what she has published so far: I remember that her tasks her great. Here is the link to the program: search Pamela Cole and you will get the abstract of her talk and her contact information. http://www.acf.hhs.gov/programs/opre/hsrc/schedule/hsrc10_schedule_speakers.pdf Good luck! Yours, Isabelle Barriere, PhD du> wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marnie.arkenberg at gmail.com Mon Dec 27 17:45:49 2010 From: marnie.arkenberg at gmail.com (Marnie Arkenberg) Date: Mon, 27 Dec 2010 12:45:49 -0500 Subject: Internal state language In-Reply-To: Message-ID: Hi Christine, Pamela Cole and collegues and Penn State have been sucessful and eliciting internal state words and have looked at the same population of children you seem to be. You might try her. Best, Marnie On Mon, Dec 27, 2010 at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Marnie E. Arkenberg, Ph.D. "A pound of pluck is worth a ton of luck." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Dec 27 17:55:16 2010 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 27 Dec 2010 12:55:16 -0500 Subject: Internal state language In-Reply-To: Message-ID: Gustavo Freire is working on this topic-- Tom Roeper On Mon, Dec 27, 2010 at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- 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 g.morgan at city.ac.uk Wed Dec 1 13:08:45 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Wed, 1 Dec 2010 05:08:45 -0800 Subject: Conference on Speech Language and Communication Needs in older children and young people Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Second Call for Papers and Posters The conference ?Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people? is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: q Dr Nicola Botting, City University London q Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, University College, London. ?The adolescent brain? q Professor Susan Gathercole, University of York q Dr Victoria Joffe, City University London q Professor Maggie Snowling, The University of York, UK q Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors? names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Closing date for submissions is 31st December 2010. Authors will be notified as to whether their abstract has been accepted by 31st of January 2011. Registration will open on the 15th of February 2011. Full conference registration fee is at the highly subsidised rate of ?50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.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 macw at cmu.edu Wed Dec 1 14:48:10 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 1 Dec 2010 09:48:10 -0500 Subject: bug in MLU since Sept 3 Message-ID: Dear Info-CHILDES and ChiBolts Readers, Leonid just now discovered a bug in the MLU program that was introduced in September 3 of this year. The bug excludes sentences with final delimiters beginning with a plus. Of these, the one most commonly used is the +... mark for trailing off. This means that any analyses of MLU that you may have computed after September 3 would fail to consider utterances with these final delimiters. Worse still, it counted the words, but excluded the utterances. So, these MLU numbers are definitely wrong, if you have any utterances in your corpus that terminate with symbols like +..., +/. and so on. There is now a new version of CLAN on the web that corrects this problem. So, even if you did not compute any MLUs during this period, if you had downloaded a version of CLAN between September 3 and now, then you definitely need to get a new version. Our apologies for any problems this may have caused. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Thu Dec 2 13:23:18 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Thu, 2 Dec 2010 22:23:18 +0900 Subject: JSLS 2011 First Call for Papers Message-ID: Japanese Society for Language Sciences 13th Annual International Conference (JSLS2011) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Thirteenth Annual International Conference, JSLS2011. JSLS2011 will be held at Kansai University, Senriyama Campus in Osaka, Suita City. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. JSLS2011 Conference Committee Chairperson Keiko IKEDA (Kansai University, Division of International Affairs) Conference Dates: June 25 (Saturday) - 26 (Sunday), 2011 Location: Kansai University, Seriyama Campus (http://www.kansai-u.ac.jp/English/index-e.htm) Kandai-mae station Approx. 25 minutes from Umeda station, Hankyu, Kitasenri-line 5 minute walk from Kandai-mae station Submissions: The Japanese Society for Language Sciences aims "to stimulate research in the language sciences based on natural language data, in areas such as language acquisition, psycholinguistics, discourse analysis and sociolinguistics, and to support the development of the language sciences through exchange between researchers" (Article 2, JSLS Regulations). The scope of this endeavor covers a wide area, including linguistics (phonology, morphology, syntax, semantics, pragmatics), first language acquisition, second language acquisition, psycholinguistics, language production, mother tongue education, foreign language instruction, natural language processing, brain science, bilingualism, sociolinguistics, discourse research, and linguistic philosophy, among others. This society hopes that researchers working on these widely diverse topic reach beyond their own areas of specialization by supporting the active exchange of opinions and ideas between researchers working in related fields. The deadline for submissions is February 1st (Tuesday), 2011, Japan Standard Time. For more detailed information on the submission process, please visit the conference webpage, JSLS2011: http://www.jslsweb.sakura.ne.jp/jsls2011/ All questions regarding the JSLS 2011 conference should be addressed to: JSLS2011: http://www.jslsweb.sakura.ne.jp/jsls2011/ All questions regarding the submission process should be sent to the chair of the review committee: jsls2011-wg at cyber.sist.chukyo-u.ac.jp Other questions should be sent to the conference chair, Keiko IKEDA, at keikoike at ipcku.kansai-u.ac.jp JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kjschonwald at gmail.com Fri Dec 3 18:58:56 2010 From: kjschonwald at gmail.com (Kristi Schonwald) Date: Fri, 3 Dec 2010 10:58:56 -0800 Subject: Job position: Literacy assessment developer Message-ID: There is a job opening for a Senior Assessment Development Associate at the Urban Education Institute at the University of Chicago. Senior Assessment Development Associate in Chicago, Illinois Salary: Open Type: Full Time - Experienced The Senior Assessment Development Associate at the Urban Education Institute (UEI) of the University of Chicago will take a lead role in designing and pilot testing preschool literacy assessment materials that will be used to enhance teachers' classroom instruction. The Associate will assist in the design and development of materials that will enhance the use of assessment results and strengthen the instruction-assessment link. The Associate will oversee the literacy training and implementation efforts, as well as lead the research efforts, and will be responsible for communicating interim and final results to relevant audiences. The Urban Education Institute is a unique effort by the University of Chicago to align research and practice to create new knowledge and educational models to address one of the nation's most significant and enduring questions: how do we produce reliably excellent schooling for children growing up in urban America? Requirements: Master's degree or higher in reading and language or in cognitive, developmental, or educational psychology required. Doctorate (Ed.D. or Ph.D.) in primary or secondary education or in cognitive, developmental, or educational psychology preferred . At least five years of relevant experience required. At least four years teaching experience and/or training teachers at the preschool or early elementary school level or the equivalent combination of education and experience is required. To apply: Please apply online at the University's website: http://jobopportunities.uchicago.edu, and search for posting #086022. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gagarina at zas.gwz-berlin.de Mon Dec 6 11:14:31 2010 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Mon, 6 Dec 2010 12:14:31 +0100 Subject: PhD-Position announcement: Center for General Linguistics, Berlin Message-ID: Job Rank: Researcher, PhD-position Specialty Areas: Psycholinguistics, mono-and multi-lingual language acquisition in children _Description:_ The project "Discourse cohesive means in language acquisition" at the Centre of General Linguistics (ZAS Berlin), Germany, has an opening for a research position (half-time appointment) in mono-and multi-lingual language acquisition in children with research expertise in language acquisition and experience in experimental work. Key areas of activity will be theoretical and empirical (mainly experimental) investigation of the acquisition of discourse cohesive means and coherence relations in children up to the age of 8 and the target adult population. Main fields of research: discourse and anaphora theory, pragmatics and related domains. We welcome applications of candidates holding an M.A./M.Sc. in psycholinguistics, linguistics, cognitive science, experimental psychology or a related field. The candidate must have fluent skills in German and English and preferably one other language. A background in experimental methods and statistical analysis is desired. Also important is the ability to become acquainted with new methods quickly and to be able to harmonically interact with young children. For further information on the ZAS and the projects work, please go to http://www.zas.gwz-berlin.de/ Salary: about 1400,-EUR (stipend) Duration: three years. Starting date: January 1st, 2011 or a little later Applications should include a cover letter describing research interests and how the candidate would contribute to the project, a CV, an outline of research and job experience, publications if there are some (please include the most relevant paper), as well as names and addresses of two people who might be asked for references. Applications received by December 15, 2010 will receive full consideration, although interviews may start at any time and will continue until the position has been filled. Please submit your application by mail or by email to the address below. Application Deadline: 15-Dec-2010 Mailing Address for Applications: Dagmar Bittner bittner at zas.gwz-berlin.de Tel. 0049 030 20192562 Dr. Dagmar Bittner Centre of General Linguistics (ZAS) Schuetzenstr. 18 10117 Berlin Germany * * * * * * * * * * * * * * * Avira MailGate NOTICE * * * * * * * * * * * * * * * Avira MailGate has processed a mail addressed to you, which contained no known potential malicious software. In case you notice abnormal behavior of your software after opening the mail or one of its attachments, please forward the complete mail to Avira GmbH so it can be checked for unknown new potential malicious software. -- Avira MailGate Copyright (c) 2008 by Avira GmbH. All rights reserved. For more information see http://www.avira.com/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Mon Dec 6 19:16:24 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Mon, 6 Dec 2010 19:16:24 +0000 Subject: Second call for papers for the next Child Language Seminar June 2011 In-Reply-To: <02B74B2E89345949BA1692E6B4B78ECE679860E638@EXSAN03.campus.ncl.ac.uk> Message-ID: [cid:image001.jpg at 01CB8198.A7675410] Second call for papers for the next Child Language Seminar CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 (with registration and wine reception on the evening of the 12th of June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of, among others, psychologists, linguists and speech and language therapists, and provides a forum for research on language acquisition in all its diversity. Proposals for papers and posters are invited relating to all aspects of child language acquisition and disorders. Those which speak to the four key themes of the conference are particularly welcome. CLS 2011 will focus on four key themes in the field of child language research * Child Language and Literacy * Children with Speech Language and Communication Needs (SLCN) * Capturing change in child language * Bilingual and cross-linguistic perspectives on child language Keynote speakers: We are very pleased to announce that our confirmed keynote speakers are: * Professor Maggie Snowling (University of York): "Children at Preschool Risk of Dyslexia: From Theory to Intervention" * Professor James Law (Newcastle University): "The Better Communication Research Programme - research to impact upon practice and policy for children with speech, language and communication needs" * Professor Sheena Reilly (University of Melbourne): "The Early Language In Victoria Study: Outcomes at 4 and 5 years" * Professor Elizabeth Pena (University of Texas): Dynamic Assessment in Children Learning English as a Second Language: What Changes? Please visit our webpage for more detail http://www.ncl.ac.uk/ecls/conferences/CLS2011/ Call for papers: Proposals are invited for papers and posters related to all aspects of child language acquisition and disorders. Proposals will be considered on children's first or subsequent language development (e.g., grammar, phonology, lexicon, pragmatics, discourse, literacy, bilingualism, sign language, psycholinguistic processing) or on any aspect relating to children with language difficulties (e.g., description, assessment, remediation). The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by members of the organising committee. Presentation format Proposals should indicate whether an oral presentation or poster is preferred. The programme committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. Proposal format Proposals 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 Preferred presentation format (oral presentation or poster) Abstract: Title of presentation Summary of research undertaken (300 words maximum, single spaced) Do not include authors' names Submitting proposals: Proposals must be composed in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: cristina.mckean at ncl.ac.uk Key dates: Submission of abstracts: 1st January 2011 Notification of acceptance/rejection: 1st February 2011 Registration open: 1st February 2011 Programme published on website: 1 April 2011 Early registration deadline (reduced fee): 15th April 2011 Registration and wine reception: 12th June CLS meeting: 13th-14th June 2010, with conference dinner 13th June Registration: Exact costings have not been finalised and will be published as soon as possible on the conference website. We will offer an early registration discount and a discount for students. As a guide, fees will not differ significantly from those for CLS 2010. Venue: The CLS 2011 will be hosted by Speech and Language Sciences at Newcastle University, one of the UK's leading universities. Newcastle is a research - intensive university, with a reputation for teaching and learning of the highest quality and for its role in the economic, social and cultural development of the North East of England. Speech and Language Sciences at Newcastle University is one of the leading teaching and research units in the UK devoted to the study of normal communicative processes and communication disorders in children and adults. The core aims of Speech and Language Sciences at Newcastle is to deliver high quality teaching, and excellent research and to work collaboratively with the profession to impact on practice. These activities contribute to our high standing within health and education both nationally and internationally. Newcastle was the first university in the UK to award a degree in Speech and Language Therapy (1967), recently celebrated 50 years of Speech and Language Therapy Training and continues to be one of the UK's leading SLT training programmes. Our research involves the study of normal and impaired human communication processes, assessment and intervention for individuals with communication disorders, and sociolinguistics, the RAE 2008 can be found here. Many staff are members of larger collaborative research groups within the university, including the Centre for Research in Linguistics and Language Sciences and the Institute of Health and Society. We also collaborate with researchers throughout the UK and abroad (Europe, USA, Australia and New Zealand). Newcastle: Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for four consecutive years and has been voted the UK's best University City 2010 by MSN travel. Located in the North East of England, the city is easily accessible by rail (1? hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Accommodation: We are asking delegates to kindly book their own conference accommodation. There are many excellent places to stay within the city and good public transport links to and from the university. More details of specific accommodation and transport arrangements will be available soon on the conference website. Further details will be circulated in due course and the conference website launched in the near future. If you have any queries please contact Cristina McKean cristina.mckean at ncl.ac.uk We look forward to welcoming you to the CLS in 2011 Cristina McKean, Helen Stringer, James Law Co-chairs CLS 2011 organising committee Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528 CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd Child Language Seminar 2011 is coming to Newcastle http://www.ncl.ac.uk/ecls/conferences/CLS2011/ [cid:image001.jpg at 01CB8198.A7675410] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 1.jpg Type: image/jpeg Size: 5929 bytes Desc: Picture (Device Independent Bitmap) 1.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 2.jpg Type: image/jpeg Size: 5929 bytes Desc: Picture (Device Independent Bitmap) 2.jpg URL: From edy.veneziano at paris5.sorbonne.fr Tue Dec 7 01:29:18 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 6 Dec 2010 17:29:18 -0800 Subject: International conference AutismComSym2011 - Extended deadline for reduced registration fees Message-ID: International Conference AutismComSym 2011 Communicative and symbolic behaviors in children with autism Functional specificities and conditions of appearance Rue de l'Ecole de M?decine, Paris 6, France 4-5 February 2011 The deadline for reduced registration fee has been extended to December 15th, 2010 For registration, program and other information: http://lewebpedagogique.com/comsym2011/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ruth.tincoff at bucknell.edu Fri Dec 10 02:16:54 2010 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 9 Dec 2010 21:16:54 -0500 Subject: Masters Program in Psychology at Bucknell University Message-ID: Please bring this program to the attention of graduating seniors with whom you might be working. I am especially interested in students who would like to work on language development in infants and toddlers. Thank you! Ruth The Master's Program in the Psychology Department at Bucknell Universityinvites applications from students interested in gaining further research experience beyond their undergraduate training. This program is a good match for students who have a strong interest in research and are motivated to develop their research skills, or are interested in exploring a new area of research before continuing on to a PhD program. Bucknell?s Master's program in psychology is a full-time, two-year program in general-experimental psychology that leads to the M.S. degree. Our program is small and selective, as we accept 2-3 students per year. Many students who graduate from our program continue on to a Ph.D. In recent years, graduates have enrolled in doctoral programs in many areas of psychology--clinical, cognitive, human development, neuroscience, social, behavioral medicine, and others. Our program has a ?research apprentice? model in which students work closely with their advisors (and sometimes other faculty) on research projects. The ideal student will be serious about research and will be able to work independently as well as collaboratively with faculty and other students. Our master?s students typically receive a full tuition remission plus a stipend for serving as a teaching assistant. These teaching experiences, in different courses with different professors, provide students with valuable breadth in their training. About Bucknell - Highly selective private university situated on 450 acres in central Pennsylvania - 3,500 undergraduate students, 150 graduate students - About three hours from New York City, Philadelphia and Washington, D.C. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Ruth Tincoff, Ph.D. Assistant Professor http://www.facstaff.bucknell.edu/rjt023 Department of Psychology Bucknell University Lewisburg, PA 17837 Office: 205 O?Leary phone 570-577-1787 fax 570-577-7007 Lab: 301 & 306 O'Leary phone 570-577-1828 http://www.bucknell.edu/ChildLanguageResearch ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 martine.walsh3 at gmail.com Fri Dec 10 12:06:51 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Fri, 10 Dec 2010 04:06:51 -0800 Subject: Journal of Child Language: newly available articles Message-ID: JOURNAL OF CHILD LANGUAGE Volume 38 - Issue 01 - January 2011 http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=01 PDF version of this Table of Contents http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=01&toPdf=yes&alertAttachment=null Review Article And Commentaries Relationships between lexical and phonological development in young children* CAROL STOEL-GAMMONJournal of Child Language, Volume 38, Issue 01, January 2011, pp 1 - 34 doi:10.1017/S0305000910000425 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930807 ____________________________________ Review Article And Commentaries Lexicon?phonology relationships and dynamics of early language development ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children? JAN EDWARDS, BENJAMIN MUNSON, MARY E. BECKMAN Journal of Child Language, Volume 38, Issue 01, January 2011, pp 35 - 40 doi:10.1017/S0305000910000450 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930816 ____________________________________ The role of production practice in lexical and phonological development ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children?* MARILYN VIHMAN, TAMAR KEREN-PORTNOY Journal of Child Language, Volume 38, Issue 01, January 2011, pp 41 - 45 doi:10.1017/S0305000910000504 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930860 ____________________________________ Mechanisms linking phonological development to lexical development ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children? ERIKA HOFF, MARISOL PARRA Journal of Child Language, Volume 38, Issue 01, January 2011, pp 46 - 50 doi:10.1017/S0305000910000462 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930819 ____________________________________ Differentiating word learning processes may yield new insights ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children? HOLLY L. STORKELJournal of Child Language, Volume 38, Issue 01, January 2011, pp 51 - 55 doi:10.1017/S0305000910000486 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930828 ____________________________________ Stepping backwards in development: integrating developmental speech perception with lexical and phonological development ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children?* TANIA S. ZAMUNERJournal of Child Language, Volume 38, Issue 01, January 2011, pp 56 - 60 doi:10.1017/S0305000910000516 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930866 ____________________________________ Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children?* DORTHE BLESES, HANS BASB?LL, JARRAD LUM, WERNER VACH Journal of Child Language, Volume 38, Issue 01, January 2011, pp 61 - 68 doi:10.1017/S0305000910000437 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930810 ____________________________________ Interactions between lexical and phonological development: cross- linguistic and contextual considerations ? a commentary on Stoel- Gammon's ?Relationships between lexical and phonological development in young children? KATHERINE DEMUTHJournal of Child Language, Volume 38, Issue 01, January 2011, pp 69 - 74 doi:10.1017/S0305000910000449 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930813 ____________________________________ Relationships between lexical and phonological development: a look at bilingual children ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children?* MARGARET KEHOEJournal of Child Language, Volume 38, Issue 01, January 2011, pp 75 - 81 doi:10.1017/S0305000910000474 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930822 ____________________________________ Lexical and phonological development in children with childhood apraxia of speech ? a commentary on Stoel-Gammon's ?Relationships between lexical and phonological development in young children?* SHELLEY L. VELLEMANJournal of Child Language, Volume 38, Issue 01, January 2011, pp 82 - 86 doi:10.1017/S0305000910000498 Published online by Cambridge University Press 18 Oct 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930854 ____________________________________ Articles Gender-marked determiners help Dutch learners' word recognition when gender information itself does not MARIEKE VAN HEUGTEN, ELIZABETH K. JOHNSON Journal of Child Language, Volume 38, Issue 01, January 2011, pp 87 - 100 doi:10.1017/S0305000909990146 Published online by Cambridge University Press 25 Jan 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930783 ____________________________________ Interrelations between communicative behaviors at the outset of speech: parents as observers ESTHER DROMI, ANAT ZAIDMAN-ZAIT Journal of Child Language, Volume 38, Issue 01, January 2011, pp 101 - 120 doi:10.1017/S0305000909990158 Published online by Cambridge University Press 25 Jan 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930786 ____________________________________ Concurrent and predictive validity of the Galician CDI MIGUEL P?REZ-PEREIRA, MARIELA RESCHES Journal of Child Language, Volume 38, Issue 01, January 2011, pp 121 - 140 doi:10.1017/S0305000909990262 Published online by Cambridge University Press 09 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930798 ____________________________________ Rethinking the acquisition of relative clauses in Italian: towards a grammatically based account FLAVIA ADANIJournal of Child Language, Volume 38, Issue 01, January 2011, pp 141 - 165 doi:10.1017/S0305000909990250 Published online by Cambridge University Press 22 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930795 ____________________________________ Successive single-word utterances and use of conversational input: a pre-syntactic route to multiword utterances ELLEN HERR-ISRAEL, LORRAINE McCUNE Journal of Child Language, Volume 38, Issue 01, January 2011, pp 166 - 180 doi:10.1017/S0305000909990237 Published online by Cambridge University Press 11 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930789 ____________________________________ Object movement in preschool children's word learning JASON SCOFIELD, ANDREA MILLER, TRAVIS HARTIN Journal of Child Language, Volume 38, Issue 01, January 2011, pp 181 - 200 doi:10.1017/S0305000909990249 Published online by Cambridge University Press 11 Dec 2009 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930792 ____________________________________ Maternal label and gesture use affects acquisition of specific object names MARIA ZAMMIT, GRAHAM SCHAFER Journal of Child Language, Volume 38, Issue 01, January 2011, pp 201 - 221 doi:10.1017/S0305000909990328 Published online by Cambridge University Press 10 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930804 ____________________________________ Children do not overcome lexical biases where adults do: the role of the referential scene in garden-path recovery EVAN KIDD, ANDREW J. STEWART, LUDOVICA SERRATRICE Journal of Child Language, Volume 38, Issue 01, January 2011, pp 222 - 234 doi:10.1017/S0305000909990316 Published online by Cambridge University Press 03 Mar 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7930801 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 letitia.naigles at uconn.edu Mon Dec 13 15:55:13 2010 From: letitia.naigles at uconn.edu (letty) Date: Mon, 13 Dec 2010 07:55:13 -0800 Subject: Call for papers for a special issue of Journal of Child Language Message-ID: Call for papers: Journal of Child language Special Issue on ATYPICAL Language Development This is a call for papers for a special issue of JCL, focusing on Atypical Language Development. Such papers would include theory and data on children who are acquiring their first language in atypical ways, attributable to either developmental (i.e., genetic, including but not limited to children with autism, Williams Syndrome, Down Syndrome, fragile X syndrome, Specific Language Impairment) or acquired (e.g., neonatal or early experienced brain damage or maltreatment) etiologies. Highest priority will go to papers which are not just descriptions of the problem in various clinical populations, but test theories and/or compare children cross- linguistically. Relevant questions could involve what the attested language delays and deficits reveal about: ? the processes of language acquisition: For example, which processes of language development proceed similarly to the typical case? Are some aspects of language development delayed because of deficits in other aspects that need to be acquired first? ? the representation & organization of language: For example, do the delays/deficits adhere to/follow the subcomponents of language? To what extent do the delays/deficits reveal how language relies on non- linguistic cognition? ? the biology/neuropsychology/genetics of language: For example, what is the relationship between the timing of typical and atypical language development and different aspects of brain development? How can we tie together processes at the gene, neural, and behavioral levels? Papers should be a maximum of 10,000 words, but shorter papers would be preferred. The deadline for submission is June 24th 2011. Submissions should be made on Manuscript Central: http://mc.manuscriptcentral.com/jcl In your covering letter please state that the manuscript is to be considered for this special issue. Instructions for Contributors are available on Manuscript Central. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Wed Dec 15 12:39:31 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Wed, 15 Dec 2010 13:39:31 +0100 Subject: LAST CALL 4th International Conference of the French Cognitive Linguistics Association Message-ID: =============== LAST CALL FOR PAPERS =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 INVITED SPEAKERS * Dani?le DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= DERNIER APPEL ? COMMUNICATION ========================= AFLiCo IV Quatri?me Colloque International de l?Association Fran?aise de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions g?n?rales : 22 d?cembre 2010 Date limite pour les sessions th?matiques : 18 d?cembre 2010 CONF?RENCIERS INVIT?S * Dani?le DUBOIS (Universit? Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Universit? Lyon 2, France) * Maarten LEMMENS (Universit? Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, ?tats-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ TH?ME DU COLLOQUE AFLiCo IV ?Linguistique cognitive et typologie : diversit? des langues, variation et changement?. L?objectif de ce colloque est de r?unir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L?accent du colloque sera mis sur (1) la diversit? des syst?mes linguistiques aussi bien oraux que sign?s, (2) la variation qui s?op?re sur les plans inter- et intra- linguistiques et (3) les changements des syst?mes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques vari?s, qui abordent leur objet d??tude dans une perspective synchronique et/ou diachronique et qui utilisent diff?rentes m?thodes et diff?rents types de donn?es telles que des donn?es spontan?es ou ?licit?es, y compris orales ou ?crites, des donn?es de terrain ou encore des donn?es exp?rimentales. Nous attendons des propositions de sessions th?matiques, des propositions de pr?sentations orales de sessions g?n?rales et de posters sur des probl?matiques en lien avec le th?me du colloque et dans le domaine de la linguistique cognitive en g?n?ral. Les propositions portant sur des langues moins bien d?crites et des langues qui varient du point de vue typologique, g?n?tique et ar?al seront particuli?rement appr?ci?es. Les th?matiques incluent, mais ne se limitent pas aux suivantes : - m?thodes et donn?es en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - ?tudes men?es dans une perspective cognitive et/ou typologique dans les domaines de la phon?tique, phonologie, morphosyntaxe, s?mantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parl?es et les langues sign?es ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avanc?es dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le fran?ais et l?anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions g?n?rales de 30 minutes (20 minutes de pr?sentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS TH?MATIQUES Nous accueillons des propositions d?une demi-journ?e ou d?une journ?e enti?re pour des ateliers et/ou sessions th?matiques. Ces ateliers/sessions th?matiques doivent ?tre propos?s par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonn?es des deux organisateurs - le titre de la session - une pr?sentation du th?me et des objectifs de la session (2 pages maximum) - une pr?cision concernant le temps souhait? (nombre de cr?neaux horaires : 4, 6 ou 10 ; une journ?e ou une journ?e enti?re ; nombre et nature des pr?sentations, discussions, tables rondes, etc.). - un r?sum? d?une page pour chaque pr?sentation (une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques) Les propositions d?ateliers et/ou de sessions th?matiques seront soumises ? la m?me proc?dure d??valuation que les propositions pour les sessions g?n?rales et les posters. La notification d?acceptation sera envoy?e aux deux organisateurs ? partir du 25 f?vrier 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiqu?es ? l?adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait ?tre en co-auteur. Les informations concernant l?auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront ?valu?es de fa?on anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne r?f?rente/contact. Les propositions seront examin?es de fa?on anonyme par 2 membres experts du comit? scientifique. La notification d?acceptation sera envoy?e aux auteurs ? partir du 25 f?vrier 2011. Les propositions ne devront pas d?passer une page. Une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Wed Dec 15 19:35:56 2010 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Wed, 15 Dec 2010 23:05:56 +0330 Subject: language development or asperger Message-ID: To whom it may concern, Greetings, I am Phd Student in TEFL in Iran and recently I came across a confusing case concerning bilingualism and autism or Asperger Syndrom. I wonder if you have ever noticed this feature before. I came across Three bilinguals who have learned English from TV mostly when they were young (less than 6 months to one and half years old). The programs they watched were baby TV channel, BBC Prime and Smile of child. Their mother tongue is Farsi in which they were interacted and spoken to. They had less interaction through English (almost no). At the age of three years old, they showed some features that might be misdiagnosed with Asperger syndrome. The features they show are 1. language resistance in the way that if I call them they may pay attention or may not (from 20 times, they may look back only 3 times) and if I talk with them or converse with them they would not answer my questions (most of the times saying 8 in 10) but say their own words. 2. They dont enter play with others although they have symbolic play on their own in the way that they repeat or restate those statements they heard before or were told before with their toys like cars dolls and even helicopter! 3. They have repetitive verbal behavior (NOT body behavior, they never shake their hand or do something repeatedly) that is they repeat the words they know or sentences they know repeatedly not the whole day but for a considerable time. 4. They have started their language in one word and soonly in two words in Farsi (first language) when they were 2 and half years old although when they were younger they said some words too like (Aabba means Water). Now they are three years old, one of them speak in farsi fluently and one boy says three word sentences like (berim khone papa means we go gradpa's home). 5. the younger boy (three years old and three months) misuse the pronouns first person and second person in farsi. He is using three word sentences and sometimes two word sentences. "about their English state, they are not allowed to listen to or be in contact with English anymore so that their first language develops completely although the younger boy pays a lot of attention when he hears English from TV or a person and in one case he was attending an English class in his kindergarten and there he learned about the statement (show me your nose), at home he talked with himself that "show me your helicopter, /gatar/ = train" The reasons I and some specialists doubt they are aspergers or autistic are 6. They have eye contact 7. They use language indexically both to show the object they want and to share their interest with their parents or teachers. 8. They play symbolically and repeat what they have heard in society in their play 9. They use imagination when they play for example, they use car seat as a horse or a belt as a snake. 10. Recently the younger boy I have seen that tell one scene of a short story (just the one his mother told him) from the picture. I wonder if you have ever noticed these features in bilinguals. Unfortunately, psychologists here are not linguists or SLA specialist and labeled these children as being Asperger. I appreciate your help and notice in advance. Best, Parisa -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 dalep at unm.edu Thu Dec 16 00:29:54 2010 From: dalep at unm.edu (Philip Dale) Date: Wed, 15 Dec 2010 17:29:54 -0700 Subject: help in locating people Message-ID: As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Thu Dec 16 07:06:58 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Thu, 16 Dec 2010 07:06:58 +0000 Subject: help in locating people In-Reply-To: Message-ID: Philip, This is Magdalena's current email address: magsmocz at gmail.com - marilyn On 16 Dec 2010, at 00:29, Philip Dale wrote: > As many of you know, the MacArthur-Bates CDI Advisory Board is > currently surveying all of the authorized adaptation projects that > we know of. There are over 55 languages for which some authorization > has been made, though of course the scope of the projects, and their > degree of progress varies quite a lot. We plan to make the results > available in early spring on our website, so that researchers and > clinicians will know the status of these language assessment > instruments in the various languages. We also plan to present this > information at the IASCL Congress next summer in Montreal. > > We are very grateful for all the investigators who have provided > information to us. There are just a few people we have not been able > to contact, and I would appreciate information you might have about > them. They are: > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > Philip Dale, for the CDI Advisory Board > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Thu Dec 16 14:53:07 2010 From: dalep at unm.edu (Philip Dale) Date: Thu, 16 Dec 2010 07:53:07 -0700 Subject: help in locating people - Russian and Estonian Message-ID: Thanks to all who have provided information on our Polish and Thai colleagues - still searching for information on our Russian and Estonian colleagues. Philip ________________________________ As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From barriere.isa at gmail.com Thu Dec 16 15:00:55 2010 From: barriere.isa at gmail.com (isa barriere) Date: Thu, 16 Dec 2010 10:00:55 -0500 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: Dear Philip, For the Russian CDI, I would suggest you contact Natalia Laska ( laskanatalia at gmail.com): she helped me a long time ago when I was having problems contacting Stella Ceytlin and Elena Vershinina. Good luck, Isabelle Barriere On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: > > Thanks to all who have provided information on our Polish and Thai > colleagues - still searching for information on our Russian and Estonian > colleagues. > Philip > ________________________________ > > > As many of you know, the MacArthur-Bates CDI Advisory Board is currently > surveying all of the authorized adaptation projects that we know of. There > are over 55 languages for which some authorization has been made, though of > course the scope of the projects, and their degree of progress varies quite > a lot. We plan to make the results available in early spring on our > website, > so that researchers and clinicians will know the status of these language > assessment instruments in the various languages. We also plan to present > this information at the IASCL Congress next summer in Montreal. > > > > We are very grateful for all the investigators who have provided > information > to us. There are just a few people we have not been able to contact, and I > would appreciate information you might have about them. They are: > > > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > > > Philip Dale, for the CDI Advisory Board > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From natasha.ringblom at slav.su.se Thu Dec 16 15:06:49 2010 From: natasha.ringblom at slav.su.se (Natasha Ringblom) Date: Thu, 16 Dec 2010 16:06:49 +0100 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: Dear Philip, I have Russian and Swedish CDIs and can also help you get in touch with Stella Ceytlin. I have also gotten Polish CDIs from my colleague and have their contact info if you are interested. Best, Natasha Ringblom Stockholm University 16 dec 2010 kl. 15.53 skrev Philip Dale: > > Thanks to all who have provided information on our Polish and Thai > colleagues - still searching for information on our Russian and > Estonian > colleagues. > Philip > ________________________________ > > > As many of you know, the MacArthur-Bates CDI Advisory Board is > currently > surveying all of the authorized adaptation projects that we know of. > There > are over 55 languages for which some authorization has been made, > though of > course the scope of the projects, and their degree of progress > varies quite > a lot. We plan to make the results available in early spring on our > website, > so that researchers and clinicians will know the status of these > language > assessment instruments in the various languages. We also plan to > present > this information at the IASCL Congress next summer in Montreal. > > > > We are very grateful for all the investigators who have provided > information > to us. There are just a few people we have not been able to contact, > and I > would appreciate information you might have about them. They are: > > > > Polish: Magdalena Smoczynska > Dept. of General and Indoeuropean Linguistics > Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > > Russian: Inna Chistovich > Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru > Elena Vershinina- ver_elen at mail.ru > > Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > > Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > > thanking you in advance, > > > > Philip Dale, for the CDI Advisory Board > > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From dalep at unm.edu Thu Dec 16 15:17:30 2010 From: dalep at unm.edu (Philip Dale) Date: Thu, 16 Dec 2010 08:17:30 -0700 Subject: help in locating people - Russian and Estonian In-Reply-To: Message-ID: many thanks, Isabelle! Philip _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Thursday, December 16, 2010 8:01 AM To: info-childes at googlegroups.com Subject: Re: help in locating people - Russian and Estonian Dear Philip, For the Russian CDI, I would suggest you contact Natalia Laska (laskanatalia at gmail.com): she helped me a long time ago when I was having problems contacting Stella Ceytlin and Elena Vershinina. Good luck, Isabelle Barriere On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: Thanks to all who have provided information on our Polish and Thai colleagues - still searching for information on our Russian and Estonian colleagues. Philip ________________________________ As many of you know, the MacArthur-Bates CDI Advisory Board is currently surveying all of the authorized adaptation projects that we know of. There are over 55 languages for which some authorization has been made, though of course the scope of the projects, and their degree of progress varies quite a lot. We plan to make the results available in early spring on our website, so that researchers and clinicians will know the status of these language assessment instruments in the various languages. We also plan to present this information at the IASCL Congress next summer in Montreal. We are very grateful for all the investigators who have provided information to us. There are just a few people we have not been able to contact, and I would appreciate information you might have about them. They are: Polish: Magdalena Smoczynska Dept. of General and Indoeuropean Linguistics Email not working: ULSMOCZY at Vela.filg.uj.edu.pl Russian: Inna Chistovich Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru Elena Vershinina- ver_elen at mail.ru Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th Estonian: Tiia Tulviste- Tiia.tulviste at sh.se thanking you in advance, Philip Dale, for the CDI Advisory Board -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com . For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From k1n at psu.edu Thu Dec 16 15:30:32 2010 From: k1n at psu.edu (Keith Nelson) Date: Thu, 16 Dec 2010 10:30:32 -0500 Subject: language development or asperger In-Reply-To: Message-ID: Hello Parisa . Just a few quick observations. 1. IF a child becomes bilingual by rich social interactions in each language with highly fluent and highly responsive adults and older children, then we can expect excellent social and cognitive skills to develop along with the two languages. 2. The small amount of English learned mostly from TV seems to indicate only baby steps in English acquisition, not significant bilingualism. 3. Knowing no more than you review in your email, it seems that considerable progress in Farsi is clear for the children. To help encourage improved social skills and social responsiveness as well as further language advances, it might be wise to explore with the parents and other relatives some ways of insuring that each week the children do have an increased number of enjoyable and engaging play times with fluent adults and with older children who also will be using language levels above that of the children you have described. Then you can see if the weaknesses in some social skills and social responsiveness are reduced. Best regards, Keith Nelson At 11:05 PM +0330 12/15/10, parisa Daftarifard wrote: >To whom it may concern, >Greetings, > >I am Phd Student in TEFL in Iran and recently I >came across a confusing case concerning >bilingualism and autism or Asperger Syndrom. I >wonder if you have ever noticed this feature >before. > >I came across Three bilinguals who have learned >English from TV mostly when they were young >(less than 6 months to one and half years old). >The programs they watched were baby TV channel, >BBC Prime and Smile of child. Their mother >tongue is Farsi in which they were interacted >and spoken to. They had less interaction through >English (almost no). At the age of three years >old, they showed some features that might be >misdiagnosed with Asperger syndrome. The >features they show are > >1. language resistance in the way that if I >call them they may pay attention or may not >(from 20 times, they may look back only 3 times) >and if I talk with them or converse with them >they would not answer my questions (most of the >times saying 8 in 10) but say their own words. > >2. They dont enter play with others although >they have symbolic play on their own in the way >that they repeat or restate those statements >they heard before or were told before with their >toys like cars dolls and even helicopter! > >3. They have repetitive verbal behavior (NOT >body behavior, they never shake their hand or do >something repeatedly) that is they repeat the >words they know or sentences they know >repeatedly not the whole day but for a >considerable time. > >4. They have started their language in one word >and soonly in two words in Farsi (first >language) when they were 2 and half years old >although when they were younger they said some >words too like (Aabba means Water). Now they >are three years old, one of them speak in farsi >fluently and one boy says three word sentences >like (berim khone papa means we go gradpa's >home). > >5. the younger boy (three years old and three >months) misuse the pronouns first person and >second person in farsi. He is using three word >sentences and sometimes two word sentences. > >"about their English state, they are not allowed >to listen to or be in contact with English >anymore so that their first language develops >completely although the younger boy pays a lot >of attention when he hears English from TV or a >person and in one case he was attending an >English class in his kindergarten and there he >learned about the statement (show me your nose), >at home he talked with himself that "show me >your helicopter, /gatar/ = train" > >The reasons I and some specialists doubt they are aspergers or autistic are > >6. They have eye contact >7. They use language indexically both to show >the object they want and to share their interest >with their parents or teachers. >8. They play symbolically and repeat what they >have heard in society in their play >9. They use imagination when they play for >example, they use car seat as a horse or a belt >as a snake. >10. Recently the younger boy I have seen that >tell one scene of a short story (just the one >his mother told him) from the picture.? > > >I wonder if you have ever noticed these features >in bilinguals. Unfortunately, psychologists here >are not linguists or SLA specialist and labeled >these children as being Asperger. > > >I appreciate your help and notice in advance. >Best, >Parisa > >-- >Parisa Daftarifard >Phd Student of TEFL >Islamic Azad University of Science and Research > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" >group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. -- Keith Nelson Professor of Psychology Penn State University 414 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi? ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From virve.vihman at gmail.com Thu Dec 16 17:07:47 2010 From: virve.vihman at gmail.com (Virve Vihman) Date: Thu, 16 Dec 2010 19:07:47 +0200 Subject: help in locating people - Russian and Estonian In-Reply-To: <4BA669888E944E3FAEAF90F8CBF7F7FC@Office> Message-ID: Tiia Tulviste's email address is tiia.tulviste at ut.ee Best, Virve Vihman On Thu, Dec 16, 2010 at 5:17 PM, Philip Dale wrote: > many thanks, Isabelle! > Philip > > ------------------------------ > *From:* info-childes at googlegroups.com [mailto: > info-childes at googlegroups.com] *On Behalf Of *isa barriere > *Sent:* Thursday, December 16, 2010 8:01 AM > *To:* info-childes at googlegroups.com > *Subject:* Re: help in locating people - Russian and Estonian > > > Dear Philip, > > For the Russian CDI, I would suggest you contact Natalia Laska ( > laskanatalia at gmail.com): she helped me a long time ago when I was having > problems contacting Stella Ceytlin and Elena Vershinina. > > Good luck, > Isabelle Barriere > > > On Thu, Dec 16, 2010 at 9:53 AM, Philip Dale wrote: > >> >> Thanks to all who have provided information on our Polish and Thai >> colleagues - still searching for information on our Russian and Estonian >> colleagues. >> Philip >> ________________________________ >> >> >> As many of you know, the MacArthur-Bates CDI Advisory Board is currently >> surveying all of the authorized adaptation projects that we know of. There >> are over 55 languages for which some authorization has been made, though >> of >> course the scope of the projects, and their degree of progress varies >> quite >> a lot. We plan to make the results available in early spring on our >> website, >> so that researchers and clinicians will know the status of these language >> assessment instruments in the various languages. We also plan to present >> this information at the IASCL Congress next summer in Montreal. >> >> >> >> We are very grateful for all the investigators who have provided >> information >> to us. There are just a few people we have not been able to contact, and I >> would appreciate information you might have about them. They are: >> >> >> >> Polish: Magdalena Smoczynska >> Dept. of General and Indoeuropean Linguistics >> Email not working: ULSMOCZY at Vela.filg.uj.edu.pl >> >> Russian: Inna Chistovich >> Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru >> Elena Vershinina- ver_elen at mail.ru >> >> Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th >> >> Estonian: Tiia Tulviste- Tiia.tulviste at sh.se >> >> thanking you in advance, >> >> >> >> Philip Dale, for the CDI Advisory Board >> >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Thu Dec 16 18:10:18 2010 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Thu, 16 Dec 2010 21:40:18 +0330 Subject: language development or asperger In-Reply-To: Message-ID: Dear Keith, Thank you so much for your kind attention. Actually one of the cases is my son. Due to my study, I have had not time to have a considerable interaction with him comparing with other mothers. for his first two years only English TV was on in our house. Although my parents and husband were interacting with him in farsi, i think this kind of interaction he has had is not that much comparing with other kids. Now I have started ABA, an autistic program with him along with an experienced teacher. She believes that my son has language resistance and he cannot be diagnosed with autism or asperger. His improvement is fantastic, he can learn the concept at once. he has a usual eye contact, sense of humor, and he interprets different pictures we shows to him. for example, we are working on adjectives. I showed two pictures indicating empty and full concept. next time I asked him he talked about the concept and interpreted the picture although in short sentences and sometimes telegraphic like he is drinking or he has milk or drinking and even said delicious. I stopped interacting in English with him when he was two years old due to my fear but whenever he hears an English speaking, he is laughing and is very much interested in hearing and being spoken in this language. he knows many English songs and sings them pragmatically in the context he sees one word in English. He generalize English sentences using Farsi words. Of course I don't let him be exposed to English anymore due to my doubt about his health. I wonder if my child can be diagnosed as being Asperger , although he has these features I explained which cannot be seen in Aspergers or autistic children like eye contacts, indexical language and joint attention, humor, and interpreting what he sees. I appreciate your response and others' in advance as I feel so perplex with this nightmare situation I am facing about my son. Best, Parisa On Thu, Dec 16, 2010 at 7:00 PM, Keith Nelson wrote: > Hello Parisa . Just a few quick observations. > 1. IF a child becomes bilingual by rich social interactions in each > language with highly fluent and highly responsive adults and older children, > then we can expect excellent social and cognitive skills to develop along > with the two languages. > 2. The small amount of English learned mostly from TV seems to > indicate only baby steps in English acquisition, not significant > bilingualism. > 3. Knowing no more than you review in your email, it seems that > considerable progress in Farsi is clear for the children. To help > encourage improved social skills and social responsiveness as well as > further language advances, it might be wise to explore with the parents and > other relatives some ways of insuring that each week the children do have an > increased number of enjoyable and engaging play times with fluent adults and > with older children who also will be using language levels above that of > the children you have described. Then you can see if the weaknesses in some > social skills and social responsiveness are reduced. > > Best regards, > > Keith Nelson > > > > > > At 11:05 PM +0330 12/15/10, parisa Daftarifard wrote: > >> To whom it may concern, >> Greetings, >> >> I am Phd Student in TEFL in Iran and recently I came across a confusing >> case concerning bilingualism and autism or Asperger Syndrom. I wonder if you >> have ever noticed this feature before. >> >> I came across Three bilinguals who have learned English from TV mostly >> when they were young (less than 6 months to one and half years old). The >> programs they watched were baby TV channel, BBC Prime and Smile of child. >> Their mother tongue is Farsi in which they were interacted and spoken to. >> They had less interaction through English (almost no). At the age of three >> years old, they showed some features that might be misdiagnosed with >> Asperger syndrome. The features they show are >> >> 1. language resistance in the way that if I call them they may pay >> attention or may not (from 20 times, they may look back only 3 times) and if >> I talk with them or converse with them they would not answer my questions >> (most of the times saying 8 in 10) but say their own words. >> >> 2. They dont enter play with others although they have symbolic play on >> their own in the way that they repeat or restate those statements they heard >> before or were told before with their toys like cars dolls and even >> helicopter! >> >> 3. They have repetitive verbal behavior (NOT body behavior, they never >> shake their hand or do something repeatedly) that is they repeat the words >> they know or sentences they know repeatedly not the whole day but for a >> considerable time. >> >> 4. They have started their language in one word and soonly in two words >> in Farsi (first language) when they were 2 and half years old although when >> they were younger they said some words too like (Aabba means Water). Now >> they are three years old, one of them speak in farsi fluently and one boy >> says three word sentences like (berim khone papa means we go gradpa's home). >> >> 5. the younger boy (three years old and three months) misuse the pronouns >> first person and second person in farsi. He is using three word sentences >> and sometimes two word sentences. >> >> "about their English state, they are not allowed to listen to or be in >> contact with English anymore so that their first language develops >> completely although the younger boy pays a lot of attention when he hears >> English from TV or a person and in one case he was attending an English >> class in his kindergarten and there he learned about the statement (show me >> your nose), at home he talked with himself that "show me your helicopter, >> /gatar/ = train" >> >> The reasons I and some specialists doubt they are aspergers or autistic >> are >> >> 6. They have eye contact >> 7. They use language indexically both to show the object they want and to >> share their interest with their parents or teachers. >> 8. They play symbolically and repeat what they have heard in society in >> their play >> 9. They use imagination when they play for example, they use car seat as >> a horse or a belt as a snake. >> 10. Recently the younger boy I have seen that tell one scene of a short >> story (just the one his mother told him) from the picture. >> >> >> I wonder if you have ever noticed these features in bilinguals. >> Unfortunately, psychologists here are not linguists or SLA specialist and >> labeled these children as being Asperger. >> >> >> I appreciate your help and notice in advance. >> Best, >> Parisa >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > -- > > > > Keith Nelson > Professor of Psychology > Penn State University > 414 Moore Building > University Park, PA 16802 > > > keithnelsonart at psu.edu > > 814 863 1747 > > > > And what is mind > and how is it recognized ? > It is clearly drawn > in Sumi ink, the > sound of breezes drifting through pine. > > --Ikkyu Sojun > Japanese Zen Master 1394-1481 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 slobin at berkeley.edu Thu Dec 16 19:38:51 2010 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 16 Dec 2010 11:38:51 -0800 Subject: help in locating people In-Reply-To: Message-ID: Philip - Nini Hoiting, in Groningen, Netherlands, has made an adaptation for Sign Language of the Netherlands (SLN or NGT) and has used it in her research on early development. You can reach her at jfa.hoiting at gmail.com Best, Dan At 04:29 PM 12/15/2010, you wrote: >As many of you know, the MacArthur-Bates CDI Advisory Board is >currently surveying all of the authorized adaptation projects that >we know of. There are over 55 languages for which some authorization >has been made, though of course the scope of the projects, and their >degree of progress varies quite a lot. We plan to make the results >available in early spring on our website, so that researchers and >clinicians will know the status of these language assessment >instruments in the various languages. We also plan to present this >information at the IASCL Congress next summer in Montreal. > >We are very grateful for all the investigators who have provided >information to us. There are just a few people we have not been able >to contact, and I would appreciate information you might have about >them. They are: > >Polish: Magdalena Smoczynska >Dept. of General and Indoeuropean Linguistics >Email not working: ULSMOCZY at Vela.filg.uj.edu.pl > >Russian: Inna Chistovich >Stella Ceytlin- stl at ceytlin.spb.su, stl2006 at list.ru >Elena Vershinina- ver_elen at mail.ru > >Thai: Sudaporn Luksaneeyanawin- Sudaporn.L at chula.ac.th > >Estonian: Tiia Tulviste- Tiia.tulviste at sh.se > >thanking you in advance, > >Philip Dale, for the CDI Advisory Board > > >-- >You received this message because you are subscribed to the Google >Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. ****************************************************************************************************************************************** Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley address: email: slobin at berkeley.edu 2323 Rose St. phone (home): 1-510-848-1769 Berkeley, CA 94708, USA http://psychology.berkeley.edu/faculty/profiles/dslobin.html ****************************************************************************************************************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Fri Dec 17 09:26:09 2010 From: shanley at bu.edu (Allen, Shanley) Date: Fri, 17 Dec 2010 01:26:09 -0800 Subject: PhD / Postdoc Position in Language Development Message-ID: POSITION OPENING ? DOCTORAL STUDENT OR POSTDOCTORAL FELLOW The English Linguistics Group at the University of Kaiserslautern currently has one opening for a doctoral student or postdoctoral fellow in the area of language development. Current research in the group includes first language development, second language development, bilingualism, and the relationship between language and cognition. More information about the group and its research is at . The candidate will be expected to develop his/her own research leading to a dissertation, German Habilitation, and/or academic publications in one of the research areas mentioned above. In addition, s/he will be expected to participate in ongoing projects and teach up to two courses per semester (total 3 hours per week). The candidate must have completed a degree in a relevant area such as linguistics or developmental psychology, ideally with a focus on language development, before taking up the position (i.e., Masters or equivalent for the doctoral position; PhD or equivalent for the postdoctoral position). Also required is a very good knowledge of English and ideally at least a working knowledge of German. Salary is on the German scale TV-L E13, 50%. Some additional funds are available to cover travel costs for presentation at conferences and attendance at courses off site (e.g., summer schools). The position is for three years, with possible extension as appropriate. The earliest starting date is March 1, 2011. The University of Kaiserslautern is seeking to increase the proportion of women in scientific positions, and thus applications from women are strongly encouraged. Given equivalent qualifications and experience, applicants with disabilities will be hired first (disability certification should be included if available). Applications, including the following, should be sent by January 21, 2011, to . 1. Cover letter outlining interest in the position and academic goals 2. CV including information about education, related work and volunteer experience, and presentations and publications 3. One-page outline of proposed research during the position 4. Copies of up to three examples of written work including Masters or doctoral thesis (including short English summary if the publication is not written in English) 5. Contact information for potential references For more information, please contact Prof. Dr. Shanley Allen at . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 g.morgan at city.ac.uk Fri Dec 17 11:42:07 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 17 Dec 2010 03:42:07 -0800 Subject: SLCN conference - extended date for poster submission Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Notice of Extension for Call for Papers and Posters ? 20th January 2011 The conference ?Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people? is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: - Dr Nicola Botting, City University London - Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, UCL - Professor Susan Gathercole, University of York q Dr Victoria Joffe, City University London q Professor Maggie Snowling, The University of York, UK q Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors? names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Each Abstract should include: A background to the work (rationale) An outline of the work - how it was undertaken (method) Outcomes and Evaluation Practical Implications Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Please note extended date for submission and new registration date: Closing date for submissions is 20th January 2011. Authors will be notified as to whether their abstract has been accepted by 18th of February 2011. Registration will open on the 1st of March 2011. Full conference registration fee is at the highly subsidised rate of ?50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.html -------------------------------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Reader in Developmental Speech, Language and Communication Needs Programme Director, MSc in Joint Professional Practice: Language and Communication Department of Language and Communication Science City University Northampton Square London EC1V 0HB Tel: 020 7040 4629 Fax: 020 7040 8577 http://www.city.ac.uk/lcs http://www.elciss.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From g.morgan at city.ac.uk Fri Dec 17 11:44:31 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 17 Dec 2010 03:44:31 -0800 Subject: SLCN conference - extended date for poster submission Message-ID: Lost for Words: Lost for Life A conference on Speech Language and Communication Needs in older children and young people 15-17 June 2011 City University London, England. Notice of Extension for Call for Papers and Posters ? 20th January 2011 The conference ?Lost for Words: Lost for Life. A conference on Speech, Language and Communication Needs (SLCN) in older children and young people? is being hosted jointly by City University, I CAN and Afasic. It is an applied research and practice conference. The conference committee invites papers, symposiums, workshop and poster presentations from all people involved with older children and young adults with SLCN including speech and language therapists, teachers, teaching assistants, psychologists, linguistics, academics, young people with SLCN, parents, youth workers and others working in this field. Proposals are invited for presentations and posters related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). Proposals will be considered on any aspect of the themes listed below: Speech, language and communication abilities Metalinguistic skills and literacy Identification and assessment Intervention Issues around Education Social and emotional functioning Behaviour School-based speech and language therapy intervention Collaboration between teachers and therapists Wider inter-professional collaborations Impact of SLCN: user views Impact of SLCN: family views Working with parents and families Longitudinal implications of SLCN Successful transitions: primary to secondary school and post school Employment Adults with SLCN Working in pupil referral units Working with young offenders with SLCN Examples of good practice from teachers and other professionals working with older children and young people with SLCN Keynote Speakers: - Dr Nicola Botting, City University London - Professor Sarah-Jayne Blakemore, Institute of Cognitive Neuroscience, UCL - Professor Susan Gathercole, University of York - Dr Victoria Joffe, City University London - Professor Maggie Snowling, The University of York, UK - Poster Symposium led by Professor Jane Marshall, City University London Presentation format Proposals should indicate whether a workshop, a symposium, an oral presentation or poster is preferred. The programme committee views all formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. .All proposals will be blindly reviewed by members of the organising committee. Workshops. There will be 2 types of workshops: 1-hour workshops, 11/2- hour and 2-hour workshops. Workshops should include some audience participation. Please state your preference when applying. Symposium. Each symposium will last for 90 minutes and should have a convenor who sets up and organises the symposium, and a chair who introduces the speakers and draws the symposium together on the day. The convenor and chair can be the same person. Each symposium should focus on a specific area and should include at least three different presentations. Oral presentations. Oral presentations will last 20 mins, plus 10 mins for discussion Posters may be viewed all day, with authors available at a certain time on each day for discussion with delegates. There will be poster presentations on the 16th and 17th of June. A poster symposium on the 17th of June will provide further opportunity for discussion specifically around the posters. Proposal format Proposals 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 Preferred presentation format (workshop [stipulating length], symposium, oral presentation or poster). For a symposium, one proposal will be accepted by the convenor, on behalf of all other named participants Abstract Title of presentation Summary of work undertaken (300 words maximum, single spaced). For symposium, abstract to be no longer than 500 words and to include summary of all talks making up symposium Do not include authors? names The abstract should include: !) Background to the work (rationale); 2) outline of the work (method); 3) Outcomes and evaluation; and 4) Practical implications. Each Abstract should include: A background to the work (rationale) An outline of the work - how it was undertaken (method) Outcomes and Evaluation Practical Implications Submitting proposals Proposals must be composed in Word format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: email) to: SLCNconf at city.ac.uk. For further information, contact Victoria Joffe at v.joffe at city.ac.uk or Lucy Dipper at l.t.dipper at city.ac.uk Please note extended date for submission and new registration date: Closing date for submissions is 20th January 2011. Authors will be notified as to whether their abstract has been accepted by 18th of February 2011. Registration will open on the 1st of March 2011. Full conference registration fee is at the highly subsidised rate of ?50. For further details about the conference, please go to http://www.city.ac.uk/lcs/SLCN_Conf2011.html -------------------------------------------------------------------------------- Dr Victoria Joffe MRCSLT MHPC Reader in Developmental Speech, Language and Communication Needs Programme Director, MSc in Joint Professional Practice: Language and Communication Department of Language and Communication Science City University Northampton Square London EC1V 0HB Tel: 020 7040 4629 Fax: 020 7040 8577 http://www.city.ac.uk/lcs http://www.elciss.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From gleason at bu.edu Fri Dec 17 22:24:42 2010 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 17 Dec 2010 17:24:42 -0500 Subject: NOVA | show on parrots & language Message-ID: This program featuring Irene Pepperberg should be of interest to language development classes. (To be broadcast February 9) -- http://www.pbs.org/wgbh/nova/nature/profile-irene-pepperberg.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 Roberta at udel.edu Sun Dec 19 13:41:49 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Sun, 19 Dec 2010 08:41:49 -0500 Subject: Language Stars Message-ID: Does anyone know anything about this language teaching program for children that they can share with me? Best for the holidays! Roberta Golinkoff -- 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 annabelle.david at ncl.ac.uk Mon Dec 20 12:04:05 2010 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Mon, 20 Dec 2010 04:04:05 -0800 Subject: Part-time Research Associate vacancy Message-ID: School of Modern Languages, Newcastle University Post Doctoral Research Associate (French Applied Linguistics) This appointment is part-time (40%), fixed-term for 7 months (1 March ? 30 September 2011) Applications are invited for the position of Post Doctoral Research Associate on the two-year ESRC-funded research project ?Learning French from ages 5, 7 and 11: An investigation into starting ages, rates and routes of learning amongst early foreign language learners? at Newcastle University (UK) (2009-11). You will be involved in all aspects of the project and you will make a special contribution to data handling, coding and analysis on this collaborative project with the University of Southampton. You will hold a doctorate in a relevant area of linguistics/ applied linguistics/ first or second language acquisition, and have a good working knowledge of French. You will also have experience of working with the CHILDES software tools, including CHAT, CLAN and MOR. This is a fixed term part-time (40%) appointment from 1 March 2011 until 30 September 2011. The starting salary will be ?27,319 per annum pro-rata. Informal enquiries should be addressed to project director Professor Florence Myles, tel (+44) (0)191 222 7483 or email Florence.myles at ncl.ac.uk. Closing date: 7 January 2011 Shortlisting date: 12 January 2011 Interview date: 20 January 2011 For further information and on-line application form, see http://www.ncl.ac.uk/vacancies/jobs/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pul8 at psu.edu Mon Dec 20 22:25:51 2010 From: pul8 at psu.edu (Ping Li) Date: Mon, 20 Dec 2010 17:25:51 -0500 Subject: Postdoctoral Position Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science at the Pennsylvania State University invites applications for an anticipated postdoctoral position associated with a new NSF training program, Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience. The program seeks to provide training in research on bilingualism that will include an international perspective and that will take advantage of opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Barcelona), The Netherlands (Nijmegen), and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs (Yale) and the VL2 Science of Learning Center at Gallaudet University. The successful candidate will benefit from a highly interactive group of faculty whose interests include language processing, language acquisition in children and adults, and language contact. Applicants with an interest in extending their expertise within experimental psycholinguistics, cognitive neuroscience, or linguistic field research are particularly welcome to apply. There is no expectation that applicants will have had prior experience in research on bilingualism. The time that a candidate will spend abroad will be determined by the nature of their research project and by ongoing collaborative arrangements between Penn State and the partner sites. Questions about faculty research interests may be directed to relevant core training faculty: Psychology: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss; Spanish: Giuli Dussias, Chip Gerfen, and John Lipski; German: Richard Page and Carrie Jackson. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: jfk7 at psu.edu or to the Chair of the search committee, Janet van Hell: jgv3 at psu.edu. More information about the Center for Language Science (CLS) and faculty research programs can be found at http://www.cls.psu.edu. The initial appointment will be for one year, with the possibility of renewal for the next year. Salary and benefits are set by NSF guidelines. Provisions of the NSF training program limit funding to US citizens and permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core PIRE faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her theoretical and methodological expertise in the language sciences and ways in which the opportunity to conduct research abroad with different bilingual populations would enhance those goals. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to pirepostdoc at gmail.com. For fullest consideration, all materials should be received by February 1, 2011. Decisions will be made by March 2011. The appointment can begin any time between May 15 and August 15, 2011. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Thu Dec 23 11:50:11 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Thu, 23 Dec 2010 12:50:11 +0100 Subject: AFLiCo IV DEADLINE EXTENDED for general sessions (january 4th) Message-ID: =============== DEADLINE EXTENSION for general session papers: January 4th, 2011 =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 SUBMISSION DEADLINES Deadline for general session papers: January 4th, 2011 INVITED SPEAKERS * Dani?le DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= EXTENSION DE LA DATE LIMITE pour les sessions g?n?rales : 4 Janvier 2011 ========================= AFLiCo IV Quatri?me Colloque International de l?Association Fran?aise de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions g?n?rales : 4 Janvier 2011 CONF?RENCIERS INVIT?S * Dani?le DUBOIS (Universit? Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Universit? Lyon 2, France) * Maarten LEMMENS (Universit? Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, ?tats-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ TH?ME DU COLLOQUE AFLiCo IV ?Linguistique cognitive et typologie : diversit? des langues, variation et changement?. L?objectif de ce colloque est de r?unir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L?accent du colloque sera mis sur (1) la diversit? des syst?mes linguistiques aussi bien oraux que sign?s, (2) la variation qui s?op?re sur les plans inter- et intra- linguistiques et (3) les changements des syst?mes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques vari?s, qui abordent leur objet d??tude dans une perspective synchronique et/ou diachronique et qui utilisent diff?rentes m?thodes et diff?rents types de donn?es telles que des donn?es spontan?es ou ?licit?es, y compris orales ou ?crites, des donn?es de terrain ou encore des donn?es exp?rimentales. Nous attendons des propositions de sessions th?matiques, des propositions de pr?sentations orales de sessions g?n?rales et de posters sur des probl?matiques en lien avec le th?me du colloque et dans le domaine de la linguistique cognitive en g?n?ral. Les propositions portant sur des langues moins bien d?crites et des langues qui varient du point de vue typologique, g?n?tique et ar?al seront particuli?rement appr?ci?es. Les th?matiques incluent, mais ne se limitent pas aux suivantes : - m?thodes et donn?es en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - ?tudes men?es dans une perspective cognitive et/ou typologique dans les domaines de la phon?tique, phonologie, morphosyntaxe, s?mantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parl?es et les langues sign?es ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avanc?es dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le fran?ais et l?anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions g?n?rales de 30 minutes (20 minutes de pr?sentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS TH?MATIQUES Nous accueillons des propositions d?une demi-journ?e ou d?une journ?e enti?re pour des ateliers et/ou sessions th?matiques. Ces ateliers/sessions th?matiques doivent ?tre propos?s par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonn?es des deux organisateurs - le titre de la session - une pr?sentation du th?me et des objectifs de la session (2 pages maximum) - une pr?cision concernant le temps souhait? (nombre de cr?neaux horaires : 4, 6 ou 10 ; une journ?e ou une journ?e enti?re ; nombre et nature des pr?sentations, discussions, tables rondes, etc.). - un r?sum? d?une page pour chaque pr?sentation (une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques) Les propositions d?ateliers et/ou de sessions th?matiques seront soumises ? la m?me proc?dure d??valuation que les propositions pour les sessions g?n?rales et les posters. La notification d?acceptation sera envoy?e aux deux organisateurs ? partir du 25 f?vrier 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiqu?es ? l?adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait ?tre en co-auteur. Les informations concernant l?auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront ?valu?es de fa?on anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne r?f?rente/contact. Les propositions seront examin?es de fa?on anonyme par 2 membres experts du comit? scientifique. La notification d?acceptation sera envoy?e aux auteurs ? partir du 25 f?vrier 2011. Les propositions ne devront pas d?passer une page. Une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 editor.iascl.clbulletin at gmail.com Fri Dec 24 13:07:20 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Fri, 24 Dec 2010 05:07:20 -0800 Subject: Child Language Bulletin: Dec 2010 Message-ID: *** apologies for cross-postings*** Dear all, Happy Christmas Eve! I am pleased to announce that the Dec 2010 issue of the IASCL Child Language Bulletin is now online at http://iascl.talkbank.org/bulletins/bulletinV30N2.html This issue features (i) an update on the IASCL 2011 Congress by Henri Cohen (ii) an announcement about the foundation of an interdisciplinary professional society for children with speech and language disorders in the German-speaking communities by Julia Siegm?ller , Annette Fox- Boyer & Peter Marschik (see section ?Further Announcements?) (iii) important announcements about the Journal of Child Language by Edith Bavin and Martine Walsh (see section ?Further Announcements?) (iv) a blog on multilingualism by Madalena Cruz-Ferreira (see section ?Further Announcements?) in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new CHILDES corpora, books, completed PhD theses, etc. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://iascl.talkbank.org/bulletins/bulletinV30N2.html I hope you enjoy this Bulletin. Special thanks to the IASCL members who had contributed to this issue, and Merry Christmas and Happy New Year to all! Angel Chan IASCL Child Language Bulletin Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 rberman27 at gmail.com Sat Dec 25 09:25:50 2010 From: rberman27 at gmail.com (Ruth Berman) Date: Sat, 25 Dec 2010 09:25:50 +0000 Subject: AFLiCo IV DEADLINE EXTENDED for general sessions (january 4th) In-Reply-To: <000d01cba297$8dc63650$a952a2f0$@univ-lyon2.fr> Message-ID: Dear Florence I wll be away on vacation until early January, would you please then let me know when you need my abstract , how long, etc. -- also, I have agreed to be discussant on Maya Hickmann?s panel! this is wishing you, Igido and Selene a happy happy new year and pleased we will meet in 2011 hugs ruth 2010/12/23 Florence Chenu > =============== > > DEADLINE EXTENSION for general session papers:* January 4th, 2011* > > =============== > > (French version follows) > > > > *AFLiCo IV* > > Fourth International Conference of the French Cognitive Linguistics Association, > > > > *Lyon, France, 24th-27th May 2011* > > > > > > *SUBMISSION DEADLINES* > > > > Deadline for general session papers:* January 4th, 2011* > > > > > > INVITED SPEAKERS > > > > * Dani?le DUBOIS (University of Paris 6, France) > > * Nick EVANS (ANU College of Asia-Pacific, Australia) > > * Harriet JISA (University of Lyon 2, France) > > * Maarten LEMMENS (University of Lille 3, France) > > * Laura MICHAELIS (University of Colorado, Boulder, USA) > > * Ulrike ZESHAN (University of Central Lancashire, UK) > > > > > > CONFERENCE WEBSITE > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > > > CONFERENCE THEME of AFLiCo IV > > > > '*Cognitive Linguistics and Typology: Language diversity, variation and change *'. > > > > This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. > > > > Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. > > > > Topics include, but are not limited to: > > - methods and data in cognitive linguistics and in language typology and description > > - convergence and divergence between cognitive linguistics and functional-typological linguistics > > - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics > > - language variation within and across languages, both spoken and signed > > - language change from a cognitive and/or typological perspective > > - language acquisition > > - studies and advances in construction grammar > > - language and gesture in cross-linguistic perspective > > > > > > LANGUAGES OF THE CONFERENCE > > > > The languages of the conference are French and English. > > > > > > ORAL PRESENTATIONS AND POSTERS > > > > Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). > > > > > > WORKSHOPS, INCLUDING THEMATIC SESSIONS > > > > Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: > > - the names and contact details of two workshop organizers > > - the title of the proposed workshop > > - an overview of the topic and aims of the workshop (up to 2 pages) > > - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. > > - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation > > > > Workshop proposals will be refereed in the same way as general session and poster proposals. > > > > > > > > SUBMISSION PROCEDURE > > > > Proposals should be submitted online following the instructions to be found at the following address: > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > Author information (name, affiliation, email address) will be required on the submission website. > > > > An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. > > > > Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. > > > > The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. > > > > > > > > ========================= > > EXTENSION DE LA DATE LIMITE pour les sessions g?n?rales :* 4 Janvier 2011* > > ========================= > > > > *AFLiCo IV* > > Quatri?me Colloque International de l?Association Fran?aise de Linguistique Cognitive > > * * > > *Lyon, France, 24-27 Mai 2011* > > > > *DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION :* > > * * > > Date limite pour les sessions g?n?rales :* 4 Janvier 2011* > > > > CONF?RENCIERS INVIT?S > > > > * Dani?le DUBOIS (Universit? Paris 6, France) > > * Nick EVANS (ANU College of Asia-Pacific, Australie) > > * Harriet JISA (Universit? Lyon 2, France) > > * Maarten LEMMENS (Universit? Lille 3, France) > > * Laura MICHAELIS (University of Colorado, Boulder, ?tats-Unis) > > * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) > > > > > > SITE WEB DU COLLOQUE > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > > > > > TH?ME DU COLLOQUE AFLiCo IV > > > > *?Linguistique cognitive et typologie : diversit? des langues, variation et changement?. * > > > > L?objectif de ce colloque est de r?unir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L?accent du colloque sera mis sur (1) la diversit? des syst?mes linguistiques aussi bien oraux que sign?s, (2) la variation qui s?op?re sur les plans inter- et intra- linguistiques et (3) les changements des syst?mes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques vari?s, qui abordent leur objet d??tude dans une perspective synchronique et/ou diachronique et qui utilisent diff?rentes m?thodes et diff?rents types de donn?es telles que des donn?es spontan?es ou ?licit?es, y compris orales ou ?crites, des donn?es de terrain ou encore des donn?es exp?rimentales. > > > > Nous attendons des propositions de sessions th?matiques, des propositions de pr?sentations orales de sessions g?n?rales et de posters sur des probl?matiques en lien avec le th?me du colloque et dans le domaine de la linguistique cognitive en g?n?ral. Les propositions portant sur des langues moins bien d?crites et des langues qui varient du point de vue typologique, g?n?tique et ar?al seront particuli?rement appr?ci?es. > > > > Les th?matiques incluent, mais ne se limitent pas aux suivantes : > > - m?thodes et donn?es en linguistique cognitive, typologie et description des langues ; > > - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; > > - ?tudes men?es dans une perspective cognitive et/ou typologique dans les domaines de la phon?tique, phonologie, morphosyntaxe, s?mantique et pragmatique ; > > - variation inter- et intra-linguistique dans les langues parl?es et les langues sign?es ; > > - changements linguistiques dans une perspective cognitive et/ou typologique ; > > - acquisition du langage ; > > - recherches et avanc?es dans le domaine de la grammaire des constructions ; > > - langue et geste dans une perspective inter-linguistique. > > > > > > LANGUES OFFICIELLES DU COLLOQUE > > > > Les deux langues du colloque sont le fran?ais et l?anglais. > > > > > > COMMUNICATIONS ET POSTERS > > > > Nous invitons des propositions de communication aux sessions g?n?rales de 30 minutes (20 minutes de pr?sentation et 10 minutes de questions) et des propositions de posters (format A1). > > > > > > ATELIERS ET SESSIONS TH?MATIQUES > > > > Nous accueillons des propositions d?une demi-journ?e ou d?une journ?e enti?re pour des ateliers et/ou sessions th?matiques. Ces ateliers/sessions th?matiques doivent ?tre propos?s par deux organisateurs. Chaque proposition doit inclure les informations suivantes : > > - les noms et les coordonn?es des deux organisateurs > > - le titre de la session > > - une pr?sentation du th?me et des objectifs de la session (2 pages maximum) > > - une pr?cision concernant le temps souhait? (nombre de cr?neaux horaires : 4, 6 ou 10 ; une journ?e ou une journ?e enti?re ; nombre et nature des pr?sentations, discussions, tables rondes, etc.). > > - un r?sum? d?une page pour chaque pr?sentation (une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques) > > Les propositions d?ateliers et/ou de sessions th?matiques seront soumises ? la m?me proc?dure d??valuation que les propositions pour les sessions g?n?rales et les posters. La notification d?acceptation sera envoy?e aux deux organisateurs ? partir du 25 f?vrier 2011. > > > > > > SOUMISSION DES PROPOSITIONS > > > > Les propositions seront soumises en ligne suivant les instructions indiqu?es ? l?adresse suivante : > > > > http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ > > > > Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait ?tre en co-auteur. > > Les informations concernant l?auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront ?valu?es de fa?on anonyme. > > Dans le cas des propositions en co-auteur le premier auteur sera la personne r?f?rente/contact. > > Les propositions seront examin?es de fa?on anonyme par 2 membres experts du comit? scientifique. > > La notification d?acceptation sera envoy?e aux auteurs ? partir du 25 f?vrier 2011. > > Les propositions ne devront pas d?passer une page. Une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From wing0050 at umn.edu Mon Dec 27 16:31:55 2010 From: wing0050 at umn.edu (Christine Wing) Date: Mon, 27 Dec 2010 10:31:55 -0600 Subject: Internal state language Message-ID: My dissertation project is an investigation of the relationship between use of internal state language and behavior problems in 3-5- year-old children who are at social risk. I am looking for stimulus materials to elicit internal state words (Bretherton & Beeghley, 1982). These words are categorized as perceptual (e.g., see, hear), volition and ability (e.g., want, need), cognition (e.g., think, know) and moral judgement and obligation (e.g., good, naughty). Most recent studies have focused on a subset of such words that includes categories of desire, cognition, affect, and moral judgement. These are referred to as mental state language (e.g., Bartsch & Wellman, 1995). I would very much appreciate input on elicitation techniques and stimulus materials. These may include scenarios, videos, stories, pictures, etc. I look forward to your responses. Christine A. Wing, MA, MS, CCC, SLP Doctoral Candidate' Speech-Language-Hearing Sciences University of Minnesota, USA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 shiromartha at gmail.com Mon Dec 27 16:42:36 2010 From: shiromartha at gmail.com (Martha Shiro) Date: Mon, 27 Dec 2010 11:42:36 -0500 Subject: Internal state language In-Reply-To: Message-ID: Dear Christine, Eliciting narrative discourse has proved very useful for studying internal state language. I found that uses of this type of (evaluative) language differ in personal experience and fictional narratives. I used four types of prompts which have worked quite well. You will find a description in Shiro, Martha. 2003. Genre and evaluation in narrative development. Journal of Child Language, 30, 1, 165-194. Hope you find it helpful, regards, Martha Shiro On Dec 27, 2010, at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use of internal state language and behavior problems in 3-5- year-old children who are at social risk. I am looking for stimulus materials to elicit internal state words (Bretherton & Beeghley, 1982). These words are categorized as perceptual (e.g., see, hear), volition and ability (e.g., want, need), cognition (e.g., think, know) and moral judgement and obligation (e.g., good, naughty). Most recent studies have focused on a subset of such words that includes categories of desire, cognition, affect, and moral judgement. These are referred to as mental state language (e.g., Bartsch & Wellman, 1995). I would very much appreciate input on elicitation techniques and stimulus materials. These may include scenarios, videos, stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Martha Shiro Instituto de Filolog?a ?Andr?s Bello? Universidad Central de Venezuela shiromartha at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Mon Dec 27 16:47:46 2010 From: barriere.isa at gmail.com (isa barriere) Date: Mon, 27 Dec 2010 11:47:46 -0500 Subject: Internal state language In-Reply-To: Message-ID: Hi Christine, At the last Head Start Research Conference, Pamela Cole gave a very interesting presentation on emotion regulation in 2 to 5 year olds. She mentioned the relation between performance on specific tasks and language abilities but she had not fully analyzed her language samples by then. You may want to contact her and check what she has published so far: I remember that her tasks her great. Here is the link to the program: search Pamela Cole and you will get the abstract of her talk and her contact information. http://www.acf.hhs.gov/programs/opre/hsrc/schedule/hsrc10_schedule_speakers.pdf Good luck! Yours, Isabelle Barriere, PhD du> wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marnie.arkenberg at gmail.com Mon Dec 27 17:45:49 2010 From: marnie.arkenberg at gmail.com (Marnie Arkenberg) Date: Mon, 27 Dec 2010 12:45:49 -0500 Subject: Internal state language In-Reply-To: Message-ID: Hi Christine, Pamela Cole and collegues and Penn State have been sucessful and eliciting internal state words and have looked at the same population of children you seem to be. You might try her. Best, Marnie On Mon, Dec 27, 2010 at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Marnie E. Arkenberg, Ph.D. "A pound of pluck is worth a ton of luck." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Dec 27 17:55:16 2010 From: roeper at linguist.umass.edu (Tom Roeper) Date: Mon, 27 Dec 2010 12:55:16 -0500 Subject: Internal state language In-Reply-To: Message-ID: Gustavo Freire is working on this topic-- Tom Roeper On Mon, Dec 27, 2010 at 11:31 AM, Christine Wing wrote: > > My dissertation project is an investigation of the relationship between use > of internal state language and behavior problems in 3-5- year-old children > who are at social risk. I am looking for stimulus materials to elicit > internal state words (Bretherton & Beeghley, 1982). These words are > categorized as perceptual (e.g., see, hear), volition and ability (e.g., > want, need), cognition (e.g., think, know) and moral judgement and > obligation (e.g., good, naughty). Most recent studies have focused on a > subset of such words that includes categories of desire, cognition, affect, > and moral judgement. These are referred to as mental state language (e.g., > Bartsch & Wellman, 1995). I would very much appreciate input on elicitation > techniques and stimulus materials. These may include scenarios, videos, > stories, pictures, etc. > I look forward to your responses. > > Christine A. Wing, MA, MS, CCC, SLP > Doctoral Candidate' > Speech-Language-Hearing Sciences > University of Minnesota, USA > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- 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: