From jsaffran at wisc.edu Mon Feb 1 02:11:05 2010 From: jsaffran at wisc.edu (Jenny Saffran) Date: Sun, 31 Jan 2010 18:11:05 -0800 Subject: Postdoctoral Position in Language (NIH Training Grant), UW-Madison Message-ID: The Department of Psychology at the University of Wisconsin-Madison is soliciting applications for postdoctoral positions in their NIH training program, Training in Language: Acquisition and Adult Performance. The Program emphasizes integration of child language acquisition and adult language comprehension and production processes, in all cases encompassing both typical and atypical performance. The successful candidate will benefit from a cohesive group of faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. Applicants should have demonstrated success in one or more of these areas and should be interested in extending their expertise to any related areas of language processing during some portion of their postdoctoral training. More information about language research at UW, including links to faculty web pages, can be found at http://glial.psych.wisc.edu/index.php/gradpsychresearch/psychgradresearchfoci/200 Questions about faculty research interests may be directed to relevant program faculty: Martha Alibali, Jan Edwards (Department of Communicative Disorders), Susan Ellis Weismer (Department of Communicative Disorders), Morton Ann Gernsbacher, Keith Kluender, Maryellen MacDonald, Tim Rogers, Jenny Saffran, and Mark Seidenberg. Administrative questions can be directed to the Program Director, Maryellen MacDonald, mcmacdonald at wisc.edu. Positions are subject to final NIH budget approval and will be for one year, with renewal for a second year contingent on satisfactory performance. Salary and benefits are set by NIH guidelines. Provisions of the 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 Language Training Program 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 expertise into additional areas of language research, consistent with the mission of the training program. While every postdoc's research is not expected to span both child and adult processing, an applicant's desire to incorporate a new area of research is considered in the evaluation process. 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 Ms. Dana Krauss at languagepostdocs at mailplus.wisc.edu. For fullest consideration, all materials should be received by March 30, 2010, however we will consider applications until the positions are filled. The appointment date is flexible but must be before April 30, 2011. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Tue Feb 2 15:36:00 2010 From: letitia.naigles at uconn.edu (letty) Date: Tue, 2 Feb 2010 07:36:00 -0800 Subject: Research Assistant position Message-ID: Research Assistant I Department of Psychology Child Language Lab The Department of Psychology at the University of Connecticut is seeking applicants to fill a full-time, end-date position as Research Assistant I on an NIH-supported research project comparing the processes of language development in typically developing children and children with autism under the supervision of Dr. Letitia Naigles. Responsibilities include data collection (off-site at children’s homes), entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Minimum qualifications: Bachelor’s degree in speech pathology, psychology, linguistics, or a related discipline with experience in the conduct of health or natural/social science research, or an equivalent combination of education and experience Preferred Qualifications: one or more years of experience working with children and their families; experience with children on the autistic spectrum; research experience involving children, computer skills in statistical software; and excellent organizational and interpersonal skills. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children’s language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. There may be opportunities to attend professional conferences. This is an end-date position renewable yearly for up to three years. The desired start date is late February 2010. Feel free to send inquiries via e-mail to Letitia.naigles at uconn.edu. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references to: Carol Valone, Department of Psychology, University of Connecticut, 406 Babbidge Road, U-1020, Storrs, CT 06269-1020; via email to carol.valone at uconn.edu. (Search # 2010248) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Serratrice at manchester.ac.uk Tue Feb 2 15:50:53 2010 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Tue, 2 Feb 2010 07:50:53 -0800 Subject: vocabulary test for Spanish-speaking children Message-ID: Hello, I was wondering whether anyone was aware of a receptive vocabulary test suitable for Spain-based Spanish-speaking children aged between 6 and 10. As far as I know the norming sample for the Test de Vocabulario en Imagenes Peabody includes only Spanish speakers from Latin America but I'm after somehting that I could use with primary school children in Spain. Any help much appreciated. Ludovica Serratrice The University of Manchester School of Psychological Sciences Oxford Road Manchester M13 9PL UK http://www.psych-sci.manchester.ac.uk/staff/93808 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Tue Feb 2 16:15:20 2010 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 2 Feb 2010 11:15:20 -0500 Subject: vocabulary test for Spanish-speaking children In-Reply-To: Message-ID: Dear Ludovica, Not that I'm recommending it, but I believe the TVIP was originally normed in Spain. The version we typically use in the U.S. is the "edicion hispanoamericana"--so by a process of retronymity (?) the original was the "peninsular" edition. I wonder if it is still available.... Should be, at least from the publisher/author. If you find it, you will probably want to do a concurrent validity check on it, even with some home-made tool. I look forward to hearing about other alternatives. Cheers, Barbara Pearson On Feb 2, 2010, at 10:50 AM, Ludovica Serratrice wrote: > Hello, > > I was wondering whether anyone was aware of a receptive vocabulary > test suitable for Spain-based Spanish-speaking children aged between 6 > and 10. As far as I know the norming sample for the Test de > Vocabulario en Imagenes Peabody includes only Spanish speakers from > Latin America but I'm after somehting that I could use with primary > school children in Spain. Any help much appreciated. > > Ludovica Serratrice > > The University of Manchester > School of Psychological Sciences > Oxford Road > Manchester M13 9PL > UK > http://www.psych-sci.manchester.ac.uk/staff/93808 > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson/bilingualchild -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From miguel.perez.pereira at usc.es Tue Feb 2 20:05:06 2010 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Tue, 2 Feb 2010 21:05:06 +0100 Subject: Fwd: vocabulary test for Spanish-speaking children Message-ID: Inicio del mensaje reenviado: > De: Miguel Pérez Pereira > Fecha: 2 de febrero de 2010 20:07:36 GMT+01:00 > Para: Ludovica Serratrice , Ludovica Serratrice > Asunto: Re: vocabulary test for Spanish-speaking children > > Dear Ludovica, The norming sample of the Peabody test was obtained in Spain (2.500 subjects from 21 provinces). The test has been published by TEA ediciones (an Spanish publishing company specialized in psychological tests). The precise name is Peabody, Test de vocabulario en imágenes. You can follow this link to get more information http://www.teaediciones.com/teaasp/buscador.asp?idGama=235 > Best wishes > Miguel > El 02/02/2010, a las 16:50, Ludovica Serratrice escribió: > >> Hello, >> >> I was wondering whether anyone was aware of a receptive vocabulary >> test suitable for Spain-based Spanish-speaking children aged between 6 >> and 10. As far as I know the norming sample for the Test de >> Vocabulario en Imagenes Peabody includes only Spanish speakers from >> Latin America but I'm after somehting that I could use with primary >> school children in Spain. Any help much appreciated. >> >> Ludovica Serratrice >> >> The University of Manchester >> School of Psychological Sciences >> Oxford Road >> Manchester M13 9PL >> UK >> http://www.psych-sci.manchester.ac.uk/staff/93808 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> > > Miguel Pérez Pereira > Departamento de Psicoloxía Evolutiva e da Educación > Universidade de Santiago de Compostela > 157802 Santiago de Compostela > Spain > miguel.perez.pereira at usc.es > > > Miguel Pérez Pereira Departamento de Psicoloxía Evolutiva e da Educación Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 fraibetaveledo at yahoo.com.ar Tue Feb 2 19:57:16 2010 From: fraibetaveledo at yahoo.com.ar (Fraibet Aveledo) Date: Tue, 2 Feb 2010 11:57:16 -0800 Subject: vocabulary test for Spanish-speaking children In-Reply-To: Message-ID: Hi Ludovica   We meet at the Centre for Bilingualism in Bangor few weeks ago. I think that Hans introduced us.     I know that long time ago, Miguel Perez Pereira, from the University of Santiago de Compostela was adapting , I think, the Macarthur test. I don´t know if this can help you. And unfortunately, I don´t know too much else. But maybe if you contact him, he can help you.   I hope it works   Thanks Fraibet Fraibet Aveledo Group 3 ESRC Centre for Research on Bilingualism in Theory and Practice Bangor University College Road, Bangor, Gwynedd LL57 2DG, United Kingdom Tel: +44 1248 388577 Departamento de Lengua y Literatura Edf. EGE, Piso 3 Universidad Simón Bolívar Valle de Sartenejas, Baruta Caracas, Venezuela faveledo at usb.ve / fraibet at hotmail.com tlf. oficina +58-212-9063885 y 906.3524 --- El mar 2-feb-10, Ludovica Serratrice escribió: De: Ludovica Serratrice Asunto: vocabulary test for Spanish-speaking children Para: "Info-CHILDES" Fecha: martes, 2 de febrero de 2010, 11:50 am Hello, I was wondering whether anyone was aware of a receptive vocabulary test suitable for Spain-based Spanish-speaking children aged between 6 and 10. As far as I know the norming sample for the Test de Vocabulario en Imagenes Peabody includes only Spanish speakers from Latin America but I'm after somehting that I could use with primary school children in Spain. Any help much appreciated. Ludovica Serratrice The University of Manchester School of Psychological Sciences Oxford Road Manchester M13 9PL UK http://www.psych-sci.manchester.ac.uk/staff/93808 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Yahoo! Cocina Encontra las mejores recetas con Yahoo! Cocina. http://ar.mujer.yahoo.com/cocina/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mats.andren at ling.lu.se Wed Feb 3 20:41:53 2010 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Wed, 3 Feb 2010 21:41:53 +0100 Subject: Intelligibility of children's speech Message-ID: Dear list members, A few years ago I read an article or a book where it was stated that X percent (a large number) of children's utterances became more or less completely unitelligible when the video is taken away. That is, removing the visible context and action/gesture et cetera and relying only on the audio signal as a source of interpretation. I can't recall who wrote it (it *could* have been Eve Clark or Jana Iverson). Neither am I able to remember whether it was a result of an experimental study of some kind, or some more sweeping approximation. I also do not remember the age of the children involved, but it should have been some time during their second year of life (maybe earlier). Precisely due to all this uncertainity, I would be most grateful if any of you would be able to point me to information about these matters. Any publication that deals with this question is of interest. Have a nice day! Best regards, Mats Andrén, PhD student in General Linguistics, Centre for Languages and Literature/Centre for Cognitive Semiotics, Lund University, Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mv509 at york.ac.uk Wed Feb 3 21:03:41 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Wed, 3 Feb 2010 21:03:41 +0000 Subject: Intelligibility of children's speech In-Reply-To: <4B69DF91.7060802@ling.lu.se> Message-ID: Dear Mats Andrén, I don't know what your source may have been, but I would say that it is very difficult to distinguish babbling from words in the period of transition to speech (age 9-18 mos or so). Lorraine McCune and I wrote about this in J of Child language (1994), giving our criteria for identifying a word: The criteria relate to word form, in part, but also to the situational context, what the child is doing/looking at at the time, etc., so video is a very important aid to identifying words in that early word production period. It is no doubt less critical later. -marilyn vihman On 3 Feb 2010, at 20:41, Mats Andrén wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that > X percent (a large number) of children's utterances became more or > less completely unitelligible when the video is taken away. That is, > removing the visible context and action/gesture et cetera and > relying only on the audio signal as a source of interpretation. I > can't recall who wrote it (it *could* have been Eve Clark or Jana > Iverson). Neither am I able to remember whether it was a result of > an experimental study of some kind, or some more sweeping > approximation. I also do not remember the age of the children > involved, but it should have been some time during their second year > of life (maybe earlier). Precisely due to all this uncertainity, I > would be most grateful if any of you would be able to point me to > information about these matters. Any publication that deals with > this question is of interest. > > Have a nice day! > > Best regards, > Mats Andrén, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > Marilyn VIhman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Wed Feb 3 22:19:35 2010 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Wed, 3 Feb 2010 17:19:35 -0500 Subject: Intelligibility of children's speech Message-ID: Dear Mats, Ana Navarro did her dissertation at UMiami in 1998 on what we called "language intelligibility," but a by-product was a measure of general intelligibility. Words and short phrases were taken from audiotapes of 30 children, average age 26 months. (1/3 of the children were bilingual, but there were no differences by language group.) There were some adult utterances as well, for comparison. Listeners heard the utterances through headphones, playing them as many times as they wanted from the computer. Their task was to identify what the child said. If they couldn't say what the child said, they were to say which language they thought the child was speaking. That was the goal of the experiment, so we discounted any utterances that the listener understood. Average percentage of utterances understood was 24%. So, this is not exactly like what you are remembering. The utterances were all intelligible in the context of the original audiotapes, and they were presented auditorily without context. The adult utterances in the same protocol were pretty much all understood. We were amazed at the low percentage of the children's utterances that were understood without auditory--or visual--context. The experiment was written up in ISB4: Navarro, A., Pearson, B. Z., Cobo-Lewis, A.B., & Oller, D. K. (2005). Differentiation in early phonological adaptation? In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.) ISB4: Proceedings of the 4 th International Symposium on Bilingualism (pp.1690-1702). Somerville, MA: Cascadilla Press. I'll be interested in other measures that you hear about--and if you find the original article you are thinking about. Best, Barbara ************************************************************* Barbara Zurer Pearson, Ph.D. Research Associate Depts of Linguistics & Communication Disorders RAB, 70 Butterfield Terrace University of Massachusetts Amherst MA 01003 Tel: 413-545-5023 Fax: 413-545-2792 bpearson at research.umass.edu www.umass.edu/aae/bp_indexold.htm www.zurer.com/pearson/bilingualchild ----- Original Message ----- From: "Mats Andrén" To: "childes" Sent: Wednesday, February 03, 2010 3:41 PM Subject: Intelligibility of children's speech Dear list members, A few years ago I read an article or a book where it was stated that X percent (a large number) of children's utterances became more or less completely unitelligible when the video is taken away. That is, removing the visible context and action/gesture et cetera and relying only on the audio signal as a source of interpretation. I can't recall who wrote it (it *could* have been Eve Clark or Jana Iverson). Neither am I able to remember whether it was a result of an experimental study of some kind, or some more sweeping approximation. I also do not remember the age of the children involved, but it should have been some time during their second year of life (maybe earlier). Precisely due to all this uncertainity, I would be most grateful if any of you would be able to point me to information about these matters. Any publication that deals with this question is of interest. Have a nice day! Best regards, Mats Andrén, PhD student in General Linguistics, Centre for Languages and Literature/Centre for Cognitive Semiotics, Lund University, Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 nick.riches at googlemail.com Thu Feb 4 13:04:00 2010 From: nick.riches at googlemail.com (Nick Riches) Date: Thu, 4 Feb 2010 05:04:00 -0800 Subject: Intelligibility of children's speech In-Reply-To: <4B69DF91.7060802@ling.lu.se> Message-ID: Dear Mats I attended a very interesting talk by Sara Howard, a clinical phonetician at Sheffield university, in which she gave a demonstration of a single child's utterance which was completely unintelligible without a context, but completely intelligible with the context. In fact it made the audience gasp! She might be a good person to approach. Nick Riches University of Reading On Feb 3, 8:41 pm, Mats Andrén wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that X > percent (a large number) of children's utterances became more or less > completely unitelligible when the video is taken away. That is, removing > the visible context and action/gesture et cetera and relying only on the > audio signal as a source of interpretation. I can't recall who wrote it > (it *could* have been Eve Clark or Jana Iverson). Neither am I able to > remember whether it was a result of an experimental study of some kind, > or some more sweeping approximation. I also do not remember the age of > the children involved, but it should have been some time during their > second year of life (maybe earlier). Precisely due to all this > uncertainity, I would be most grateful if any of you would be able to > point me to information about these matters. Any publication that deals > with this question is of interest. > > Have a nice day! > > Best regards, > Mats Andr n, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 margaretmfleck at yahoo.com Thu Feb 4 16:10:27 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Thu, 4 Feb 2010 08:10:27 -0800 Subject: Intelligibility of children's speech In-Reply-To: <00e093c5-1f64-4c8a-b9bd-51253c8d677d@a32g2000yqm.googlegroups.com> Message-ID: Before making *any* claims about child speech here, I would very stronglyrecommend also tracking down numbers for the obvious control:  adultconversational speech.    It's well known in the speech community that bitsof adult speech are frequently unintelligible, or unintelligible without contextof varying amounts.   Or they seem intelligible until you try to transcribe themand try to pin down exactly which words were said.   I've seen the same typeof demo done with adult speech. I don't have a percentage handy.  But I'm in the middle of a project syncing the twotranscriptions of the big Switchboard corpus and probably something like 10% of theutterances have a significant difference between the two transcriptions.     In my case, significant means a difference likely to change the syntactic parse, not just (say)replacing "me" with "you".  If you ask me in a few months, I might have a real number. For adult speech, the rate depends massively on your standard for "intelligible",the type of speech, and the type of utterance.    Important content words from recent radionews recordings probably have near 100% intelligibility.    Filler words ("you know whatI mean") in conversational speech are frequently mashed into formless blobs ofaudio.    Parochial words (e.g. Kalman filter, slub, gorp, rennet, all proper names) are likely to be mistranscribed if the transcriber doesn't have the right backgroundknowledge, even with the context of the rest of the conversation. It's also essential to match the dialects.   Not only are some pairs of (decently-sized)English dialects not mutually intelligible (e.g. Johannesburg and Newark New Jersey, as my husband discovered) but smaller mismatches create errors.    Recall that boththe quality and number of distinct vowels vary dramatically across the northeasternUS.   This immediately creates a big population of content words that are ok in context but unintelligible in isolation.   Worse, the vowels are moving, so that an adult from"the same" dialect doesn't pronounce them the same.  Bill Labov is famous for demos on these points. Moreover, familiar words are compressed relative to less familiar ones.    That's abig effect which has to be controlled for.    It is unknown how much this effect ispurely created by the speaker's convenience and how much is their perception ofthe hearer's requirements.    Little kids have their own theories of the hearer's needs.If their household eats Weetbix or dal, they may think it's familiar to the gradstudent interviewing them where an adult might guess it's unfamiliar and articulatethe word more carefully. Finally, it may be important to control for utterance length.   Adult speech offerslong utterances that provide internal redundancy.   The very fact that the childrenhave shorter utterances will immediately reduce intelligibility for the utterance inisolation.   Brief answers to questions (e.g. "some cruellers") that were originally saidin a strong context might provide a good parallel to the situation with children.   (Forthose of you not from New England, where it's a common word, those are twist donuts.) Margaret Fleck (U. Illinois) --- On Thu, 2/4/10, Nick Riches wrote: From: Nick Riches Subject: Re: Intelligibility of children's speech To: "Info-CHILDES" Date: Thursday, February 4, 2010, 5:04 AM Dear Mats I attended a very interesting talk by Sara Howard, a clinical phonetician at Sheffield university, in which she gave a demonstration of a single child's utterance which was completely unintelligible without a context, but completely intelligible with the context. In fact it made the audience gasp! She might be a good person to approach. Nick Riches University of Reading On Feb 3, 8:41 pm, Mats Andrén wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that X > percent (a large number) of children's utterances became more or less > completely unitelligible when the video is taken away. That is, removing > the visible context and action/gesture et cetera and relying only on the > audio signal as a source of interpretation. I can't recall who wrote it > (it *could* have been Eve Clark or Jana Iverson). Neither am I able to > remember whether it was a result of an experimental study of some kind, > or some more sweeping approximation. I also do not remember the age of > the children involved, but it should have been some time during their > second year of life (maybe earlier). Precisely due to all this > uncertainity, I would be most grateful if any of you would be able to > point me to information about these matters. Any publication that deals > with this question is of interest. > > Have a nice day! > > Best regards, > Mats Andr n, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Fri Feb 5 12:32:44 2010 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Fri, 5 Feb 2010 12:32:44 +0000 Subject: List of semantic features Message-ID: Dear all First of all, I don't know anything about this area, so please forgive me if this question is spectacularly ignorant! Does anyone know if anybody has ever attempted to produce a reasonably exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can be "present", "absent" or "indifferent" for each of a given set of items (I'm mainly interested in verbs, but also nouns). I'm not looking for articles that debate the merits of componential analysis (with reference to only a few example features) or articles that group together verbs in terms of similar semantics (e.g., Levin, 1993) - just the longest possible list of candidate semantic features. To avoid cluttering everyone's inboxes, please reply to me directly - Ben.Ambridge at Liverpool.ac.uk - and I'll post a summary to the list. Thanks! Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 grupolcvl at gmail.com Fri Feb 5 13:04:56 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Fri, 5 Feb 2010 05:04:56 -0800 Subject: List of semantic features In-Reply-To: <0813B54A9D2C494CACBD693C6A2D4D4C1468F3E66A@STAFFMBX2.livad.liv.ac.uk> Message-ID: Dear all, We are also interested in the semantic features and specially in verbs. Do anybody know a tool or something to identify words through semantic features? We are working with disabled children and this list could help us a lot in our work. We really would like to share such kind of information with you, Ben. Thanks, Teresa On 5 feb, 13:32, "Ambridge, Ben" wrote: > Dear all > > First of all, I don't know anything about this area, so please forgive me if this question is spectacularly ignorant! > > Does anyone know if anybody has ever attempted to produce a reasonably exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can be "present", "absent" or "indifferent" for each of a given set of items (I'm mainly interested in verbs, but also nouns). > > I'm not looking for articles that debate the merits of componential analysis (with reference to only a few example features) or articles that group together verbs in terms of similar semantics (e.g., Levin, 1993) - just the longest possible list of candidate semantic features. > > To avoid cluttering everyone's inboxes, please reply to me directly - Ben.Ambri... at Liverpool.ac.uk -  and I'll post a summary to the list. > > Thanks! > Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Fri Feb 5 14:46:33 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Fri, 5 Feb 2010 09:46:33 -0500 Subject: List of semantic features In-Reply-To: <3139ab4b-92f6-4254-821e-7ecdd94121e1@21g2000yqj.googlegrou ps.com> Message-ID: For verbs a good place to start is Talmy's motion event analysis. This is quite robust and has solid links to early cognition. But I assume you all are aware of this. I look forward to others responses. At 08:04 AM 2/5/2010, you wrote: >Dear all, > >We are also interested in the semantic features and specially in >verbs. Do anybody know a tool or something to identify words through >semantic features? We are working with disabled children and this list >could help us a lot in our work. > >We really would like to share such kind of information with you, Ben. > >Thanks, >Teresa > >On 5 feb, 13:32, "Ambridge, Ben" wrote: > > Dear all > > > > First of all, I don't know anything about this area, so please > forgive me if this question is spectacularly ignorant! > > > > Does anyone know if anybody has ever attempted to produce a > reasonably exhaustive list of semantic features (e.g., MOTION, > CAUSE etc...) which can be "present", "absent" or "indifferent" for > each of a given set of items (I'm mainly interested in verbs, but also nouns). > > > > I'm not looking for articles that debate the merits of > componential analysis (with reference to only a few example > features) or articles that group together verbs in terms of similar > semantics (e.g., Levin, 1993) - just the longest possible list of > candidate semantic features. > > > > To avoid cluttering everyone's inboxes, please reply to me > directly - > Ben.Ambri... at Liverpool.ac.uk > - and I'll post a summary to the list. > > > > Thanks! > > Ben > >-- >You received this message because you are subscribed to the Google >Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From xiaoweizhao at gmail.com Fri Feb 5 15:28:14 2010 From: xiaoweizhao at gmail.com (Xiaowei Zhao) Date: Fri, 5 Feb 2010 10:28:14 -0500 Subject: List of semantic features In-Reply-To: <6.2.3.4.2.20100205094512.034b5150@rci.rutgers.edu> Message-ID: Dear All, McRae et al's have developed semantic feature norms for nouns, here is the information, you can also download it from the accompanying website MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic feature production norms for a large set of living and nonliving things. Behavior Research Methods, 37, 547-559. Vinson and Vigliocoo also developed norms for objects and events, here is the information: Vinson D. P., Vigliocco G. (2008). Semantic feature production norms for a large set of objects and events. Behavior Research Methods, 40, 183-190. Hope the information is useful! Best wishes, Xiaowei Zhao Assistant Professor of Psychology Colgate University On Fri, Feb 5, 2010 at 9:46 AM, Lorraine McCune wrote: > For verbs a good place to start is Talmy's motion event analysis. This is > quite robust and has solid links to early cognition. > > But I assume you all are aware of this. I look forward to others responses. > > At 08:04 AM 2/5/2010, you wrote: >> >> Dear all, >> >> We are also interested in the semantic features and specially in >> verbs. Do anybody know a tool or something to identify words through >> semantic features? We are working with disabled children and this list >> could help us a lot in our work. >> >> We really would like to share such kind of information with you, Ben. >> >> Thanks, >> Teresa >> >> On 5 feb, 13:32, "Ambridge, Ben" wrote: >> > Dear all >> > >> > First of all, I don't know anything about this area, so please forgive >> > me if this question is spectacularly ignorant! >> > >> > Does anyone know if anybody has ever attempted to produce a reasonably >> > exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can >> > be "present", "absent" or "indifferent" for each of a given set of items >> > (I'm mainly interested in verbs, but also nouns). >> > >> > I'm not looking for articles that debate the merits of componential >> > analysis (with reference to only a few example features) or articles that >> > group together verbs in terms of similar semantics (e.g., Levin, 1993) - >> > just the longest possible list of candidate semantic features. >> > >> > To avoid cluttering everyone's inboxes, please reply to me directly - >> > Ben.Ambri... at Liverpool.ac.uk -  and >> > I'll post a summary to the list. >> > >> > Thanks! >> > Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. > > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.edu > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 grupolcvl at gmail.com Fri Feb 5 15:45:37 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Fri, 5 Feb 2010 07:45:37 -0800 Subject: List of semantic features In-Reply-To: <2601f9e91002050728v1593a60q25e42178cf6280e6@mail.gmail.com> Message-ID: I just found and interisting work of Giorgio Marchetti about Talmy's Cognitive Semantics. Is very suitable for us Giorgio Marchetti's work about attentional semantics. If you have time see his page: www.mind-consciousness-language.com Good luck¡ Teresa Fernández de Vega Grupo de Linguística de Corpus Fundación Promiva Madrid Spain Many thanks everybody for your great contribution¡ On 5 feb, 16:28, Xiaowei Zhao wrote: > Dear All, > > McRae et al's have developed semantic feature norms for nouns, here is > the information, you can also download it from the accompanying > website > > MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic > feature production norms for a large set of living and nonliving > things. Behavior Research Methods, 37, 547-559. > > Vinson and  Vigliocoo also developed norms for objects and events, > here is the information: > >  Vinson D. P.,   Vigliocco G. (2008). Semantic feature production > norms for a large set of objects and events. Behavior Research > Methods, 40, 183-190. > > Hope the information is useful! > > Best wishes, > > Xiaowei Zhao > Assistant Professor of Psychology > Colgate University > > > > On Fri, Feb 5, 2010 at 9:46 AM, Lorraine McCune wrote: > > For verbs a good place to start is Talmy's motion event analysis. This is > > quite robust and has solid links to early cognition. > > > But I assume you all are aware of this. I look forward to others responses. > > > At 08:04 AM 2/5/2010, you wrote: > > >> Dear all, > > >> We are also interested in the semantic features and specially in > >> verbs. Do anybody know a tool or something to identify words through > >> semantic features? We are working with disabled children and this list > >> could help us a lot in our work. > > >> We really would like to share such kind of information with you, Ben. > > >> Thanks, > >> Teresa > > >> On 5 feb, 13:32, "Ambridge, Ben" wrote: > >> > Dear all > > >> > First of all, I don't know anything about this area, so please forgive > >> > me if this question is spectacularly ignorant! > > >> > Does anyone know if anybody has ever attempted to produce a reasonably > >> > exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can > >> > be "present", "absent" or "indifferent" for each of a given set of items > >> > (I'm mainly interested in verbs, but also nouns). > > >> > I'm not looking for articles that debate the merits of componential > >> > analysis (with reference to only a few example features) or articles that > >> > group together verbs in terms of similar semantics (e.g., Levin, 1993) - > >> > just the longest possible list of candidate semantic features. > > >> > To avoid cluttering everyone's inboxes, please reply to me directly - > >> > Ben.Ambri... at Liverpool.ac.uk -  and > >> > I'll post a summary to the list. > > >> > Thanks! > >> > Ben > > >> -- > >> You received this message because you are subscribed to the Google Groups > >> "Info-CHILDES" group. > >> To post to this group, send email to info-childes at googlegroups.com. > >> To unsubscribe from this group, send email to > >> info-childes+unsubscribe at googlegroups.com. > >> For more options, visit this group at > >>http://groups.google.com/group/info-childes?hl=en. > > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > Ph: 732-932-7496 ex. 8310 > > FAX: 732932-6829 > > > Web Page:www.gse.rutgers.edu > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > >http://groups.google.com/group/info-childes?hl=en.- Ocultar texto de la cita - > > - Mostrar texto de la cita - -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Tue Feb 9 12:08:28 2010 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Tue, 9 Feb 2010 12:08:28 +0000 Subject: List of semantic features In-Reply-To: Message-ID: Last week I posted a request for proposed lists of semantic primitives (primarily for verbs, but also for nouns). Thanks to everyone who responded. Though (as I feared) proposed definitive lists are thin on the ground, I received quite a few helpful references/suggestions. - WordNet (http://wordnet.princeton.edu/) has semantic feature annotations for all word types, and these can be automatically extracted. - Talmy's (1988) paper on force dynamics is very useful, as the proposal includes both literal and metaphorical cases. I haven't yet managed to get hold of it myself, but Talmy's (2003) book Toward a cognitive semantics also seems relevant. - Wierzbicka (1972, 1980, 1985, 1988, 1996) proposes a list of semantic primes (approximately 50, though these relate to all word types). See also Szymanek (1988) - Various publications by Jackendoff (1972, 1983, 1987, 1990, 1991, 1996). discuss how semantic primitives are combined to yield meaning (Lexical Conceptual Structures). - The following two papers contain "semantic features" for nouns and verbs. However, these are not semantic "primitives" as such, more just associations for each word. MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic feature production norms for a large set of living and nonliving things. Behavior Research Methods, 37, 547-559. Vinson D. P., Vigliocco G. (2008). Semantic feature production norms for a large set of objects and events. Behavior Research Methods, 40, 183-190. Thanks Ben -- Dr Ben Ambridge School of Psychology University of Liverpool Eleanor Rathbone Building Bedford St South Liverpool L69 7ZA Tel +44 151 794 1111 http://pcwww.liv.ac.uk/~ambridge/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 corrigan at csd.uwm.edu Wed Feb 10 17:56:37 2010 From: corrigan at csd.uwm.edu (Bobbi) Date: Wed, 10 Feb 2010 09:56:37 -0800 Subject: Society for Text and Discourse call for submissions Message-ID: The deadline for submissions to the Twentieth Annual Meeting of the Society for Text & Discourse is now quickly approaching! Submissions are due March 1, 2010. The meeting will be held at the Palmer House Hilton Hotel in Chicago, IL, Monday through Wednesday, August 16-18, 2010. We are proud to announce that we have added a final plenary speaker to our lineup. Dr. Judith Kroll will be speaking on bilingualism. She adds to our already distinguished and exciting list of invited speakers who will address the Society this summer: Martha Alibali, Gesture and Meaning Morton Gernsbacher, Why don't most language researchers believe in mirror neurons? Judith Kroll, Reading and speaking in two languages: What bilinguals tell us about language processing Arthur Graesser, 2010 Awardee, Distinguished Scientific Contribution Award Michael Kaschak, 2009 Awardee, Young Investigator Award In addition, several invited symposia are also being organized on: Communication and Deception Comprehension Assessment Collaborative Dialogue Improving Comprehension Monitoring and Learning from Text Reflections on 20 Years of Text & Discourse: A Retrospective by a Panel of our Fellows The CALL FOR SUBMISSIONS is available here. ( http://www.societyfortextanddiscourse.org/conferences/call2010.html ) Submissions are due March 1, 2010. We hope to see you all at this summer in Chicago! Sincerely, Susan Goldman and Jennifer Wiley Program Chairs -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Feb 11 07:58:30 2010 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Thu, 11 Feb 2010 08:58:30 +0100 Subject: PhD studentship at the Centre for General Linguistics, Berlin In-Reply-To: <79653E01-330C-4AC6-B425-1143691A27FD@cmu.edu> Message-ID: Dear Colleagues, Please inform any interested students. Kind regards, Natalia Gagarina Centre for General Linguistics (Zentrum für Allgemeine Sprachwissenschaft – ZAS) Berlin, Germany is the legal representative of six non-universitary research institutes in Berlin, funded by the Federal Republic of Germany and the community of the German Lands. ZAS invites applications for a PhD position in the project "Discourse-cohesive means in language acquisition - intersentential anaphoric relations" in the Language Acquisition Research Group. The begin is as early as possible. Key areas of activity will be linguistic investigation of elicited narratives and experimental data (the domains are: morpho-syntax, discourse and pragmatic). A candidate should have basic knowledge of (depending on the person’s PhD research): - theoretical linguistics - experimental methods in language acquisition research - statistics A researcher must have a native command of German (some knowledge of Russian is a plus). Experience in working with children is preferable. Readiness to participate in a multilingual team and in interdisciplinary research is expected. A university degree in Linguistics or Developmental Psychology is required. Please direct your queries to Natalia Gagarina (gagarina at zas.gwz-berlin.de ). The initial appointment is for two years. The half-time schedule is 20 hours per week, and the salary is according to the German TVoeD 1/2 scale. ZAS is an equal opportunity employer. Applicants are expected to send: - curriculum vitae, - the names of two referees who would be willing to write letters of recommendation, - the examples of published work and - a cover letter describing research interests and how the candidate would contribute to the Project. per mail to > as soon as possible. __________________ zZt. Prof. Dr. Natalia Gagarina Universität Hamburg Institut für Slavistik Von-Melle-Park 6 20146 Hamburg Tel. +49 040-42838-2899 Zentrum für Allgemeine Sprachwisssenschaft (ZAS) Schuetzenstr. 18 10117 Berlin Tel. +49 030-20192-506 Fax. +49 030-20192-402 Homepage: * * * * * * * * * * * * * * * 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. From cornelia.schulze at googlemail.com Thu Feb 11 11:43:14 2010 From: cornelia.schulze at googlemail.com (Cornelia Schulze) Date: Thu, 11 Feb 2010 03:43:14 -0800 Subject: Pragmatics conference 'Beyond the words' - Leipzig, 13-15 May Message-ID: Dear subscribers, we now have our conference program and registration form online at http://beyondthewordsconference.wordpress.com/. All the best, Cornelia Schulze -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Feb 11 20:06:49 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Feb 2010 15:06:49 -0500 Subject: List of semantic features In-Reply-To: <0813B54A9D2C494CACBD693C6A2D4D4C1468F3E72B@STAFFMBX2.livad.liv.ac.uk> Message-ID: Hi All! I have some positions at the University of Delaware so please share with wonderful people you know! *THREE POSITIONS * * * *UNIVERSITY OF DELAWARE* *Dr. Roberta M. Golinkoff* * * · Postdoctoral Fellowship · Research Assistant – Recent college graduate · Laboratory Coordinator – Recent college graduate** * * *POST-DOCTORAL FELLOWSHIP * Area: Cognitive Development** Applications for a position are being accepted for a post-doctoral fellowship on an NIH-funded American Recovery and Reinvestment Act project focusing on preschoolers’ knowledge of fundamental geometric forms and its relationship to mathematical knowledge upon school entry. The position requires someone with strong research training, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in the area of early mathematical or spatial development and have an interest in young children’s thinking. Experience in using an eye-tracker would be welcomed. Funding is available for one year with full benefits. Responsibilities: Data analysis, writing up results for presentation and publication, literature reviews, designing new studies, some data collection, and collaborative participation with our research team. Materials: Please submit a CV, cover letter with statement of research interests, letters of recommendation, and evidence of scholarly publications to: Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Aimee Stahl at UDInfantLab at gmail.com. Start date can be as early as March 2010. *FULL-TIME RESEARCH ASSISTANT* * * Hired as part of the project described above, funding is available for one year with full benefits. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal. Experience working with young children is a plus as is a research background. Responsibilities: Working on all aspects of this longitudinal project including participant recruitment, data collection, data coding and analysis, writing conference abstracts and conducting literature reviews. Excellent social skills are essential as the applicant would be testing in schools and Head Starts, interacting with parents and teachers, and routinely interacting and cooperating with other members of the research team. Materials: Please submit a CV and a cover letter, and letters of recommendation to Aimee Stahl at UDInfantLab at gmail.com. Start date can be March 2010. *FULL-TIME LABORATORY COORDINATOR* The Infant Language Project at the University of Delaware needs a highly capable, organized, and well-spoken individual to serve as a full-time laboratory coordinator. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is very active and highly collaborative with a focus on language acquisition and learning through play. The applicant must be excellent with young children and their parents as well as being able to supervise undergraduate research assistants. Responsibilities: Maintaining participant database, recruitment, all aspects of research design including data collection, coding, and analysis. Excellent writing skills are essential as additional duties include writing grant reports, conducting literature reviews, and collaborating on manuscripts and conference abstracts and presentations. The job offers full benefits and a dynamic working environment since laboratory coordinators are treated as colleagues. This position could begin in June, 2010. Materials: Please submit a CV, cover letter, and letters of recommendation to the current lab coordinator, Aimee Stahl, at UDInfantLab at gmail.com. -- 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 Roberta at udel.edu Thu Feb 11 21:08:14 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Feb 2010 16:08:14 -0500 Subject: THREE JOBS AT THE UNIVERSITY OF DELAWARE! Message-ID: *THREE POSITIONS * * * *UNIVERSITY OF DELAWARE* *Dr. Roberta M. Golinkoff* * * · Postdoctoral Fellowship · Research Assistant – Recent college graduate · Laboratory Coordinator – Recent college graduate** * * *POST-DOCTORAL FELLOWSHIP * Area: Cognitive Development** Applications for a position are being accepted for a post-doctoral fellowship on an NIH-funded American Recovery and Reinvestment Act project focusing on preschoolers’ knowledge of fundamental geometric forms and its relationship to mathematical knowledge upon school entry. The position requires someone with strong research training, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in the area of early mathematical or spatial development and have an interest in young children’s thinking. Experience in using an eye-tracker would be welcomed. Funding is available for one year with full benefits. Responsibilities: Data analysis, writing up results for presentation and publication, literature reviews, designing new studies, some data collection, and collaborative participation with our research team. Materials: Please submit a CV, cover letter with statement of research interests, letters of recommendation, and evidence of scholarly publications to: Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Aimee Stahl at UDInfantLab at gmail.com. Start date can be as early as March 2010. *FULL-TIME RESEARCH ASSISTANT* * * Hired as part of the project described above, funding is available for one year with full benefits. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal. Experience working with young children is a plus as is a research background. Responsibilities: Working on all aspects of this longitudinal project including participant recruitment, data collection, data coding and analysis, writing conference abstracts and conducting literature reviews. Excellent social skills are essential as the applicant would be testing in schools and Head Starts, interacting with parents and teachers, and routinely interacting and cooperating with other members of the research team. Materials: Please submit a CV and a cover letter, and letters of recommendation to Aimee Stahl at UDInfantLab at gmail.com. Start date can be March 2010. *FULL-TIME LABORATORY COORDINATOR* The Infant Language Project at the University of Delaware needs a highly capable, organized, and well-spoken individual to serve as a full-time laboratory coordinator. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is very active and highly collaborative with a focus on language acquisition and learning through play. The applicant must be excellent with young children and their parents as well as being able to supervise undergraduate research assistants. Responsibilities: Maintaining participant database, recruitment, all aspects of research design including data collection, coding, and analysis. Excellent writing skills are essential as additional duties include writing grant reports, conducting literature reviews, and collaborating on manuscripts and conference abstracts and presentations. The job offers full benefits and a dynamic working environment since laboratory coordinators are treated as colleagues. This position could begin in June, 2010. Materials: Please submit a CV, cover letter, and letters of recommendation to the current lab coordinator, Aimee Stahl, at UDInfantLab at gmail.com. -- 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 cristina.mckean at newcastle.ac.uk Tue Feb 16 09:38:29 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Tue, 16 Feb 2010 09:38:29 +0000 Subject: Postgraduate Opportunites at Newcastle University Message-ID: Postgraduate funding opportunities at Newcastle University The Centre for Research in Linguistics and Languages Sciences at Newcastle University offers a wide range of funding opportunities for postgraduate study for 2010/2011. Details are available at http://www.ncl.ac.uk/linguistics/postgrad/funding.htm. There is a vibrant postgraduate community in linguistics and language sciences within Newcastle. Our taught programmes (http://www.ncl.ac.uk/linguistics/postgrad/taught/) are built on our expertise from a wide range of theoretical and applied areas. Research programmes (http://www.ncl.ac.uk/linguistics/postgrad/research/) are varied, offering supervised research and integrated PhD programmes. Our 'Postgraduate Opportunities' brochure is available to download at http://www.ncl.ac.uk/linguistics/assets/documents/PostgraduateBrochure Please circulate to any interested parties you may know. Thank you Cristina McKean on behalf of CriLLS (The Centre for Research in Linguistics and Language Sciences), Newcastle University, UK 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:55 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:55 +0100 Subject: Post doc position available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Language Acquisition Message-ID: Post doctoral position available at the University of Tromsø Institution: University of Tromsø Department: CASTL Job Location: Tromsø, Norway Web Address: http://castl.uit.no/ Job Rank: Post Doc Specialty Areas: Language Acquisition Description: Post-doctoral research fellow in language acquisition Center for Advanced Study in Theoretical Linguistics Faculty of Humanities, Social sciences and Education University of Tromsø The Center for Advanced Study in Theoretical Linguistics (CASTL) at the University of Tromsø currently seeks a post-doctoral research fellow in the field of language acquisition. The period of appointment is three years. CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Tromsø The core scientific group of the center currently consists of 6 senior researchers, 6 researchers/post-doctoral research fellows and 17 PhD students. There are several other researchers and PhD students at the University of Tromsø who are connected to CASTL as affiliates, so that the CASTL community today consists of about 50 people. The research group in acquisition currently includes a full-time professor, two part-time professors, and three post-doctoral research fellows. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. The successful applicant will be working in the area of language acquisition in collaboration with other members of the acquisition group at CASTL and the University of Tromsø. Research projects may be proposed both within mono- and bilingual language acquisition as well as second language acquisition in children. Applications whose research interacts closely with the ongoing language acquisition projects at CASTL will be preferred. Information about ongoing research at CASTL can be found at http://www.hum.uit.no/castl_webpage/index.php?option=com_content&view=article&id=14&Itemid=72 The prerequisite for the position is a doctoral degree, either a Norwegian PhD in linguistics or an equivalent foreign doctoral degree. We are seeking a person who is willing to engage himself/herself in the ongoing development of his/her discipline and the university as a whole. Experience in experimental works, teaching, and/or supervising students are plus. While this is not a teaching position, involvement in - and at times responsibility for - research seminars will be expected. Applications will be assessed by an expert committee. The main emphasis will be placed on assessment of the submitted scholarly works and the research proposal. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at application URL below. In addition, applicants should send 5 copies of the following: the application, a research proposal including a work schedule, a CV, certified copies of diplomas, references and a list of scholarly works to the address below. The following reference number must be quoted in your application: 2010/182 Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address below. The copies should be arranged as 3 complete sets. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. For further information, please contact: Professor and Center Director Marit Westergaard Tel: (+ 47) 776 44256 e-mail: marit.westergaard at uit.no Head of Administration Tore Bentz Tel: (+ 47) 776 44751 e-mail: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Tromsø N-9037 Tromsø Norway Web Address for Applications: http://secure.jobbnorge.no/job.aspx?jobid=64772 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:47 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:47 +0100 Subject: PhD positions available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Syntax/Acquisition of Syntax Message-ID: 2 PhD positions available at the University of Tromsø Institution: University of Tromsø Department: CASTL Job Location: Tromsø, Norway Web Address: http://castl.uit.no/ Job Rank: Two PhD Fellowships Specialty Areas: Theoretical Linguistics (Syntax; Acquisition of Syntax) Description: Two PhD scholarships in theoretical linguistics Center for Advanced Study in Theoretical Linguistics (CASTL) Faculty of Humanities, Social sciences and Education University of Tromsø The University of Tromsø currently has two vacant research fellow positions for applicants who want to pursue a PhD degree in theoretical linguistics. The successful applicants will propose research projects that are compatible with ongoing work at CASTL in the area of syntax, including the acquisition of syntax. CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Tromsø. The core scientific group of the center currently consists of 6 senior researchers, 6 post docs/researchers and 17 PhD students. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. CASTL also runs a Graduate School in theoretical linguistics. Individuals hired in the two advertized research fellowships are expected to follow the program of the Graduate School and to complete a doctoral dissertation. A more detailed plan for coursework, research, and teaching will be developed by the employee together with the Graduate School Coordinator shortly after appointment. More information about our research and the Graduate School may be found here: http://castl.uit.no. The period of appointment is four years. The PhD study is standardized to three years. The fourth year consists of teaching or other duties for the university, organized according to a distribution formula of 25 % per year. The successful applicants will have to document qualifications in linguistics at the Master's level. Applicants will be assessed by an expert committee. The main emphasis of the assessment will be on the applicant's potential for research, as evident from: Master's thesis or equivalent, other scholarly works and project description. Work experience and teaching qualifications as well as administrative and organizational experience will also be plus. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at the application URL below. Please quoted "2010/159" in your application. In addition, applicants should send 5 copies of the following: the application, a project description, a CV, certified copies of diplomas, references, a list of scholarly works and a filled-out application form for admission to the PhD study (an application form is found at http://www2.uit.no/ikbViewer/Content/169139/Ph.d.-s%F8knadsskjema-engels k2010-vedlegg) to the address below. Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address noted above. The copies should be arranged as 3 complete sets. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. For further information, please contact: Professor and Center Director Marit Westergaard phone number (+ 47) 776 44256 e-mail: marit.westergaard at uit.no Head of Administration Tore Bentz phone number (+ 47) 776 44751 e-mail: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Tromsø N-9037 Tromsø Norway Web Address for Applications: https://secure.jobbnorge.no/job.aspx?jobid=64770 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:05 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:05 +0100 Subject: PhD position available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Bilingual Language Acquisition Message-ID: PhD position available at the University of Tromsø Institution: University of Tromsø Department: CASTL Job Location: Tromsø, Norway Web Address: http://castl.uit.no/ Job Rank: PhD Specialty Areas: Language Acquisition Description: PhD scholarship in bilingual language acquisition at Center for Advanced Study in Theoretical Linguistics (CASTL) Faculty of Humanities, Social sciences and Education, University of Tromsø The University of Tromsø currently has a vacant research fellow position for an applicant who wants to pursue a PhD degree in theoretical linguistics. The successful applicant will propose a research project that is compatible with ongoing works in the area of language acquisition at CASTL. (see http://www.hum.uit.no/castl_webpage/index.php?option=com_content&view=article&id=14&Itemid=72). CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Tromsø. The core scientific group of the center currently consists of 6 senior researchers, 6 post-docs/researchers and 17 PhD students. The research group in acquisition currently includes a full-time professor, 2 part-time professors, and 3 post-doctoral research fellows. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. CASTL also runs a Graduate School in theoretical linguistics. The person hired in the advertised research fellowship is expected to follow the program of the Graduate School and to complete a doctoral dissertation. The PhD project in bilingual language acquisition will be integrated into the ongoing work of the acquisition group, the VIA project (Variation in the Input in Acquisition). The focus of the PhD project may be on any two language combinations, e.g. Norwegian/Russian, Norwegian/Saami, Norwegian/English, etc. Applicants must submit a project description (5-7 page) outlining a possible dissertation project. The period of appointment is four years. The PhD study is standardized to three years. The fourth year consists of teaching or other duties for the university, organized according to a distribution formula of 25 % per year. The successful applicant will have to document qualifications in linguistics at the Master's level. Applicants will be assessed by an expert committee. The main emphasis of the assessment will be on the applicant's potential for research, as evident from: Master's thesis or equivalent, other scholarly works and project description. Work experience and teaching qualifications as well as administrative and organizational experience will also be plus. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at the application URL below. Please quote "2010/179" in your application. In addition, applicants should send 5 copies of the following: the application, a project description, a CV, certified copies of diplomas, references, a list of scholarly works and a filled-out application form for admission to the PhD study (an application form is found at http://www2.uit.no/ikbViewer/Content/169139/Ph.d.-s%F8knadsskjema-engels k2010-vedlegg) to the address below. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address below. For further information, please contact: Professor and Center Director Marit Westergaard Phone: (+ 47) 776 44256 email: marit.westergaard at uit.no Head of Administration Tore Bentz Phone: (+ 47) 776 44751 email: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Tromsø N-9037 Tromsø Norway Web Address for Applications: https://secure.jobbnorge.no/job.aspx?jobid=64771 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Feb 19 22:12:16 2010 From: ruth.tincoff at bucknell.edu (ruthtincoff) Date: Fri, 19 Feb 2010 14:12:16 -0800 Subject: vocabulary measure for 3-5 year olds? Message-ID: Hi all, Could someone remind me what the options are for measuring vocabulary in 3-5 year olds? Info on approximate prices would be helpful too. Thanks Ruth Psychology Department Bucknell University Lewisburg PA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 rach.stevens at gmail.com Mon Feb 22 13:58:27 2010 From: rach.stevens at gmail.com (RS) Date: Mon, 22 Feb 2010 05:58:27 -0800 Subject: MLU Message-ID: I am trying to track changes in mean length of utterance for particular WH questions. I want to be able to ask CLAN to calculate MLU for all 'what' questions, all 'where' questions etc. I can't seem to find anything in the manual that allows me to do this. Could you please advise? Many Thanks -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 a.schueppert at rug.nl Mon Feb 22 14:43:27 2010 From: a.schueppert at rug.nl (A. Schueppert) Date: Mon, 22 Feb 2010 15:43:27 +0100 Subject: Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Message-ID: *********************************************************************************** Second Call for Papers Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Groningen, Netherlands, 11-12 November 2010 www.rug.nl/let/exapp2010 *********************************************************************************** Empirical approaches to the study of language variation and change can benefit largely from the accompaniment of systematic manipulation of variables in the research setting. The goal of ExAPP2010 is to gather scholars employing experimental methods to investigate linguistic variation. We welcome abstracts for posters and papers that cover aspects of variation on all linguistic levels, and the perception as well as the production thereof. These include, but are not limited to, the following topics: · Perception of variation · Production of variation · Social meaning of linguistic features · Language attitudes · (Mutual) intelligibility · Innovative methodologies Talks are 20 minutes in length, followed by 10 minutes for discussion. Abstracts should be approximately 300 words (excluding references) and may be submitted using EasyAbstracts provided by LinguistList (http://linguistlist.org/confcustom/ExAPP2010). Posters will be displayed throughout one day, and there will be a dedicated poster session. The following plenary speakers have kindly accepted an invitation: Raphael Berthele (Fribourg) Quasi-experiments across languages: Investigations into multilinguals' capacities to understand genetically related languages Kathryn Campbell-Kibler (Ohio State) Implicit sociolinguistic cognition Marianne Gullberg (Lund and MPI Nijmegen) Title t.b.a Mark Liberman (UPenn) Title t.b.a Nancy Niedzielski (Rice) Dialect perception: Where production, perception, and variation meet Important dates: 15 March 2010: Deadline of Abstract Submission 15 April 2010: Notification of Acceptance 15 April - 30 June 2010: Early Bird Registration 1 July - 30 September: Normal Registration 11 - 12 November 2010: Conference A publication of selected papers is planned. Please visit our website at www.rug.nl/let/exapp2010 for more information. If you have any inquiries, please contact us at exapp2010 at rug.nl. Organisational team: · Charlotte Gooskens · Nanna Haug Hilton · Alexandra Lenz · Anja Schüppert -- Anja Schüppert Rijksuniversiteit Groningen CLCG, Skandinavistiek Postbus 716 9700 AS Groningen The Netherlands http://www.rug.nl/staff/a.schueppert -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 spektor at andrew.cmu.edu Mon Feb 22 19:45:48 2010 From: spektor at andrew.cmu.edu (Leonid Spektor) Date: Mon, 22 Feb 2010 14:45:48 -0500 Subject: MLU In-Reply-To: <70282998-2bdb-4baf-90ac-2f7668ab7df6@i39g2000yqm.googlegroups.com> Message-ID: Rach, this can be accomplished in two passes. First, you need to separate, by extracting, all the WH utterances from the rest of the data. This can be done with this command: kwal +d +t%mor +s@"r-what,r-where" +f *.cha This command assumes that your data has %mor tiers. After that you can run mlu on the output of kwal command with this command: mlu *.kwa.cex Since the output of kwal command consists of only WH sentences you will get MLUs for those sentences only. Leonid. On 22-02-10 08:58, "RS" wrote: > I am trying to track changes in mean length of utterance for > particular WH questions. I want to be able to ask CLAN to calculate > MLU for all 'what' questions, all 'where' questions etc. I can't seem > to find anything in the manual that allows me to do this. Could you > please advise? > Many Thanks -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Feb 24 01:25:19 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 23 Feb 2010 20:25:19 -0500 Subject: Conference on Competing Motivations Message-ID: Dear Info-CHILDES, Here is the call for papers for a conference on competing motivations in language to be held November 23-25 in Leipzig. -- Brian MacWhinney, CMU CALL FOR PAPERS FOR A CONFERENCE ON COMPETING MOTIVATIONS General We invite papers on the role of competing motivations in the emergence and use of linguistic structures from linguists, psychologists, and others working in related fields. Time and place The three-day conference will take place NOVEMBER 23-25 (TUESDAY-THURSDAY) 2010 at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Organizers The conference is organized by Andrej Malchukov (Max Planck Institute of Evolutionary Anthropology) and Edith Moravcsik (University of Wisconsin-Milwaukee (emerita)) and will be sponsored by the Max Planck Institute for Evolutionary Anthropology. Program In addition to the papers selected from abstracts and the introductory and closing talks by the conference organizers, there will be a number of invited presentations. So far we have the following on board: Ina Bornkessel-Schlesewsky Joan Bresnan Wolfgang Dressler John Du Bois Martin Haspelmath John A. Hawkins Bernd Heine Helen de Hoop Brian MacWhinney Gereon Müller Frederick Newmeyer Michael Tomasello The conference website will post the schedule and other relevant information in the Spring: http://www.eva.mpg.de/lingua/conference/10-CompetingMotivations/index.html Topics Competing motivations is a topic coming in different guises in linguistics and related disciplines. In language typology, the concept of competing motivations was explicitly introduced by Du Bois (1985), and since then it has made its way into many contributions including typology textbooks (e.g. Croft 1990; 2003). Currently it is a common trend in functional typology to view the evolution of grammar as resulting from different partly converging but also potentially conflicting functional motivations. An approach to typology where competing motivations (“conflicting constraints”) have been accorded the status of a major theoretical concept is Optimality Theory (OT; Prince & Smolensky 1993/2004, Müller 2000). In OT, grammatical patterns are viewed as resulting from constraint interaction, and cross-linguistic variation is attributed to different rankings of constraints. A similar approach has been introduced in psycholinguistics under the name of Competition Model (Bates & MacWhinney 1989), which addressed the question of how different cues are weighted in language comprehension and language acquisition when the cues are in conflict. These three strands of research have not been totally independent from the start (e.g. OT was inspired by the work in psycholinguistics and cognitive sciences), and recently there have been further signs of the converging tendencies in these fields. On the one hand, with the rise of functional OT (Bresnan & Aissen 2002) conceptual differences of functional typology and OT (see Haspelmath 1999 for discussion) have been reduced, and some recent work explicitly tries to further integrate OT and functional typology (see, e.g., Malchukov 2005; de Hoop & Malchukov 2008). On the other hand, OT shows further convergence with psycholinguistic research, with the rise of OT semantics and bidirectional OT approaches that are concerned with comprehension optimization (de Hoop & Lamers 2006). John Hawkins’ work (2004 et passim) aiming to explain generalizations found in typological and psycholinguistic work in terms of a few general principles grounded in processing goes in the same direction. It seems that these new developments have overcome some of the problems of the early competing motivation approaches noted in the literature (Newmeyer 1998) and are opening new perspectives in the respective disciplines. It should also be noted that there is an increased awareness of the similarities of competing motivations models as practiced within linguistic disciplines and beyond (e.g., in psychological research). The goal of this conference is to bring together researchers from linguistics and other fields that adopt the competing motivation approach in one form or other another, and to promote further integration and cross-fertilization between them. Topics to be addressed include but are not limited to the following: · application of the competing motivation approach to individual languages and cross-linguistically; · application of competition models in psycholinguistic research (both language comprehension and language production); · theoretical questions such as: · What motivations are at work in given domains? · What evidence is there for the existence and the weighting of the constraints? · What factors determine the weightings of the constraints? · How are competing motivations manifested synchronically and diachronically? (cf. Haspelmath’s (1999) notion of ‘diachronic adaptation’ and the research program of ‘evolutionary phonology’ advocated by Blevins (2004)). Submission of abstracts (a) Length: up to one page of text plus up to one page containing possible tables and references (b) Format: The abstract should include the title of the paper and the text of the abstract but not the author’s name or affiliation. The e-mail message to which it is attached should list the title, the author’s name, and the author’s affiliation. Abstracts will be evaluated anonymously. Please send the message to both organizers at the following addresses: malchukov at eva.mpg.de edith at uwm.edu (c) Deadline The abstracts should reach us by WEDNESDAY, MARCH 31. Submitters will be notified by FRIDAY, APRIL 30. References Bates, E., & MacWhinney, B. 1987. Competition, variation, and language learning. In B. MacWhinney (Ed.), Mechanisms of Language Acquisition, 157–193. Hillsdale, New Jersey; London: Lawrence Erlbaum. Blevins, J. (2004). Evolutionary phonology: The emergence of sound patterns. Cambridge: Cambridge University Press. Bresnan, J. and J. Aissen (2002). Optionality and functionality: Objections and refutations. Natural Language and Linguistic Theory 20, 81–95. Croft, W., 1990. Typology and universals. Cambridge University Press, Cambridge. Du Bois, J.A. 1985. “Competing motivations”. In: Haiman, J. (ed.) Iconicity in syntax. 343-366. Amsterdam: Benjamins, Haspelmath, M. 1999. ‘Optimality and diachronic adaptation.’ Zeitschrift für Sprachwissenschaft 18.2: 180-205. Hawkins, John A. 2004. Efficiency and complexity in grammars. Oxford: Oxford University Press. de Hoop, H. and M. Lamers. 2006. Incremental distinguishability of subject and object. In L. Kulikov, A. L. Malchukov and P. de Swart (eds.) Case, valency, and transitivity. Amsterdam, John Benjamins. de Hoop, H. and A. Malchukov. 2008. Case-marking strategies. Linguistic Inquiry 39 565–587. Malchukov, A., 2005. Case pattern splits, verb types, and construction competition. In M. Amberber & H. de Hoop (eds.) Competition and variation in natural languages: the case for case, 73-117. Elsevier, Amsterdam, etc. Müller, Gereon. 2000. Elemente der optimalitätstheoretischen Syntax. Tübingen: Stauffenburg Verlag. Prince, A. and P. Smolensky (2004). Optimality Theory:constraint interaction in Generative Grammar. Oxford, Blackwell. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 josjev at gmail.com Thu Feb 25 21:27:11 2010 From: josjev at gmail.com (Josje Verhagen) Date: Thu, 25 Feb 2010 22:27:11 +0100 Subject: call for papers workshop on dummy auxiliaries Message-ID: Dear info-childes, Here is a call for papers for a workshop on dummy auxiliaries in (a)typical first and second language acquisition. * * *Dummy auxiliaries in (a)typical first and second language acquisition** * * * *1-2 July 2010 * *Radboud** University Nijmegen, Netherlands* * * *Invited speakers:* *María del Pilar García Mayo (Universidad del País Vasco; Vitoria-Gasteiz)* *Rosemarie Tracy (Universität Mannheim)* *Stephanie Haberzettl (Carl von Ossietzky Universität Oldenburg) * ** *Solveig Chilla (Universität Bremen)* *Sjef Barbiers (Meertens Institute Amsterdam)* *Shalom Zuckerman (Utrecht University)* *Jan de Jong (University of Amsterdam)* *Antje Orgassa (Radboud University)* **** * * During the past few decades, language acquisition studies have reported learners’ use of semantically empty or ‘dummy verbs’ such as the verb form ‘is’ in the Dutch – ungrammatical - sentence “Hij is doorrijden” (He is drive). These constructions resemble English do-support constructions where ‘do’ lacks a proper meaning. The use of dummy verbs has been reported for English, Dutch and German. Moreover, dummy constructions are found in the speech of children learning their native language (L1), second language learners (L2), and children with specific language impairment (SLI). Several explanations have been proposed for learners’ use of dummy verbs: pragmatic accounts (Huebner, 1989), semantic-pragmatic accounts (Jordens & Dimroth, 2006; Starren, 2002; Verhagen, 2009), and structural accounts framed in a generative approach (Blom & De Korte, 2008; Fleta, 2003; García Mayo et al., 2005; Van de Craats, 2009; Van Kampen, 1997; Zuckerman, 2001) or usage-based approach (Haberzettl, 2003). In addition, researchers have stressed the role of native language transfer (Van de Craats & Van Hout, in press), sociolinguistic and regional variation in the input (Zuckerman, 2001), and the role of dummy verbs as markers of cultural ethnicity (Cornips, 2000). Despite the extensive research in this area, a number of questions are still open or debated: - Do dummy verbs have semantic or pragmatic functions, and if so, which ones? - What is the relation between dummy verbs and the syntactic positions in which they appear? - What are the differences/similarities between different types of acquisition (L1, L2, SLI)? - What is the role of L2 learners’ native language? - What is the role of input? The aim of the workshop is to address these questions and thus obtain a better understanding of the use of dummy verbs in different types of acquisition processes. See also: http://www.ru.nl/cls/events_news/cls-events/cls_agenda_2010/call_for_papers_for_1/ ** *Submission guidelines:* Abstracts for a 45-minute presentation should be in English and include the following (separate) documents: 1. Cover Page: Title of presentation, Authors’ names and affiliations, Contact information (Name, address, telephone number and email address of first author). 2. Abstract: Title of presentation, Summary of research undertaken (300 words maximum, single spaced). Abstract 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 body of the email) to: *I.v.d.Craats at let.ru.nl.* Deadline for abstracts: April 1st 2010 , Notification of acceptance: May 1st 2010 *We explicitly invite researchers working in different theoretical frameworks, working with different groups of language learners and working on different languages!* Organizing committee: Ineke van de Craats (Radboud University Nijmegen), Josje Verhagen (Utrecht University) Elma Blom (University of Amsterdam/University of Alberta) * * -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Fri Feb 26 15:19:21 2010 From: mv509 at york.ac.uk (marilyn Vihman) Date: Fri, 26 Feb 2010 07:19:21 -0800 Subject: new MA programme in Phonological Development Message-ID: The Language and Linguistic Science department at the University of York is happy to announce that an MA programme in Phonological Development in Childhood has been approved to start in Autumn 2010. As far as we know, this is the first such programme in the world. It will cover issues in phonological development, with a cross-linguistic emphasis, and will draw on both linguistic and psychological perspectives on development and learning. The programme will draw on ongoing departmental research into perception and production in infancy and toddlerhood, both observational and experimental. Some fellowships are likely to be made available for the programme. For further information please see our webpage (http://www.york.ac.uk/ depts/lang/prospective/postgrad/pdevma.htm) and/or write to Marilyn Vihman (mv509 at york.ac.uk). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koller at memphis.edu Sat Feb 27 15:44:54 2010 From: koller at memphis.edu (David Kimbrough Oller (koller)) Date: Sat, 27 Feb 2010 09:44:54 -0600 Subject: response on York Program Message-ID: Dear Marilyn, This is wonderful! I think you are right that this will be the first such program. Kim D. Kimbrough Oller Professor and Plough Chair of Excellence School of Audiology and Speech-Language Pathology The University of Memphis 807 Jefferson Avenue Memphis, TN 38105 USA 901 678 5841 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sat Feb 27 16:13:48 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Sat, 27 Feb 2010 16:13:48 +0000 Subject: response on York Program In-Reply-To: Message-ID: thanks for the message, Kim. Someone here did some web searches to check...I guess if there is another one, someone on CHILDES will know! Have a great conference! I wish I could be there. -marilyn On 27 Feb 2010, at 15:44, David Kimbrough Oller (koller) wrote: > Dear Marilyn, > This is wonderful! I think you are right that this will be the first > such program. > Kim > > D. Kimbrough Oller > Professor and Plough Chair of Excellence > School of Audiology and Speech-Language Pathology > The University of Memphis > 807 Jefferson Avenue > Memphis, TN 38105 > USA > > 901 678 5841 > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn VIhman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lizspeedvelmag at gmail.com Sun Feb 28 21:53:12 2010 From: lizspeedvelmag at gmail.com (Liz P.) Date: Sun, 28 Feb 2010 13:53:12 -0800 Subject: Your Baby Can Read....Research? Message-ID: Hello Everybody, I have a 16 month old baby girl, and i just recently acquired the Your Baby Can Read Program, but when i started watching it, it seems too good to be true, and i was asking my Language Acquisition professor and she suggested that i inquire within to see if anyone knows the research behind this program and if there are any down falls or reasons why i shouldnt continue with the program with my daughter. I can see the Pros (shell learn to read and expand her vocabulary) but what would the Cons be. Thank you so much for your time. Any comments will be appreciated Liz Pattison -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Sun Feb 28 22:09:14 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 28 Feb 2010 23:09:14 +0100 Subject: Your Baby Can Read....Research? In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com> Message-ID: Dear Liz, I don't know the program, so I can't judge but I'm a bit amazed. We want babies to baby-sign at 9 months (which isn't acquiring sign language in a signing environment) and now to read at 16 months... Maybe it is important that children be kept in a non literate world for a few years and use their ears (when they can) before entering language through reading skills. Reading is extremely important, but literacy does change our perspective on language and I'm personally glad we all spend a few years developing our oral language, our gestures, ou prosody, and all that comes with the vocal modality. I do think that literacy changes our whole perspective onclangauge. We gain a new world, we lose what cultures without a writing system did maintain. But I'm not a specialist in that field. It seems to me that reading too soon could get them focussed on different skills and they might not use their natural capacities and the specific cognitive and mostly interactional or social skills as much. But I might be wrong, we all code-switch between two languages, some of us from birth, maybe that is just the same. It might just bring more to them and be an enrichment. I was glad my kids learned to play music at four where some of my friends found that it was totally crazy... If you decide to go ahead, let me know what you think of it. Best, Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris Le 28 févr. 10 à 22:53, Liz P. a écrit : > Hello Everybody, > I have a 16 month old baby girl, and i just recently acquired the Your > Baby Can Read Program, but when i started watching it, it seems too > good to be true, and i was asking my Language Acquisition professor > and she suggested that i inquire within to see if anyone knows the > research behind this program and if there are any down falls or > reasons why i shouldnt continue with the program with my daughter. I > can see the Pros (shell learn to read and expand her vocabulary) but > what would the Cons be. Thank you so much for your time. Any comments > will be appreciated > > Liz Pattison > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 wing0050 at umn.edu Sun Feb 28 23:21:43 2010 From: wing0050 at umn.edu (wing0050 at umn.edu) Date: Sun, 28 Feb 2010 17:21:43 -0600 Subject: Your Baby Can Read....Research? In-Reply-To: Message-ID: Hi, Liz: I am guessing that you are the wonderful type of parent who will provide a stimulating environment for your child in a myriad of ways, and so my sense is that whether you include early reading in this stimulating environment or not, your child will do well. I have been asked this and similar questions (re electronic programs, Baby Einstein, signing, early reading, etc.) by a significant number of parents, and my response is generally that given the gestalt of supportive and stimulating parenting that will occur under your tutelage, you child will do well with or without early reading. However, having said that, my own bias is that there is not much to be gained by this pursuit. Generally, research on preschool readers indicates that they tend to join a well-educated cohort at the same reading level by grade 3. My own bias, having reviewed the sensorimotor literature and worked with a good number of sensorimotor therapists over the course of my career as an SLP, is to prioritize for young children hands-on and multi-sensory experiences, accompanied by the appropriate oral language, as the best foundation for future learning. (I also read that one of the causative factors in our immune deficiency-prone society is our lack of exposure to good old dirt and other nasty substances at an early age.) While I emphasize pre-literacy and literacy skills to my low SES (and wonderful) cohort of prschool children and parents, my advice to well-educated and middle income and beyond cohorts is to sit back, talk to your child, and get dirty. Chris Wing, Doctoral Candidate Speech-Language-Hearing Sciences University of Minnesota United States of America On Feb 28 2010, Aliyah MORGENSTERN wrote: >Dear Liz, >I don't know the program, so I can't judge but I'm a bit amazed. We >want babies to baby-sign at 9 months (which isn't acquiring sign >language in a signing environment) and now to read at 16 months... >Maybe it is important that children be kept in a non literate world >for a few years and use their ears (when they can) before entering >language through reading skills. Reading is extremely important, but >literacy does change our perspective on language and I'm personally >glad we all spend a few years developing our oral language, our >gestures, ou prosody, and all that comes with the vocal modality. I do >think that literacy changes our whole perspective onclangauge. We gain >a new world, we lose what cultures without a writing system did >maintain. But I'm not a specialist in that field. It seems to me that >reading too soon could get them focussed on different skills and they >might not use their natural capacities and the specific cognitive and >mostly interactional or social skills as much. But I might be wrong, >we all code-switch between two languages, some of us from birth, maybe >that is just the same. It might just bring more to them and be an >enrichment. I was glad my kids learned to play music at four where >some of my friends found that it was totally crazy... >If you decide to go ahead, let me know what you think of it. > >Best, >Aliyah MORGENSTERN > >Professeur de linguistique >Université Sorbonne Nouvelle - Paris 3 >Institut du Monde Anglophone >5 rue de l'Ecole de Médecine >75006 Paris > > > > >Le 28 févr. 10 à 22:53, Liz P. a écrit : > >> Hello Everybody, >> I have a 16 month old baby girl, and i just recently acquired the Your >> Baby Can Read Program, but when i started watching it, it seems too >> good to be true, and i was asking my Language Acquisition professor >> and she suggested that i inquire within to see if anyone knows the >> research behind this program and if there are any down falls or >> reasons why i shouldnt continue with the program with my daughter. I >> can see the Pros (shell learn to read and expand her vocabulary) but >> what would the Cons be. Thank you so much for your time. Any comments >> will be appreciated >> >> Liz Pattison >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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 jsaffran at wisc.edu Mon Feb 1 02:11:05 2010 From: jsaffran at wisc.edu (Jenny Saffran) Date: Sun, 31 Jan 2010 18:11:05 -0800 Subject: Postdoctoral Position in Language (NIH Training Grant), UW-Madison Message-ID: The Department of Psychology at the University of Wisconsin-Madison is soliciting applications for postdoctoral positions in their NIH training program, Training in Language: Acquisition and Adult Performance. The Program emphasizes integration of child language acquisition and adult language comprehension and production processes, in all cases encompassing both typical and atypical performance. The successful candidate will benefit from a cohesive group of faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. Applicants should have demonstrated success in one or more of these areas and should be interested in extending their expertise to any related areas of language processing during some portion of their postdoctoral training. More information about language research at UW, including links to faculty web pages, can be found at http://glial.psych.wisc.edu/index.php/gradpsychresearch/psychgradresearchfoci/200 Questions about faculty research interests may be directed to relevant program faculty: Martha Alibali, Jan Edwards (Department of Communicative Disorders), Susan Ellis Weismer (Department of Communicative Disorders), Morton Ann Gernsbacher, Keith Kluender, Maryellen MacDonald, Tim Rogers, Jenny Saffran, and Mark Seidenberg. Administrative questions can be directed to the Program Director, Maryellen MacDonald, mcmacdonald at wisc.edu. Positions are subject to final NIH budget approval and will be for one year, with renewal for a second year contingent on satisfactory performance. Salary and benefits are set by NIH guidelines. Provisions of the 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 Language Training Program 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 expertise into additional areas of language research, consistent with the mission of the training program. While every postdoc's research is not expected to span both child and adult processing, an applicant's desire to incorporate a new area of research is considered in the evaluation process. 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 Ms. Dana Krauss at languagepostdocs at mailplus.wisc.edu. For fullest consideration, all materials should be received by March 30, 2010, however we will consider applications until the positions are filled. The appointment date is flexible but must be before April 30, 2011. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Tue Feb 2 15:36:00 2010 From: letitia.naigles at uconn.edu (letty) Date: Tue, 2 Feb 2010 07:36:00 -0800 Subject: Research Assistant position Message-ID: Research Assistant I Department of Psychology Child Language Lab The Department of Psychology at the University of Connecticut is seeking applicants to fill a full-time, end-date position as Research Assistant I on an NIH-supported research project comparing the processes of language development in typically developing children and children with autism under the supervision of Dr. Letitia Naigles. Responsibilities include data collection (off-site at children?s homes), entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Minimum qualifications: Bachelor?s degree in speech pathology, psychology, linguistics, or a related discipline with experience in the conduct of health or natural/social science research, or an equivalent combination of education and experience Preferred Qualifications: one or more years of experience working with children and their families; experience with children on the autistic spectrum; research experience involving children, computer skills in statistical software; and excellent organizational and interpersonal skills. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children?s language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. There may be opportunities to attend professional conferences. This is an end-date position renewable yearly for up to three years. The desired start date is late February 2010. Feel free to send inquiries via e-mail to Letitia.naigles at uconn.edu. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references to: Carol Valone, Department of Psychology, University of Connecticut, 406 Babbidge Road, U-1020, Storrs, CT 06269-1020; via email to carol.valone at uconn.edu. (Search # 2010248) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Serratrice at manchester.ac.uk Tue Feb 2 15:50:53 2010 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Tue, 2 Feb 2010 07:50:53 -0800 Subject: vocabulary test for Spanish-speaking children Message-ID: Hello, I was wondering whether anyone was aware of a receptive vocabulary test suitable for Spain-based Spanish-speaking children aged between 6 and 10. As far as I know the norming sample for the Test de Vocabulario en Imagenes Peabody includes only Spanish speakers from Latin America but I'm after somehting that I could use with primary school children in Spain. Any help much appreciated. Ludovica Serratrice The University of Manchester School of Psychological Sciences Oxford Road Manchester M13 9PL UK http://www.psych-sci.manchester.ac.uk/staff/93808 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Tue Feb 2 16:15:20 2010 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 2 Feb 2010 11:15:20 -0500 Subject: vocabulary test for Spanish-speaking children In-Reply-To: Message-ID: Dear Ludovica, Not that I'm recommending it, but I believe the TVIP was originally normed in Spain. The version we typically use in the U.S. is the "edicion hispanoamericana"--so by a process of retronymity (?) the original was the "peninsular" edition. I wonder if it is still available.... Should be, at least from the publisher/author. If you find it, you will probably want to do a concurrent validity check on it, even with some home-made tool. I look forward to hearing about other alternatives. Cheers, Barbara Pearson On Feb 2, 2010, at 10:50 AM, Ludovica Serratrice wrote: > Hello, > > I was wondering whether anyone was aware of a receptive vocabulary > test suitable for Spain-based Spanish-speaking children aged between 6 > and 10. As far as I know the norming sample for the Test de > Vocabulario en Imagenes Peabody includes only Spanish speakers from > Latin America but I'm after somehting that I could use with primary > school children in Spain. Any help much appreciated. > > Ludovica Serratrice > > The University of Manchester > School of Psychological Sciences > Oxford Road > Manchester M13 9PL > UK > http://www.psych-sci.manchester.ac.uk/staff/93808 > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson/bilingualchild -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From miguel.perez.pereira at usc.es Tue Feb 2 20:05:06 2010 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Tue, 2 Feb 2010 21:05:06 +0100 Subject: Fwd: vocabulary test for Spanish-speaking children Message-ID: Inicio del mensaje reenviado: > De: Miguel P?rez Pereira > Fecha: 2 de febrero de 2010 20:07:36 GMT+01:00 > Para: Ludovica Serratrice , Ludovica Serratrice > Asunto: Re: vocabulary test for Spanish-speaking children > > Dear Ludovica, The norming sample of the Peabody test was obtained in Spain (2.500 subjects from 21 provinces). The test has been published by TEA ediciones (an Spanish publishing company specialized in psychological tests). The precise name is Peabody, Test de vocabulario en im?genes. You can follow this link to get more information http://www.teaediciones.com/teaasp/buscador.asp?idGama=235 > Best wishes > Miguel > El 02/02/2010, a las 16:50, Ludovica Serratrice escribi?: > >> Hello, >> >> I was wondering whether anyone was aware of a receptive vocabulary >> test suitable for Spain-based Spanish-speaking children aged between 6 >> and 10. As far as I know the norming sample for the Test de >> Vocabulario en Imagenes Peabody includes only Spanish speakers from >> Latin America but I'm after somehting that I could use with primary >> school children in Spain. Any help much appreciated. >> >> Ludovica Serratrice >> >> The University of Manchester >> School of Psychological Sciences >> Oxford Road >> Manchester M13 9PL >> UK >> http://www.psych-sci.manchester.ac.uk/staff/93808 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> > > Miguel P?rez Pereira > Departamento de Psicolox?a Evolutiva e da Educaci?n > Universidade de Santiago de Compostela > 157802 Santiago de Compostela > Spain > miguel.perez.pereira at usc.es > > > Miguel P?rez Pereira Departamento de Psicolox?a Evolutiva e da Educaci?n Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 fraibetaveledo at yahoo.com.ar Tue Feb 2 19:57:16 2010 From: fraibetaveledo at yahoo.com.ar (Fraibet Aveledo) Date: Tue, 2 Feb 2010 11:57:16 -0800 Subject: vocabulary test for Spanish-speaking children In-Reply-To: Message-ID: Hi Ludovica ? We meet at the Centre for Bilingualism in Bangor few weeks ago. I think that Hans introduced us. ? ? I know that long time ago, Miguel Perez Pereira, from the University of Santiago de Compostela was adapting , I think, the Macarthur test. I don?t know if this can help you. And unfortunately, I don?t know too much else. But maybe if you contact him, he can help you. ? I hope it works ? Thanks Fraibet Fraibet Aveledo Group 3 ESRC Centre for Research on Bilingualism in Theory and Practice Bangor University College Road, Bangor, Gwynedd LL57 2DG, United Kingdom Tel: +44 1248 388577 Departamento de Lengua y Literatura Edf. EGE, Piso 3 Universidad Sim?n Bol?var Valle de Sartenejas, Baruta Caracas, Venezuela faveledo at usb.ve / fraibet at hotmail.com tlf. oficina +58-212-9063885 y 906.3524 --- El mar 2-feb-10, Ludovica Serratrice escribi?: De: Ludovica Serratrice Asunto: vocabulary test for Spanish-speaking children Para: "Info-CHILDES" Fecha: martes, 2 de febrero de 2010, 11:50 am Hello, I was wondering whether anyone was aware of a receptive vocabulary test suitable for Spain-based Spanish-speaking children aged between 6 and 10. As far as I know the norming sample for the Test de Vocabulario en Imagenes Peabody includes only Spanish speakers from Latin America but I'm after somehting that I could use with primary school children in Spain. Any help much appreciated. Ludovica Serratrice The University of Manchester School of Psychological Sciences Oxford Road Manchester M13 9PL UK http://www.psych-sci.manchester.ac.uk/staff/93808 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Yahoo! Cocina Encontra las mejores recetas con Yahoo! Cocina. http://ar.mujer.yahoo.com/cocina/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mats.andren at ling.lu.se Wed Feb 3 20:41:53 2010 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Wed, 3 Feb 2010 21:41:53 +0100 Subject: Intelligibility of children's speech Message-ID: Dear list members, A few years ago I read an article or a book where it was stated that X percent (a large number) of children's utterances became more or less completely unitelligible when the video is taken away. That is, removing the visible context and action/gesture et cetera and relying only on the audio signal as a source of interpretation. I can't recall who wrote it (it *could* have been Eve Clark or Jana Iverson). Neither am I able to remember whether it was a result of an experimental study of some kind, or some more sweeping approximation. I also do not remember the age of the children involved, but it should have been some time during their second year of life (maybe earlier). Precisely due to all this uncertainity, I would be most grateful if any of you would be able to point me to information about these matters. Any publication that deals with this question is of interest. Have a nice day! Best regards, Mats Andr?n, PhD student in General Linguistics, Centre for Languages and Literature/Centre for Cognitive Semiotics, Lund University, Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mv509 at york.ac.uk Wed Feb 3 21:03:41 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Wed, 3 Feb 2010 21:03:41 +0000 Subject: Intelligibility of children's speech In-Reply-To: <4B69DF91.7060802@ling.lu.se> Message-ID: Dear Mats Andr?n, I don't know what your source may have been, but I would say that it is very difficult to distinguish babbling from words in the period of transition to speech (age 9-18 mos or so). Lorraine McCune and I wrote about this in J of Child language (1994), giving our criteria for identifying a word: The criteria relate to word form, in part, but also to the situational context, what the child is doing/looking at at the time, etc., so video is a very important aid to identifying words in that early word production period. It is no doubt less critical later. -marilyn vihman On 3 Feb 2010, at 20:41, Mats Andr?n wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that > X percent (a large number) of children's utterances became more or > less completely unitelligible when the video is taken away. That is, > removing the visible context and action/gesture et cetera and > relying only on the audio signal as a source of interpretation. I > can't recall who wrote it (it *could* have been Eve Clark or Jana > Iverson). Neither am I able to remember whether it was a result of > an experimental study of some kind, or some more sweeping > approximation. I also do not remember the age of the children > involved, but it should have been some time during their second year > of life (maybe earlier). Precisely due to all this uncertainity, I > would be most grateful if any of you would be able to point me to > information about these matters. Any publication that deals with > this question is of interest. > > Have a nice day! > > Best regards, > Mats Andr?n, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > Marilyn VIhman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Wed Feb 3 22:19:35 2010 From: bpearson at research.umass.edu (Barbara Zurer Pearson) Date: Wed, 3 Feb 2010 17:19:35 -0500 Subject: Intelligibility of children's speech Message-ID: Dear Mats, Ana Navarro did her dissertation at UMiami in 1998 on what we called "language intelligibility," but a by-product was a measure of general intelligibility. Words and short phrases were taken from audiotapes of 30 children, average age 26 months. (1/3 of the children were bilingual, but there were no differences by language group.) There were some adult utterances as well, for comparison. Listeners heard the utterances through headphones, playing them as many times as they wanted from the computer. Their task was to identify what the child said. If they couldn't say what the child said, they were to say which language they thought the child was speaking. That was the goal of the experiment, so we discounted any utterances that the listener understood. Average percentage of utterances understood was 24%. So, this is not exactly like what you are remembering. The utterances were all intelligible in the context of the original audiotapes, and they were presented auditorily without context. The adult utterances in the same protocol were pretty much all understood. We were amazed at the low percentage of the children's utterances that were understood without auditory--or visual--context. The experiment was written up in ISB4: Navarro, A., Pearson, B. Z., Cobo-Lewis, A.B., & Oller, D. K. (2005). Differentiation in early phonological adaptation? In J. Cohen, K. McAlister, K. Rolstad, & J. MacSwan (Eds.) ISB4: Proceedings of the 4 th International Symposium on Bilingualism (pp.1690-1702). Somerville, MA: Cascadilla Press. I'll be interested in other measures that you hear about--and if you find the original article you are thinking about. Best, Barbara ************************************************************* Barbara Zurer Pearson, Ph.D. Research Associate Depts of Linguistics & Communication Disorders RAB, 70 Butterfield Terrace University of Massachusetts Amherst MA 01003 Tel: 413-545-5023 Fax: 413-545-2792 bpearson at research.umass.edu www.umass.edu/aae/bp_indexold.htm www.zurer.com/pearson/bilingualchild ----- Original Message ----- From: "Mats Andr?n" To: "childes" Sent: Wednesday, February 03, 2010 3:41 PM Subject: Intelligibility of children's speech Dear list members, A few years ago I read an article or a book where it was stated that X percent (a large number) of children's utterances became more or less completely unitelligible when the video is taken away. That is, removing the visible context and action/gesture et cetera and relying only on the audio signal as a source of interpretation. I can't recall who wrote it (it *could* have been Eve Clark or Jana Iverson). Neither am I able to remember whether it was a result of an experimental study of some kind, or some more sweeping approximation. I also do not remember the age of the children involved, but it should have been some time during their second year of life (maybe earlier). Precisely due to all this uncertainity, I would be most grateful if any of you would be able to point me to information about these matters. Any publication that deals with this question is of interest. Have a nice day! Best regards, Mats Andr?n, PhD student in General Linguistics, Centre for Languages and Literature/Centre for Cognitive Semiotics, Lund University, Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 nick.riches at googlemail.com Thu Feb 4 13:04:00 2010 From: nick.riches at googlemail.com (Nick Riches) Date: Thu, 4 Feb 2010 05:04:00 -0800 Subject: Intelligibility of children's speech In-Reply-To: <4B69DF91.7060802@ling.lu.se> Message-ID: Dear Mats I attended a very interesting talk by Sara Howard, a clinical phonetician at Sheffield university, in which she gave a demonstration of a single child's utterance which was completely unintelligible without a context, but completely intelligible with the context. In fact it made the audience gasp! She might be a good person to approach. Nick Riches University of Reading On Feb 3, 8:41?pm, Mats Andr?n wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that X > percent (a large number) of children's utterances became more or less > completely unitelligible when the video is taken away. That is, removing > the visible context and action/gesture et cetera and relying only on the > audio signal as a source of interpretation. I can't recall who wrote it > (it *could* have been Eve Clark or Jana Iverson). Neither am I able to > remember whether it was a result of an experimental study of some kind, > or some more sweeping approximation. I also do not remember the age of > the children involved, but it should have been some time during their > second year of life (maybe earlier). Precisely due to all this > uncertainity, I would be most grateful if any of you would be able to > point me to information about these matters. Any publication that deals > with this question is of interest. > > Have a nice day! > > Best regards, > Mats Andr n, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 margaretmfleck at yahoo.com Thu Feb 4 16:10:27 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Thu, 4 Feb 2010 08:10:27 -0800 Subject: Intelligibility of children's speech In-Reply-To: <00e093c5-1f64-4c8a-b9bd-51253c8d677d@a32g2000yqm.googlegroups.com> Message-ID: Before making *any* claims about child speech here, I would very stronglyrecommend also tracking down numbers for the obvious control: ?adultconversational speech. ? ?It's well known in the speech community that bitsof adult speech are frequently unintelligible, or unintelligible without contextof varying amounts. ? Or they seem intelligible until you try to transcribe themand try to pin down exactly which words were said. ? I've seen the same typeof demo done with adult speech. I don't have a percentage handy.??But I'm in the middle of a project syncing the twotranscriptions of?the big Switchboard corpus and probably something like 10% of theutterances?have a significant difference between the two transcriptions. ? ? In my case,?significant?means a difference likely to change the syntactic parse, not just (say)replacing "me" with "you". ?If you ask me in?a few months, I might have a real number. For adult speech, the rate depends massively on your standard for "intelligible",the type of speech, and the type of utterance. ? ?Important content words from recent radionews recordings probably have near 100% intelligibility. ? ?Filler words ("you know whatI mean") in conversational speech are frequently mashed into formless blobs ofaudio. ? ?Parochial words (e.g. Kalman filter, slub, gorp, rennet, all proper names)?are likely to be?mistranscribed if the transcriber doesn't have the right backgroundknowledge, even with the context of the rest of the conversation. It's also essential to match the dialects. ? Not only are some pairs of (decently-sized)English dialects?not mutually intelligible (e.g. Johannesburg and Newark New Jersey,?as my husband?discovered) but smaller mismatches create errors. ? ?Recall that boththe quality and number of distinct vowels vary dramatically across the northeasternUS. ? This immediately creates a big population?of content words that are ok in context?but unintelligible in isolation. ? Worse, the vowels are moving, so that an adult from"the same" dialect doesn't pronounce them the same. ?Bill Labov is famous for demos?on these points. Moreover, familiar words are compressed relative to less familiar ones. ? ?That's abig effect which has to be controlled for. ? ?It is unknown how much this effect ispurely created by the speaker's convenience and how much is their perception ofthe hearer's requirements. ? ?Little kids have their own theories of the hearer's needs.If their household eats Weetbix or dal, they may think it's familiar to the gradstudent interviewing them where an adult might guess it's unfamiliar and articulatethe word more carefully. Finally, it may be important to control for utterance length. ? Adult speech offerslong utterances that provide internal redundancy. ? The very fact that the childrenhave shorter utterances will immediately reduce intelligibility for the utterance inisolation. ? Brief answers to questions (e.g. "some cruellers") that were originally saidin a strong context might provide a good parallel to the situation with children. ? (Forthose of you not from New England, where it's a common word, those are twist donuts.) Margaret Fleck (U. Illinois) --- On Thu, 2/4/10, Nick Riches wrote: From: Nick Riches Subject: Re: Intelligibility of children's speech To: "Info-CHILDES" Date: Thursday, February 4, 2010, 5:04 AM Dear Mats I attended a very interesting talk by Sara Howard, a clinical phonetician at Sheffield university, in which she gave a demonstration of a single child's utterance which was completely unintelligible without a context, but completely intelligible with the context. In fact it made the audience gasp! She might be a good person to approach. Nick Riches University of Reading On Feb 3, 8:41?pm, Mats Andr?n wrote: > Dear list members, > > A few years ago I read an article or a book where it was stated that X > percent (a large number) of children's utterances became more or less > completely unitelligible when the video is taken away. That is, removing > the visible context and action/gesture et cetera and relying only on the > audio signal as a source of interpretation. I can't recall who wrote it > (it *could* have been Eve Clark or Jana Iverson). Neither am I able to > remember whether it was a result of an experimental study of some kind, > or some more sweeping approximation. I also do not remember the age of > the children involved, but it should have been some time during their > second year of life (maybe earlier). Precisely due to all this > uncertainity, I would be most grateful if any of you would be able to > point me to information about these matters. Any publication that deals > with this question is of interest. > > Have a nice day! > > Best regards, > Mats Andr n, > PhD student in General Linguistics, > Centre for Languages and Literature/Centre for Cognitive Semiotics, > Lund University, > Sweden -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Fri Feb 5 12:32:44 2010 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Fri, 5 Feb 2010 12:32:44 +0000 Subject: List of semantic features Message-ID: Dear all First of all, I don't know anything about this area, so please forgive me if this question is spectacularly ignorant! Does anyone know if anybody has ever attempted to produce a reasonably exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can be "present", "absent" or "indifferent" for each of a given set of items (I'm mainly interested in verbs, but also nouns). I'm not looking for articles that debate the merits of componential analysis (with reference to only a few example features) or articles that group together verbs in terms of similar semantics (e.g., Levin, 1993) - just the longest possible list of candidate semantic features. To avoid cluttering everyone's inboxes, please reply to me directly - Ben.Ambridge at Liverpool.ac.uk - and I'll post a summary to the list. Thanks! Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 grupolcvl at gmail.com Fri Feb 5 13:04:56 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Fri, 5 Feb 2010 05:04:56 -0800 Subject: List of semantic features In-Reply-To: <0813B54A9D2C494CACBD693C6A2D4D4C1468F3E66A@STAFFMBX2.livad.liv.ac.uk> Message-ID: Dear all, We are also interested in the semantic features and specially in verbs. Do anybody know a tool or something to identify words through semantic features? We are working with disabled children and this list could help us a lot in our work. We really would like to share such kind of information with you, Ben. Thanks, Teresa On 5 feb, 13:32, "Ambridge, Ben" wrote: > Dear all > > First of all, I don't know anything about this area, so please forgive me if this question is spectacularly ignorant! > > Does anyone know if anybody has ever attempted to produce a reasonably exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can be "present", "absent" or "indifferent" for each of a given set of items (I'm mainly interested in verbs, but also nouns). > > I'm not looking for articles that debate the merits of componential analysis (with reference to only a few example features) or articles that group together verbs in terms of similar semantics (e.g., Levin, 1993) - just the longest possible list of candidate semantic features. > > To avoid cluttering everyone's inboxes, please reply to me directly - Ben.Ambri... at Liverpool.ac.uk - ?and I'll post a summary to the list. > > Thanks! > Ben -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Fri Feb 5 14:46:33 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Fri, 5 Feb 2010 09:46:33 -0500 Subject: List of semantic features In-Reply-To: <3139ab4b-92f6-4254-821e-7ecdd94121e1@21g2000yqj.googlegrou ps.com> Message-ID: For verbs a good place to start is Talmy's motion event analysis. This is quite robust and has solid links to early cognition. But I assume you all are aware of this. I look forward to others responses. At 08:04 AM 2/5/2010, you wrote: >Dear all, > >We are also interested in the semantic features and specially in >verbs. Do anybody know a tool or something to identify words through >semantic features? We are working with disabled children and this list >could help us a lot in our work. > >We really would like to share such kind of information with you, Ben. > >Thanks, >Teresa > >On 5 feb, 13:32, "Ambridge, Ben" wrote: > > Dear all > > > > First of all, I don't know anything about this area, so please > forgive me if this question is spectacularly ignorant! > > > > Does anyone know if anybody has ever attempted to produce a > reasonably exhaustive list of semantic features (e.g., MOTION, > CAUSE etc...) which can be "present", "absent" or "indifferent" for > each of a given set of items (I'm mainly interested in verbs, but also nouns). > > > > I'm not looking for articles that debate the merits of > componential analysis (with reference to only a few example > features) or articles that group together verbs in terms of similar > semantics (e.g., Levin, 1993) - just the longest possible list of > candidate semantic features. > > > > To avoid cluttering everyone's inboxes, please reply to me > directly - > Ben.Ambri... at Liverpool.ac.uk > - and I'll post a summary to the list. > > > > Thanks! > > Ben > >-- >You received this message because you are subscribed to the Google >Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From xiaoweizhao at gmail.com Fri Feb 5 15:28:14 2010 From: xiaoweizhao at gmail.com (Xiaowei Zhao) Date: Fri, 5 Feb 2010 10:28:14 -0500 Subject: List of semantic features In-Reply-To: <6.2.3.4.2.20100205094512.034b5150@rci.rutgers.edu> Message-ID: Dear All, McRae et al's have developed semantic feature norms for nouns, here is the information, you can also download it from the accompanying website MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic feature production norms for a large set of living and nonliving things. Behavior Research Methods, 37, 547-559. Vinson and Vigliocoo also developed norms for objects and events, here is the information: Vinson D. P., Vigliocco G. (2008). Semantic feature production norms for a large set of objects and events. Behavior Research Methods, 40, 183-190. Hope the information is useful! Best wishes, Xiaowei Zhao Assistant Professor of Psychology Colgate University On Fri, Feb 5, 2010 at 9:46 AM, Lorraine McCune wrote: > For verbs a good place to start is Talmy's motion event analysis. This is > quite robust and has solid links to early cognition. > > But I assume you all are aware of this. I look forward to others responses. > > At 08:04 AM 2/5/2010, you wrote: >> >> Dear all, >> >> We are also interested in the semantic features and specially in >> verbs. Do anybody know a tool or something to identify words through >> semantic features? We are working with disabled children and this list >> could help us a lot in our work. >> >> We really would like to share such kind of information with you, Ben. >> >> Thanks, >> Teresa >> >> On 5 feb, 13:32, "Ambridge, Ben" wrote: >> > Dear all >> > >> > First of all, I don't know anything about this area, so please forgive >> > me if this question is spectacularly ignorant! >> > >> > Does anyone know if anybody has ever attempted to produce a reasonably >> > exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can >> > be "present", "absent" or "indifferent" for each of a given set of items >> > (I'm mainly interested in verbs, but also nouns). >> > >> > I'm not looking for articles that debate the merits of componential >> > analysis (with reference to only a few example features) or articles that >> > group together verbs in terms of similar semantics (e.g., Levin, 1993) - >> > just the longest possible list of candidate semantic features. >> > >> > To avoid cluttering everyone's inboxes, please reply to me directly - >> > Ben.Ambri... at Liverpool.ac.uk - ?and >> > I'll post a summary to the list. >> > >> > Thanks! >> > Ben >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. > > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.edu > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 grupolcvl at gmail.com Fri Feb 5 15:45:37 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Fri, 5 Feb 2010 07:45:37 -0800 Subject: List of semantic features In-Reply-To: <2601f9e91002050728v1593a60q25e42178cf6280e6@mail.gmail.com> Message-ID: I just found and interisting work of Giorgio Marchetti about Talmy's Cognitive Semantics. Is very suitable for us Giorgio Marchetti's work about attentional semantics. If you have time see his page: www.mind-consciousness-language.com Good luck? Teresa Fern?ndez de Vega Grupo de Lingu?stica de Corpus Fundaci?n Promiva Madrid Spain Many thanks everybody for your great contribution? On 5 feb, 16:28, Xiaowei Zhao wrote: > Dear All, > > McRae et al's have developed semantic feature norms for nouns, here is > the information, you can also download it from the accompanying > website > > MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic > feature production norms for a large set of living and nonliving > things. Behavior Research Methods, 37, 547-559. > > Vinson and ?Vigliocoo also developed norms for objects and events, > here is the information: > > ?Vinson D. P., ? Vigliocco G. (2008). Semantic feature production > norms for a large set of objects and events. Behavior Research > Methods, 40, 183-190. > > Hope the information is useful! > > Best wishes, > > Xiaowei Zhao > Assistant Professor of Psychology > Colgate University > > > > On Fri, Feb 5, 2010 at 9:46 AM, Lorraine McCune wrote: > > For verbs a good place to start is Talmy's motion event analysis. This is > > quite robust and has solid links to early cognition. > > > But I assume you all are aware of this. I look forward to others responses. > > > At 08:04 AM 2/5/2010, you wrote: > > >> Dear all, > > >> We are also interested in the semantic features and specially in > >> verbs. Do anybody know a tool or something to identify words through > >> semantic features? We are working with disabled children and this list > >> could help us a lot in our work. > > >> We really would like to share such kind of information with you, Ben. > > >> Thanks, > >> Teresa > > >> On 5 feb, 13:32, "Ambridge, Ben" wrote: > >> > Dear all > > >> > First of all, I don't know anything about this area, so please forgive > >> > me if this question is spectacularly ignorant! > > >> > Does anyone know if anybody has ever attempted to produce a reasonably > >> > exhaustive list of semantic features (e.g., MOTION, CAUSE etc...) which can > >> > be "present", "absent" or "indifferent" for each of a given set of items > >> > (I'm mainly interested in verbs, but also nouns). > > >> > I'm not looking for articles that debate the merits of componential > >> > analysis (with reference to only a few example features) or articles that > >> > group together verbs in terms of similar semantics (e.g., Levin, 1993) - > >> > just the longest possible list of candidate semantic features. > > >> > To avoid cluttering everyone's inboxes, please reply to me directly - > >> > Ben.Ambri... at Liverpool.ac.uk - ?and > >> > I'll post a summary to the list. > > >> > Thanks! > >> > Ben > > >> -- > >> You received this message because you are subscribed to the Google Groups > >> "Info-CHILDES" group. > >> To post to this group, send email to info-childes at googlegroups.com. > >> To unsubscribe from this group, send email to > >> info-childes+unsubscribe at googlegroups.com. > >> For more options, visit this group at > >>http://groups.google.com/group/info-childes?hl=en. > > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > Ph: 732-932-7496 ex. 8310 > > FAX: 732932-6829 > > > Web Page:www.gse.rutgers.edu > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > >http://groups.google.com/group/info-childes?hl=en.- Ocultar texto de la cita - > > - Mostrar texto de la cita - -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Tue Feb 9 12:08:28 2010 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Tue, 9 Feb 2010 12:08:28 +0000 Subject: List of semantic features In-Reply-To: Message-ID: Last week I posted a request for proposed lists of semantic primitives (primarily for verbs, but also for nouns). Thanks to everyone who responded. Though (as I feared) proposed definitive lists are thin on the ground, I received quite a few helpful references/suggestions. - WordNet (http://wordnet.princeton.edu/) has semantic feature annotations for all word types, and these can be automatically extracted. - Talmy's (1988) paper on force dynamics is very useful, as the proposal includes both literal and metaphorical cases. I haven't yet managed to get hold of it myself, but Talmy's (2003) book Toward a cognitive semantics also seems relevant. - Wierzbicka (1972, 1980, 1985, 1988, 1996) proposes a list of semantic primes (approximately 50, though these relate to all word types). See also Szymanek (1988) - Various publications by Jackendoff (1972, 1983, 1987, 1990, 1991, 1996). discuss how semantic primitives are combined to yield meaning (Lexical Conceptual Structures). - The following two papers contain "semantic features" for nouns and verbs. However, these are not semantic "primitives" as such, more just associations for each word. MCRAE K., CREE G. S., SEIDENBERG M. S., MCNORGAN C. (2005). Semantic feature production norms for a large set of living and nonliving things. Behavior Research Methods, 37, 547-559. Vinson D. P., Vigliocco G. (2008). Semantic feature production norms for a large set of objects and events. Behavior Research Methods, 40, 183-190. Thanks Ben -- Dr Ben Ambridge School of Psychology University of Liverpool Eleanor Rathbone Building Bedford St South Liverpool L69 7ZA Tel +44 151 794 1111 http://pcwww.liv.ac.uk/~ambridge/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 corrigan at csd.uwm.edu Wed Feb 10 17:56:37 2010 From: corrigan at csd.uwm.edu (Bobbi) Date: Wed, 10 Feb 2010 09:56:37 -0800 Subject: Society for Text and Discourse call for submissions Message-ID: The deadline for submissions to the Twentieth Annual Meeting of the Society for Text & Discourse is now quickly approaching! Submissions are due March 1, 2010. The meeting will be held at the Palmer House Hilton Hotel in Chicago, IL, Monday through Wednesday, August 16-18, 2010. We are proud to announce that we have added a final plenary speaker to our lineup. Dr. Judith Kroll will be speaking on bilingualism. She adds to our already distinguished and exciting list of invited speakers who will address the Society this summer: Martha Alibali, Gesture and Meaning Morton Gernsbacher, Why don't most language researchers believe in mirror neurons? Judith Kroll, Reading and speaking in two languages: What bilinguals tell us about language processing Arthur Graesser, 2010 Awardee, Distinguished Scientific Contribution Award Michael Kaschak, 2009 Awardee, Young Investigator Award In addition, several invited symposia are also being organized on: Communication and Deception Comprehension Assessment Collaborative Dialogue Improving Comprehension Monitoring and Learning from Text Reflections on 20 Years of Text & Discourse: A Retrospective by a Panel of our Fellows The CALL FOR SUBMISSIONS is available here. ( http://www.societyfortextanddiscourse.org/conferences/call2010.html ) Submissions are due March 1, 2010. We hope to see you all at this summer in Chicago! Sincerely, Susan Goldman and Jennifer Wiley Program Chairs -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Feb 11 07:58:30 2010 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Thu, 11 Feb 2010 08:58:30 +0100 Subject: PhD studentship at the Centre for General Linguistics, Berlin In-Reply-To: <79653E01-330C-4AC6-B425-1143691A27FD@cmu.edu> Message-ID: Dear Colleagues, Please inform any interested students. Kind regards, Natalia Gagarina Centre for General Linguistics (Zentrum f?r Allgemeine Sprachwissenschaft ? ZAS) Berlin, Germany is the legal representative of six non-universitary research institutes in Berlin, funded by the Federal Republic of Germany and the community of the German Lands. ZAS invites applications for a PhD position in the project "Discourse-cohesive means in language acquisition - intersentential anaphoric relations" in the Language Acquisition Research Group. The begin is as early as possible. Key areas of activity will be linguistic investigation of elicited narratives and experimental data (the domains are: morpho-syntax, discourse and pragmatic). A candidate should have basic knowledge of (depending on the person?s PhD research): - theoretical linguistics - experimental methods in language acquisition research - statistics A researcher must have a native command of German (some knowledge of Russian is a plus). Experience in working with children is preferable. Readiness to participate in a multilingual team and in interdisciplinary research is expected. A university degree in Linguistics or Developmental Psychology is required. Please direct your queries to Natalia Gagarina (gagarina at zas.gwz-berlin.de ). The initial appointment is for two years. The half-time schedule is 20 hours per week, and the salary is according to the German TVoeD 1/2 scale. ZAS is an equal opportunity employer. Applicants are expected to send: - curriculum vitae, - the names of two referees who would be willing to write letters of recommendation, - the examples of published work and - a cover letter describing research interests and how the candidate would contribute to the Project. per mail to > as soon as possible. __________________ zZt. Prof. Dr. Natalia Gagarina Universit?t Hamburg Institut f?r Slavistik Von-Melle-Park 6 20146 Hamburg Tel. +49 040-42838-2899 Zentrum f?r Allgemeine Sprachwisssenschaft (ZAS) Schuetzenstr. 18 10117 Berlin Tel. +49 030-20192-506 Fax. +49 030-20192-402 Homepage: * * * * * * * * * * * * * * * 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. From cornelia.schulze at googlemail.com Thu Feb 11 11:43:14 2010 From: cornelia.schulze at googlemail.com (Cornelia Schulze) Date: Thu, 11 Feb 2010 03:43:14 -0800 Subject: Pragmatics conference 'Beyond the words' - Leipzig, 13-15 May Message-ID: Dear subscribers, we now have our conference program and registration form online at http://beyondthewordsconference.wordpress.com/. All the best, Cornelia Schulze -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Feb 11 20:06:49 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Feb 2010 15:06:49 -0500 Subject: List of semantic features In-Reply-To: <0813B54A9D2C494CACBD693C6A2D4D4C1468F3E72B@STAFFMBX2.livad.liv.ac.uk> Message-ID: Hi All! I have some positions at the University of Delaware so please share with wonderful people you know! *THREE POSITIONS * * * *UNIVERSITY OF DELAWARE* *Dr. Roberta M. Golinkoff* * * ? Postdoctoral Fellowship ? Research Assistant ? Recent college graduate ? Laboratory Coordinator ? Recent college graduate** * * *POST-DOCTORAL FELLOWSHIP * Area: Cognitive Development** Applications for a position are being accepted for a post-doctoral fellowship on an NIH-funded American Recovery and Reinvestment Act project focusing on preschoolers? knowledge of fundamental geometric forms and its relationship to mathematical knowledge upon school entry. The position requires someone with strong research training, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in the area of early mathematical or spatial development and have an interest in young children?s thinking. Experience in using an eye-tracker would be welcomed. Funding is available for one year with full benefits. Responsibilities: Data analysis, writing up results for presentation and publication, literature reviews, designing new studies, some data collection, and collaborative participation with our research team. Materials: Please submit a CV, cover letter with statement of research interests, letters of recommendation, and evidence of scholarly publications to: Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Aimee Stahl at UDInfantLab at gmail.com. Start date can be as early as March 2010. *FULL-TIME RESEARCH ASSISTANT* * * Hired as part of the project described above, funding is available for one year with full benefits. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal. Experience working with young children is a plus as is a research background. Responsibilities: Working on all aspects of this longitudinal project including participant recruitment, data collection, data coding and analysis, writing conference abstracts and conducting literature reviews. Excellent social skills are essential as the applicant would be testing in schools and Head Starts, interacting with parents and teachers, and routinely interacting and cooperating with other members of the research team. Materials: Please submit a CV and a cover letter, and letters of recommendation to Aimee Stahl at UDInfantLab at gmail.com. Start date can be March 2010. *FULL-TIME LABORATORY COORDINATOR* The Infant Language Project at the University of Delaware needs a highly capable, organized, and well-spoken individual to serve as a full-time laboratory coordinator. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is very active and highly collaborative with a focus on language acquisition and learning through play. The applicant must be excellent with young children and their parents as well as being able to supervise undergraduate research assistants. Responsibilities: Maintaining participant database, recruitment, all aspects of research design including data collection, coding, and analysis. Excellent writing skills are essential as additional duties include writing grant reports, conducting literature reviews, and collaborating on manuscripts and conference abstracts and presentations. The job offers full benefits and a dynamic working environment since laboratory coordinators are treated as colleagues. This position could begin in June, 2010. Materials: Please submit a CV, cover letter, and letters of recommendation to the current lab coordinator, Aimee Stahl, at UDInfantLab at gmail.com. -- 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 Roberta at udel.edu Thu Feb 11 21:08:14 2010 From: Roberta at udel.edu (Roberta Golinkoff) Date: Thu, 11 Feb 2010 16:08:14 -0500 Subject: THREE JOBS AT THE UNIVERSITY OF DELAWARE! Message-ID: *THREE POSITIONS * * * *UNIVERSITY OF DELAWARE* *Dr. Roberta M. Golinkoff* * * ? Postdoctoral Fellowship ? Research Assistant ? Recent college graduate ? Laboratory Coordinator ? Recent college graduate** * * *POST-DOCTORAL FELLOWSHIP * Area: Cognitive Development** Applications for a position are being accepted for a post-doctoral fellowship on an NIH-funded American Recovery and Reinvestment Act project focusing on preschoolers? knowledge of fundamental geometric forms and its relationship to mathematical knowledge upon school entry. The position requires someone with strong research training, statistical expertise, and a Ph.D. in developmental psychology or a closely related area. Ideally, the applicant would be an expert in the area of early mathematical or spatial development and have an interest in young children?s thinking. Experience in using an eye-tracker would be welcomed. Funding is available for one year with full benefits. Responsibilities: Data analysis, writing up results for presentation and publication, literature reviews, designing new studies, some data collection, and collaborative participation with our research team. Materials: Please submit a CV, cover letter with statement of research interests, letters of recommendation, and evidence of scholarly publications to: Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE 19716. If you are interested in the position, please immediately email your CV to Aimee Stahl at UDInfantLab at gmail.com. Start date can be as early as March 2010. *FULL-TIME RESEARCH ASSISTANT* * * Hired as part of the project described above, funding is available for one year with full benefits. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal. Experience working with young children is a plus as is a research background. Responsibilities: Working on all aspects of this longitudinal project including participant recruitment, data collection, data coding and analysis, writing conference abstracts and conducting literature reviews. Excellent social skills are essential as the applicant would be testing in schools and Head Starts, interacting with parents and teachers, and routinely interacting and cooperating with other members of the research team. Materials: Please submit a CV and a cover letter, and letters of recommendation to Aimee Stahl at UDInfantLab at gmail.com. Start date can be March 2010. *FULL-TIME LABORATORY COORDINATOR* The Infant Language Project at the University of Delaware needs a highly capable, organized, and well-spoken individual to serve as a full-time laboratory coordinator. A recent college graduate having majored in psychology or cognitive science and looking for additional research experience before going on to graduate school would be ideal; former laboratory coordinators have gone on to the graduate schools of their choice. The laboratory is very active and highly collaborative with a focus on language acquisition and learning through play. The applicant must be excellent with young children and their parents as well as being able to supervise undergraduate research assistants. Responsibilities: Maintaining participant database, recruitment, all aspects of research design including data collection, coding, and analysis. Excellent writing skills are essential as additional duties include writing grant reports, conducting literature reviews, and collaborating on manuscripts and conference abstracts and presentations. The job offers full benefits and a dynamic working environment since laboratory coordinators are treated as colleagues. This position could begin in June, 2010. Materials: Please submit a CV, cover letter, and letters of recommendation to the current lab coordinator, Aimee Stahl, at UDInfantLab at gmail.com. -- 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 cristina.mckean at newcastle.ac.uk Tue Feb 16 09:38:29 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Tue, 16 Feb 2010 09:38:29 +0000 Subject: Postgraduate Opportunites at Newcastle University Message-ID: Postgraduate funding opportunities at Newcastle University The Centre for Research in Linguistics and Languages Sciences at Newcastle University offers a wide range of funding opportunities for postgraduate study for 2010/2011. Details are available at http://www.ncl.ac.uk/linguistics/postgrad/funding.htm. There is a vibrant postgraduate community in linguistics and language sciences within Newcastle. Our taught programmes (http://www.ncl.ac.uk/linguistics/postgrad/taught/) are built on our expertise from a wide range of theoretical and applied areas. Research programmes (http://www.ncl.ac.uk/linguistics/postgrad/research/) are varied, offering supervised research and integrated PhD programmes. Our 'Postgraduate Opportunities' brochure is available to download at http://www.ncl.ac.uk/linguistics/assets/documents/PostgraduateBrochure Please circulate to any interested parties you may know. Thank you Cristina McKean on behalf of CriLLS (The Centre for Research in Linguistics and Language Sciences), Newcastle University, UK 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:55 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:55 +0100 Subject: Post doc position available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Language Acquisition Message-ID: Post doctoral position available at the University of Troms? Institution: University of Troms? Department: CASTL Job Location: Troms?, Norway Web Address: http://castl.uit.no/ Job Rank: Post Doc Specialty Areas: Language Acquisition Description: Post-doctoral research fellow in language acquisition Center for Advanced Study in Theoretical Linguistics Faculty of Humanities, Social sciences and Education University of Troms? The Center for Advanced Study in Theoretical Linguistics (CASTL) at the University of Troms? currently seeks a post-doctoral research fellow in the field of language acquisition. The period of appointment is three years. CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Troms? The core scientific group of the center currently consists of 6 senior researchers, 6 researchers/post-doctoral research fellows and 17 PhD students. There are several other researchers and PhD students at the University of Troms? who are connected to CASTL as affiliates, so that the CASTL community today consists of about 50 people. The research group in acquisition currently includes a full-time professor, two part-time professors, and three post-doctoral research fellows. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. The successful applicant will be working in the area of language acquisition in collaboration with other members of the acquisition group at CASTL and the University of Troms?. Research projects may be proposed both within mono- and bilingual language acquisition as well as second language acquisition in children. Applications whose research interacts closely with the ongoing language acquisition projects at CASTL will be preferred. Information about ongoing research at CASTL can be found at http://www.hum.uit.no/castl_webpage/index.php?option=com_content&view=article&id=14&Itemid=72 The prerequisite for the position is a doctoral degree, either a Norwegian PhD in linguistics or an equivalent foreign doctoral degree. We are seeking a person who is willing to engage himself/herself in the ongoing development of his/her discipline and the university as a whole. Experience in experimental works, teaching, and/or supervising students are plus. While this is not a teaching position, involvement in - and at times responsibility for - research seminars will be expected. Applications will be assessed by an expert committee. The main emphasis will be placed on assessment of the submitted scholarly works and the research proposal. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at application URL below. In addition, applicants should send 5 copies of the following: the application, a research proposal including a work schedule, a CV, certified copies of diplomas, references and a list of scholarly works to the address below. The following reference number must be quoted in your application: 2010/182 Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address below. The copies should be arranged as 3 complete sets. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. For further information, please contact: Professor and Center Director Marit Westergaard Tel: (+ 47) 776 44256 e-mail: marit.westergaard at uit.no Head of Administration Tore Bentz Tel: (+ 47) 776 44751 e-mail: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Troms? N-9037 Troms? Norway Web Address for Applications: http://secure.jobbnorge.no/job.aspx?jobid=64772 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:47 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:47 +0100 Subject: PhD positions available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Syntax/Acquisition of Syntax Message-ID: 2 PhD positions available at the University of Troms? Institution: University of Troms? Department: CASTL Job Location: Troms?, Norway Web Address: http://castl.uit.no/ Job Rank: Two PhD Fellowships Specialty Areas: Theoretical Linguistics (Syntax; Acquisition of Syntax) Description: Two PhD scholarships in theoretical linguistics Center for Advanced Study in Theoretical Linguistics (CASTL) Faculty of Humanities, Social sciences and Education University of Troms? The University of Troms? currently has two vacant research fellow positions for applicants who want to pursue a PhD degree in theoretical linguistics. The successful applicants will propose research projects that are compatible with ongoing work at CASTL in the area of syntax, including the acquisition of syntax. CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Troms?. The core scientific group of the center currently consists of 6 senior researchers, 6 post docs/researchers and 17 PhD students. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. CASTL also runs a Graduate School in theoretical linguistics. Individuals hired in the two advertized research fellowships are expected to follow the program of the Graduate School and to complete a doctoral dissertation. A more detailed plan for coursework, research, and teaching will be developed by the employee together with the Graduate School Coordinator shortly after appointment. More information about our research and the Graduate School may be found here: http://castl.uit.no. The period of appointment is four years. The PhD study is standardized to three years. The fourth year consists of teaching or other duties for the university, organized according to a distribution formula of 25 % per year. The successful applicants will have to document qualifications in linguistics at the Master's level. Applicants will be assessed by an expert committee. The main emphasis of the assessment will be on the applicant's potential for research, as evident from: Master's thesis or equivalent, other scholarly works and project description. Work experience and teaching qualifications as well as administrative and organizational experience will also be plus. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at the application URL below. Please quoted "2010/159" in your application. In addition, applicants should send 5 copies of the following: the application, a project description, a CV, certified copies of diplomas, references, a list of scholarly works and a filled-out application form for admission to the PhD study (an application form is found at http://www2.uit.no/ikbViewer/Content/169139/Ph.d.-s%F8knadsskjema-engels k2010-vedlegg) to the address below. Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address noted above. The copies should be arranged as 3 complete sets. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. For further information, please contact: Professor and Center Director Marit Westergaard phone number (+ 47) 776 44256 e-mail: marit.westergaard at uit.no Head of Administration Tore Bentz phone number (+ 47) 776 44751 e-mail: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Troms? N-9037 Troms? Norway Web Address for Applications: https://secure.jobbnorge.no/job.aspx?jobid=64770 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristine.bentzen at uit.no Tue Feb 16 17:00:05 2010 From: kristine.bentzen at uit.no (Kristine Bentzen) Date: Tue, 16 Feb 2010 18:00:05 +0100 Subject: PhD position available at the University of Troms=?iso-8859-1?Q?=F8=2C_?= Norway: Bilingual Language Acquisition Message-ID: PhD position available at the University of Troms? Institution: University of Troms? Department: CASTL Job Location: Troms?, Norway Web Address: http://castl.uit.no/ Job Rank: PhD Specialty Areas: Language Acquisition Description: PhD scholarship in bilingual language acquisition at Center for Advanced Study in Theoretical Linguistics (CASTL) Faculty of Humanities, Social sciences and Education, University of Troms? The University of Troms? currently has a vacant research fellow position for an applicant who wants to pursue a PhD degree in theoretical linguistics. The successful applicant will propose a research project that is compatible with ongoing works in the area of language acquisition at CASTL. (see http://www.hum.uit.no/castl_webpage/index.php?option=com_content&view=article&id=14&Itemid=72). CASTL is a Norwegian Center of Excellence funded by the Research Council of Norway and the University of Troms?. The core scientific group of the center currently consists of 6 senior researchers, 6 post-docs/researchers and 17 PhD students. The research group in acquisition currently includes a full-time professor, 2 part-time professors, and 3 post-doctoral research fellows. CASTL's primary research activity is within generative grammar with a focus on syntax, phonology, and language acquisition. CASTL also runs a Graduate School in theoretical linguistics. The person hired in the advertised research fellowship is expected to follow the program of the Graduate School and to complete a doctoral dissertation. The PhD project in bilingual language acquisition will be integrated into the ongoing work of the acquisition group, the VIA project (Variation in the Input in Acquisition). The focus of the PhD project may be on any two language combinations, e.g. Norwegian/Russian, Norwegian/Saami, Norwegian/English, etc. Applicants must submit a project description (5-7 page) outlining a possible dissertation project. The period of appointment is four years. The PhD study is standardized to three years. The fourth year consists of teaching or other duties for the university, organized according to a distribution formula of 25 % per year. The successful applicant will have to document qualifications in linguistics at the Master's level. Applicants will be assessed by an expert committee. The main emphasis of the assessment will be on the applicant's potential for research, as evident from: Master's thesis or equivalent, other scholarly works and project description. Work experience and teaching qualifications as well as administrative and organizational experience will also be plus. How to apply: The application is to be submitted electronically on the application form available at "Apply for this job" at the application URL below. Please quote "2010/179" in your application. In addition, applicants should send 5 copies of the following: the application, a project description, a CV, certified copies of diplomas, references, a list of scholarly works and a filled-out application form for admission to the PhD study (an application form is found at http://www2.uit.no/ikbViewer/Content/169139/Ph.d.-s%F8knadsskjema-engels k2010-vedlegg) to the address below. All documentation that is to be evaluated must be certified and translated into English or a Scandinavian language. Applicants should also have 3 copies of the scholarly works that should be taken into consideration for evaluation sent to the address below. For further information, please contact: Professor and Center Director Marit Westergaard Phone: (+ 47) 776 44256 email: marit.westergaard at uit.no Head of Administration Tore Bentz Phone: (+ 47) 776 44751 email: tore.bentz at uit.no Application Deadline: 04-Mar-2010 Mailing Address for Applications: Faculty of Humanities Social Sciences and Education University of Troms? N-9037 Troms? Norway Web Address for Applications: https://secure.jobbnorge.no/job.aspx?jobid=64771 Contact Information: Professor and Center Director Marit Westergaard Email: marit.westergaard at uit.no Phone: 4777644256 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Feb 19 22:12:16 2010 From: ruth.tincoff at bucknell.edu (ruthtincoff) Date: Fri, 19 Feb 2010 14:12:16 -0800 Subject: vocabulary measure for 3-5 year olds? Message-ID: Hi all, Could someone remind me what the options are for measuring vocabulary in 3-5 year olds? Info on approximate prices would be helpful too. Thanks Ruth Psychology Department Bucknell University Lewisburg PA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 rach.stevens at gmail.com Mon Feb 22 13:58:27 2010 From: rach.stevens at gmail.com (RS) Date: Mon, 22 Feb 2010 05:58:27 -0800 Subject: MLU Message-ID: I am trying to track changes in mean length of utterance for particular WH questions. I want to be able to ask CLAN to calculate MLU for all 'what' questions, all 'where' questions etc. I can't seem to find anything in the manual that allows me to do this. Could you please advise? Many Thanks -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 a.schueppert at rug.nl Mon Feb 22 14:43:27 2010 From: a.schueppert at rug.nl (A. Schueppert) Date: Mon, 22 Feb 2010 15:43:27 +0100 Subject: Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Message-ID: *********************************************************************************** Second Call for Papers Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Groningen, Netherlands, 11-12 November 2010 www.rug.nl/let/exapp2010 *********************************************************************************** Empirical approaches to the study of language variation and change can benefit largely from the accompaniment of systematic manipulation of variables in the research setting. The goal of ExAPP2010 is to gather scholars employing experimental methods to investigate linguistic variation. We welcome abstracts for posters and papers that cover aspects of variation on all linguistic levels, and the perception as well as the production thereof. These include, but are not limited to, the following topics: ? Perception of variation ? Production of variation ? Social meaning of linguistic features ? Language attitudes ? (Mutual) intelligibility ? Innovative methodologies Talks are 20 minutes in length, followed by 10 minutes for discussion. Abstracts should be approximately 300 words (excluding references) and may be submitted using EasyAbstracts provided by LinguistList (http://linguistlist.org/confcustom/ExAPP2010). Posters will be displayed throughout one day, and there will be a dedicated poster session. The following plenary speakers have kindly accepted an invitation: Raphael Berthele (Fribourg) Quasi-experiments across languages: Investigations into multilinguals' capacities to understand genetically related languages Kathryn Campbell-Kibler (Ohio State) Implicit sociolinguistic cognition Marianne Gullberg (Lund and MPI Nijmegen) Title t.b.a Mark Liberman (UPenn) Title t.b.a Nancy Niedzielski (Rice) Dialect perception: Where production, perception, and variation meet Important dates: 15 March 2010: Deadline of Abstract Submission 15 April 2010: Notification of Acceptance 15 April - 30 June 2010: Early Bird Registration 1 July - 30 September: Normal Registration 11 - 12 November 2010: Conference A publication of selected papers is planned. Please visit our website at www.rug.nl/let/exapp2010 for more information. If you have any inquiries, please contact us at exapp2010 at rug.nl. Organisational team: ? Charlotte Gooskens ? Nanna Haug Hilton ? Alexandra Lenz ? Anja Sch?ppert -- Anja Sch?ppert Rijksuniversiteit Groningen CLCG, Skandinavistiek Postbus 716 9700 AS Groningen The Netherlands http://www.rug.nl/staff/a.schueppert -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 spektor at andrew.cmu.edu Mon Feb 22 19:45:48 2010 From: spektor at andrew.cmu.edu (Leonid Spektor) Date: Mon, 22 Feb 2010 14:45:48 -0500 Subject: MLU In-Reply-To: <70282998-2bdb-4baf-90ac-2f7668ab7df6@i39g2000yqm.googlegroups.com> Message-ID: Rach, this can be accomplished in two passes. First, you need to separate, by extracting, all the WH utterances from the rest of the data. This can be done with this command: kwal +d +t%mor +s@"r-what,r-where" +f *.cha This command assumes that your data has %mor tiers. After that you can run mlu on the output of kwal command with this command: mlu *.kwa.cex Since the output of kwal command consists of only WH sentences you will get MLUs for those sentences only. Leonid. On 22-02-10 08:58, "RS" wrote: > I am trying to track changes in mean length of utterance for > particular WH questions. I want to be able to ask CLAN to calculate > MLU for all 'what' questions, all 'where' questions etc. I can't seem > to find anything in the manual that allows me to do this. Could you > please advise? > Many Thanks -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Feb 24 01:25:19 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 23 Feb 2010 20:25:19 -0500 Subject: Conference on Competing Motivations Message-ID: Dear Info-CHILDES, Here is the call for papers for a conference on competing motivations in language to be held November 23-25 in Leipzig. -- Brian MacWhinney, CMU CALL FOR PAPERS FOR A CONFERENCE ON COMPETING MOTIVATIONS General We invite papers on the role of competing motivations in the emergence and use of linguistic structures from linguists, psychologists, and others working in related fields. Time and place The three-day conference will take place NOVEMBER 23-25 (TUESDAY-THURSDAY) 2010 at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Organizers The conference is organized by Andrej Malchukov (Max Planck Institute of Evolutionary Anthropology) and Edith Moravcsik (University of Wisconsin-Milwaukee (emerita)) and will be sponsored by the Max Planck Institute for Evolutionary Anthropology. Program In addition to the papers selected from abstracts and the introductory and closing talks by the conference organizers, there will be a number of invited presentations. So far we have the following on board: Ina Bornkessel-Schlesewsky Joan Bresnan Wolfgang Dressler John Du Bois Martin Haspelmath John A. Hawkins Bernd Heine Helen de Hoop Brian MacWhinney Gereon M?ller Frederick Newmeyer Michael Tomasello The conference website will post the schedule and other relevant information in the Spring: http://www.eva.mpg.de/lingua/conference/10-CompetingMotivations/index.html Topics Competing motivations is a topic coming in different guises in linguistics and related disciplines. In language typology, the concept of competing motivations was explicitly introduced by Du Bois (1985), and since then it has made its way into many contributions including typology textbooks (e.g. Croft 1990; 2003). Currently it is a common trend in functional typology to view the evolution of grammar as resulting from different partly converging but also potentially conflicting functional motivations. An approach to typology where competing motivations (?conflicting constraints?) have been accorded the status of a major theoretical concept is Optimality Theory (OT; Prince & Smolensky 1993/2004, M?ller 2000). In OT, grammatical patterns are viewed as resulting from constraint interaction, and cross-linguistic variation is attributed to different rankings of constraints. A similar approach has been introduced in psycholinguistics under the name of Competition Model (Bates & MacWhinney 1989), which addressed the question of how different cues are weighted in language comprehension and language acquisition when the cues are in conflict. These three strands of research have not been totally independent from the start (e.g. OT was inspired by the work in psycholinguistics and cognitive sciences), and recently there have been further signs of the converging tendencies in these fields. On the one hand, with the rise of functional OT (Bresnan & Aissen 2002) conceptual differences of functional typology and OT (see Haspelmath 1999 for discussion) have been reduced, and some recent work explicitly tries to further integrate OT and functional typology (see, e.g., Malchukov 2005; de Hoop & Malchukov 2008). On the other hand, OT shows further convergence with psycholinguistic research, with the rise of OT semantics and bidirectional OT approaches that are concerned with comprehension optimization (de Hoop & Lamers 2006). John Hawkins? work (2004 et passim) aiming to explain generalizations found in typological and psycholinguistic work in terms of a few general principles grounded in processing goes in the same direction. It seems that these new developments have overcome some of the problems of the early competing motivation approaches noted in the literature (Newmeyer 1998) and are opening new perspectives in the respective disciplines. It should also be noted that there is an increased awareness of the similarities of competing motivations models as practiced within linguistic disciplines and beyond (e.g., in psychological research). The goal of this conference is to bring together researchers from linguistics and other fields that adopt the competing motivation approach in one form or other another, and to promote further integration and cross-fertilization between them. Topics to be addressed include but are not limited to the following: ? application of the competing motivation approach to individual languages and cross-linguistically; ? application of competition models in psycholinguistic research (both language comprehension and language production); ? theoretical questions such as: ? What motivations are at work in given domains? ? What evidence is there for the existence and the weighting of the constraints? ? What factors determine the weightings of the constraints? ? How are competing motivations manifested synchronically and diachronically? (cf. Haspelmath?s (1999) notion of ?diachronic adaptation? and the research program of ?evolutionary phonology? advocated by Blevins (2004)). Submission of abstracts (a) Length: up to one page of text plus up to one page containing possible tables and references (b) Format: The abstract should include the title of the paper and the text of the abstract but not the author?s name or affiliation. The e-mail message to which it is attached should list the title, the author?s name, and the author?s affiliation. Abstracts will be evaluated anonymously. Please send the message to both organizers at the following addresses: malchukov at eva.mpg.de edith at uwm.edu (c) Deadline The abstracts should reach us by WEDNESDAY, MARCH 31. Submitters will be notified by FRIDAY, APRIL 30. References Bates, E., & MacWhinney, B. 1987. Competition, variation, and language learning. In B. MacWhinney (Ed.), Mechanisms of Language Acquisition, 157?193. Hillsdale, New Jersey; London: Lawrence Erlbaum. Blevins, J. (2004). Evolutionary phonology: The emergence of sound patterns. Cambridge: Cambridge University Press. Bresnan, J. and J. Aissen (2002). Optionality and functionality: Objections and refutations. Natural Language and Linguistic Theory 20, 81?95. Croft, W., 1990. Typology and universals. Cambridge University Press, Cambridge. Du Bois, J.A. 1985. ?Competing motivations?. In: Haiman, J. (ed.) Iconicity in syntax. 343-366. Amsterdam: Benjamins, Haspelmath, M. 1999. ?Optimality and diachronic adaptation.? Zeitschrift f?r Sprachwissenschaft 18.2: 180-205. Hawkins, John A. 2004. Efficiency and complexity in grammars. Oxford: Oxford University Press. de Hoop, H. and M. Lamers. 2006. Incremental distinguishability of subject and object. In L. Kulikov, A. L. Malchukov and P. de Swart (eds.) Case, valency, and transitivity. Amsterdam, John Benjamins. de Hoop, H. and A. Malchukov. 2008. Case-marking strategies. Linguistic Inquiry 39 565?587. Malchukov, A., 2005. Case pattern splits, verb types, and construction competition. In M. Amberber & H. de Hoop (eds.) Competition and variation in natural languages: the case for case, 73-117. Elsevier, Amsterdam, etc. M?ller, Gereon. 2000. Elemente der optimalit?tstheoretischen Syntax. T?bingen: Stauffenburg Verlag. Prince, A. and P. Smolensky (2004). Optimality Theory:constraint interaction in Generative Grammar. Oxford, Blackwell. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 josjev at gmail.com Thu Feb 25 21:27:11 2010 From: josjev at gmail.com (Josje Verhagen) Date: Thu, 25 Feb 2010 22:27:11 +0100 Subject: call for papers workshop on dummy auxiliaries Message-ID: Dear info-childes, Here is a call for papers for a workshop on dummy auxiliaries in (a)typical first and second language acquisition. * * *Dummy auxiliaries in (a)typical first and second language acquisition** * * * *1-2 July 2010 * *Radboud** University Nijmegen, Netherlands* * * *Invited speakers:* *Mar?a del Pilar Garc?a Mayo (Universidad del Pa?s Vasco; Vitoria-Gasteiz)* *Rosemarie Tracy (Universit?t Mannheim)* *Stephanie Haberzettl (Carl von Ossietzky Universit?t Oldenburg) * ** *Solveig Chilla (Universit?t Bremen)* *Sjef Barbiers (Meertens Institute Amsterdam)* *Shalom Zuckerman (Utrecht University)* *Jan de Jong (University of Amsterdam)* *Antje Orgassa (Radboud University)* **** * * During the past few decades, language acquisition studies have reported learners? use of semantically empty or ?dummy verbs? such as the verb form ?is? in the Dutch ? ungrammatical - sentence ?Hij is doorrijden? (He is drive). These constructions resemble English do-support constructions where ?do? lacks a proper meaning. The use of dummy verbs has been reported for English, Dutch and German. Moreover, dummy constructions are found in the speech of children learning their native language (L1), second language learners (L2), and children with specific language impairment (SLI). Several explanations have been proposed for learners? use of dummy verbs: pragmatic accounts (Huebner, 1989), semantic-pragmatic accounts (Jordens & Dimroth, 2006; Starren, 2002; Verhagen, 2009), and structural accounts framed in a generative approach (Blom & De Korte, 2008; Fleta, 2003; Garc?a Mayo et al., 2005; Van de Craats, 2009; Van Kampen, 1997; Zuckerman, 2001) or usage-based approach (Haberzettl, 2003). In addition, researchers have stressed the role of native language transfer (Van de Craats & Van Hout, in press), sociolinguistic and regional variation in the input (Zuckerman, 2001), and the role of dummy verbs as markers of cultural ethnicity (Cornips, 2000). Despite the extensive research in this area, a number of questions are still open or debated: - Do dummy verbs have semantic or pragmatic functions, and if so, which ones? - What is the relation between dummy verbs and the syntactic positions in which they appear? - What are the differences/similarities between different types of acquisition (L1, L2, SLI)? - What is the role of L2 learners? native language? - What is the role of input? The aim of the workshop is to address these questions and thus obtain a better understanding of the use of dummy verbs in different types of acquisition processes. See also: http://www.ru.nl/cls/events_news/cls-events/cls_agenda_2010/call_for_papers_for_1/ ** *Submission guidelines:* Abstracts for a 45-minute presentation should be in English and include the following (separate) documents: 1. Cover Page: Title of presentation, Authors? names and affiliations, Contact information (Name, address, telephone number and email address of first author). 2. Abstract: Title of presentation, Summary of research undertaken (300 words maximum, single spaced). Abstract 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 body of the email) to: *I.v.d.Craats at let.ru.nl.* Deadline for abstracts: April 1st 2010 , Notification of acceptance: May 1st 2010 *We explicitly invite researchers working in different theoretical frameworks, working with different groups of language learners and working on different languages!* Organizing committee: Ineke van de Craats (Radboud University Nijmegen), Josje Verhagen (Utrecht University) Elma Blom (University of Amsterdam/University of Alberta) * * -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Fri Feb 26 15:19:21 2010 From: mv509 at york.ac.uk (marilyn Vihman) Date: Fri, 26 Feb 2010 07:19:21 -0800 Subject: new MA programme in Phonological Development Message-ID: The Language and Linguistic Science department at the University of York is happy to announce that an MA programme in Phonological Development in Childhood has been approved to start in Autumn 2010. As far as we know, this is the first such programme in the world. It will cover issues in phonological development, with a cross-linguistic emphasis, and will draw on both linguistic and psychological perspectives on development and learning. The programme will draw on ongoing departmental research into perception and production in infancy and toddlerhood, both observational and experimental. Some fellowships are likely to be made available for the programme. For further information please see our webpage (http://www.york.ac.uk/ depts/lang/prospective/postgrad/pdevma.htm) and/or write to Marilyn Vihman (mv509 at york.ac.uk). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koller at memphis.edu Sat Feb 27 15:44:54 2010 From: koller at memphis.edu (David Kimbrough Oller (koller)) Date: Sat, 27 Feb 2010 09:44:54 -0600 Subject: response on York Program Message-ID: Dear Marilyn, This is wonderful! I think you are right that this will be the first such program. Kim D. Kimbrough Oller Professor and Plough Chair of Excellence School of Audiology and Speech-Language Pathology The University of Memphis 807 Jefferson Avenue Memphis, TN 38105 USA 901 678 5841 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sat Feb 27 16:13:48 2010 From: mv509 at york.ac.uk (marilyn vihman) Date: Sat, 27 Feb 2010 16:13:48 +0000 Subject: response on York Program In-Reply-To: Message-ID: thanks for the message, Kim. Someone here did some web searches to check...I guess if there is another one, someone on CHILDES will know! Have a great conference! I wish I could be there. -marilyn On 27 Feb 2010, at 15:44, David Kimbrough Oller (koller) wrote: > Dear Marilyn, > This is wonderful! I think you are right that this will be the first > such program. > Kim > > D. Kimbrough Oller > Professor and Plough Chair of Excellence > School of Audiology and Speech-Language Pathology > The University of Memphis > 807 Jefferson Avenue > Memphis, TN 38105 > USA > > 901 678 5841 > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn VIhman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lizspeedvelmag at gmail.com Sun Feb 28 21:53:12 2010 From: lizspeedvelmag at gmail.com (Liz P.) Date: Sun, 28 Feb 2010 13:53:12 -0800 Subject: Your Baby Can Read....Research? Message-ID: Hello Everybody, I have a 16 month old baby girl, and i just recently acquired the Your Baby Can Read Program, but when i started watching it, it seems too good to be true, and i was asking my Language Acquisition professor and she suggested that i inquire within to see if anyone knows the research behind this program and if there are any down falls or reasons why i shouldnt continue with the program with my daughter. I can see the Pros (shell learn to read and expand her vocabulary) but what would the Cons be. Thank you so much for your time. Any comments will be appreciated Liz Pattison -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Sun Feb 28 22:09:14 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 28 Feb 2010 23:09:14 +0100 Subject: Your Baby Can Read....Research? In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com> Message-ID: Dear Liz, I don't know the program, so I can't judge but I'm a bit amazed. We want babies to baby-sign at 9 months (which isn't acquiring sign language in a signing environment) and now to read at 16 months... Maybe it is important that children be kept in a non literate world for a few years and use their ears (when they can) before entering language through reading skills. Reading is extremely important, but literacy does change our perspective on language and I'm personally glad we all spend a few years developing our oral language, our gestures, ou prosody, and all that comes with the vocal modality. I do think that literacy changes our whole perspective onclangauge. We gain a new world, we lose what cultures without a writing system did maintain. But I'm not a specialist in that field. It seems to me that reading too soon could get them focussed on different skills and they might not use their natural capacities and the specific cognitive and mostly interactional or social skills as much. But I might be wrong, we all code-switch between two languages, some of us from birth, maybe that is just the same. It might just bring more to them and be an enrichment. I was glad my kids learned to play music at four where some of my friends found that it was totally crazy... If you decide to go ahead, let me know what you think of it. Best, Aliyah MORGENSTERN Professeur de linguistique Universit? Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de M?decine 75006 Paris Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit : > Hello Everybody, > I have a 16 month old baby girl, and i just recently acquired the Your > Baby Can Read Program, but when i started watching it, it seems too > good to be true, and i was asking my Language Acquisition professor > and she suggested that i inquire within to see if anyone knows the > research behind this program and if there are any down falls or > reasons why i shouldnt continue with the program with my daughter. I > can see the Pros (shell learn to read and expand her vocabulary) but > what would the Cons be. Thank you so much for your time. Any comments > will be appreciated > > Liz Pattison > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 wing0050 at umn.edu Sun Feb 28 23:21:43 2010 From: wing0050 at umn.edu (wing0050 at umn.edu) Date: Sun, 28 Feb 2010 17:21:43 -0600 Subject: Your Baby Can Read....Research? In-Reply-To: Message-ID: Hi, Liz: I am guessing that you are the wonderful type of parent who will provide a stimulating environment for your child in a myriad of ways, and so my sense is that whether you include early reading in this stimulating environment or not, your child will do well. I have been asked this and similar questions (re electronic programs, Baby Einstein, signing, early reading, etc.) by a significant number of parents, and my response is generally that given the gestalt of supportive and stimulating parenting that will occur under your tutelage, you child will do well with or without early reading. However, having said that, my own bias is that there is not much to be gained by this pursuit. Generally, research on preschool readers indicates that they tend to join a well-educated cohort at the same reading level by grade 3. My own bias, having reviewed the sensorimotor literature and worked with a good number of sensorimotor therapists over the course of my career as an SLP, is to prioritize for young children hands-on and multi-sensory experiences, accompanied by the appropriate oral language, as the best foundation for future learning. (I also read that one of the causative factors in our immune deficiency-prone society is our lack of exposure to good old dirt and other nasty substances at an early age.) While I emphasize pre-literacy and literacy skills to my low SES (and wonderful) cohort of prschool children and parents, my advice to well-educated and middle income and beyond cohorts is to sit back, talk to your child, and get dirty. Chris Wing, Doctoral Candidate Speech-Language-Hearing Sciences University of Minnesota United States of America On Feb 28 2010, Aliyah MORGENSTERN wrote: >Dear Liz, >I don't know the program, so I can't judge but I'm a bit amazed. We >want babies to baby-sign at 9 months (which isn't acquiring sign >language in a signing environment) and now to read at 16 months... >Maybe it is important that children be kept in a non literate world >for a few years and use their ears (when they can) before entering >language through reading skills. Reading is extremely important, but >literacy does change our perspective on language and I'm personally >glad we all spend a few years developing our oral language, our >gestures, ou prosody, and all that comes with the vocal modality. I do >think that literacy changes our whole perspective onclangauge. We gain >a new world, we lose what cultures without a writing system did >maintain. But I'm not a specialist in that field. It seems to me that >reading too soon could get them focussed on different skills and they >might not use their natural capacities and the specific cognitive and >mostly interactional or social skills as much. But I might be wrong, >we all code-switch between two languages, some of us from birth, maybe >that is just the same. It might just bring more to them and be an >enrichment. I was glad my kids learned to play music at four where >some of my friends found that it was totally crazy... >If you decide to go ahead, let me know what you think of it. > >Best, >Aliyah MORGENSTERN > >Professeur de linguistique >Universit? Sorbonne Nouvelle - Paris 3 >Institut du Monde Anglophone >5 rue de l'Ecole de M?decine >75006 Paris > > > > >Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit : > >> Hello Everybody, >> I have a 16 month old baby girl, and i just recently acquired the Your >> Baby Can Read Program, but when i started watching it, it seems too >> good to be true, and i was asking my Language Acquisition professor >> and she suggested that i inquire within to see if anyone knows the >> research behind this program and if there are any down falls or >> reasons why i shouldnt continue with the program with my daughter. I >> can see the Pros (shell learn to read and expand her vocabulary) but >> what would the Cons be. Thank you so much for your time. Any comments >> will be appreciated >> >> Liz Pattison >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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.