From m.changsmith at uq.edu.au Fri Jan 1 00:40:47 2010 From: m.changsmith at uq.edu.au (Meiyun Chang-Smith) Date: Fri, 1 Jan 2010 10:40:47 +1000 Subject: bilingual acquisition methodology references Message-ID: Dear Bill, It is exciting that you are undertaking a longitudinal study of simultaneous bilingual first language acquisition involving an East Asian language and English! As you may have gathered already, systematic longitudinal case studies on such language pairs remain very scarce in the literature. Hence, your study could make a significant contribution to the field. My PhD thesis in 2005 involved longitudinal case studies on a monolingual Mandarin speaking child in Taipei and a simultaneous Mandarin-English bilingual child in Brisbane, with a specific focus on nominal expressions. This was published in April 2009 (see book reference below). I have also conducted a more detailed comparison of the grammatical development between the two case studies and the findings are going to be published in March 2010 (below). I hope you may find these works and the extensive literature review and references cited therein helpful. Chang-Smith, Meiyun (2009). The Acquisition of Determiner Phrase in Early Child Mandarin: A Longitudinal Study of Two Mandarin Speaking Children. VDM publishers, Saarbruecken, Germany. ISBN: 978-3-639-12941-0. Chang-Smith, Meiyun. (2010). First language acquisition of Mandarin Determiner Phrase: comparisons between monolingual Mandarin and simultaneous bilingual Mandarin-English children. International Journal of Bilingualism 14:1, 1-25. All the best for the data collection! Meiyun Chang-Smith *********************************************************** Meiyun Crystal Chang-Smith, MAAppL, PhDLinguistics Postdoctoral Research Fellow Queensland Brain Institute The University of Queensland Brisbane Qld 4072, Australia Phone: +61 7 3346 6883 Fax: +61 7 3346 3992 Email: m.changsmith at uq.edu.au Web: http://www.qbi.uq.edu.au/index.html?page=108983&pid=0 *********************************************************** -----Original Message----- From: info-childes at googlegroups.com on behalf of Bill Rago Sent: Thu 12/31/2009 21:27 To: Info-CHILDES Subject: bilingual acquisition methodology references Hello info-CHILDES members, thanks in advance for your responses - they are greatly appreciated. I am interested in simultaneous bilingualism and the methodology used to study it but I don't have extensive experience with the literature. My background is in TESOL so I haven't really read much about the study of early language acquisition methodology (babbling, first words). I have a 7-month old son that's exposed to Korean and English and I want to do a longitudinal case study of his dual language development starting at 10 months and I am looking for other studies or books that cover the methodology used to collect data, methods of analysis, and transcription of the data. Thank you and Happy New Year! -Bill Rago -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 macw at cmu.edu Fri Jan 1 15:31:59 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Jan 2010 17:31:59 +0200 Subject: bilingual data collection Message-ID: Dear Bill, Kim, Barbara, and Meiyun, I share with you the excitement about studies of bilingual acquisition. I also imagine that the use of the Lena recording system may be of some value in this process. However, it also seems to me that each of you should consider the possibility of collecting your data in a way that would allow it to be accessible to other researchers. I think that bilingual researchers such as Virginia Yip and Stephen Matthews, Annick De Houwer, Margaret Deuchar, Fred Genesee, Madalena Cruz-Ferreira, Miquel Serra, Petra Bos, Jeroen Aarsen, Juana Liceras, Raquel Fernandez, Mariko Hayashi, Tania Ionin, Astrid Klammler, Magda Krupa-Kwiatowska, Judit Navracsics, Antje Van Oosten, and Charles Watkins have set a good example for others by sharing their transcripts and, in many cases their audio recording through the CHILDES database system. The Yip-Matthews corpus is a recent and particularly impressive example of how this can be done and the impact it can have on our understanding of childhood bilingualism. Perhaps each of you would consider also contributing; your data to the field using this method. -- Brian MacWhinney, CMU -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cdjanna at lsu.edu Sat Jan 2 16:14:55 2010 From: cdjanna at lsu.edu (Janna) Date: Sat, 2 Jan 2010 08:14:55 -0800 Subject: bilingual data collection In-Reply-To: Message-ID: Dear Bill, Kim, Barbara, and Meiyun, I also share your excitement about studies of bilingual acquisition and the use of the LENA system. I want to point out, though, that the LENA system is most reliable and valid with very very long (day-long) samples. We tested the system with mother-child samples that were 30 minutes long and did not get the levels of reliability and validity that are needed for a scientific study. This is not to say that the LENA system does not have value for its intended purposes----just be careful and do the necessary reliability and validity checks if you planned to use the system for samples that are shorter than 10+ hours. I'll be happy to send you our article on LENA if you want this. Janna Oetting Louisiana State University On Jan 1, 9:31 am, Brian MacWhinney wrote: > Dear Bill, Kim, Barbara, and Meiyun, > >     I share with you the excitement about studies of bilingual acquisition.  I also imagine that the use of the Lena recording system may be of some value in this process.  However, it also seems to me that each of you should consider the possibility of collecting your data in a way that would allow it to be accessible to other researchers.  I think that bilingual researchers such as Virginia Yip and Stephen Matthews, Annick De Houwer, Margaret Deuchar, Fred Genesee, Madalena Cruz-Ferreira, Miquel Serra, Petra Bos, Jeroen Aarsen, Juana Liceras, Raquel Fernandez, Mariko Hayashi, Tania Ionin, Astrid Klammler, Magda Krupa-Kwiatowska, Judit Navracsics, Antje Van Oosten, and Charles Watkins have set a good example for others by sharing their transcripts and, in many cases their audio recording through the CHILDES database system.  The Yip-Matthews corpus is a recent and particularly impressive example of how this can be done and the impact it can have on our understanding of childhood bilingualism.  Perhaps each of you would consider also contributing; your data to the field using this method. > > -- Brian MacWhinney, CMU -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 annickej at yahoo.com Sat Jan 2 17:58:32 2010 From: annickej at yahoo.com (Annick De Houwer) Date: Sat, 2 Jan 2010 09:58:32 -0800 Subject: methods for studying bilingual acquisition Message-ID: Dear Bill and CHILDES-members, It would be great to have new data on Korean-English bilingual acquisition. If I may...My textbook entitled "Bilingual First Language Acquisition" (published in 2009 with Multilingual Matters) contains a whole chapter on issues specific to data collection and analysis in a BFLA setting. Bill, you may find its in-depth coverage of pretty much all topics in BFLA that have been investigated so far useful in order to get to know the field. --Annick Annick De Houwer, PhD Professor of Language Acquisition and Language Teaching University of Erfurt, Germany and Collaborative Investigator, Eunice Shriver Kennedy National Institute for Child Health & Human Development Child & Family Research, USA annick.dehouwer at uni-erfurt.de -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bart.hollebrandse at gmail.com Mon Jan 4 08:50:20 2010 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Mon, 4 Jan 2010 00:50:20 -0800 Subject: Let the Children Speak (programme available) In-Reply-To: Message-ID: Here is the actual programme: Let the Children Speak Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment 22 - 24 January 2010 London Location: The Wellcome Trust, Conference Centre, 183 Euston Road, London NW1 2BE Programme Friday 22nd January 2010 12.00 - 14.00 Registration Chair: Daniel Glaser (The Wellcome Trust) 13.45 - 14.15 Welcome: Uli Sauerland and Heather van der Lely 14.15 - 14.45 TBC Representative from Department for Children, Families and Schools Introduced by Linda Lascelles, CEO Association for all Speech Impaired Children 14.45 - 15.05 Abby Beverly The perspective of an Adult with SLI Living with a language impairment In discussion with Victoria Joffe (City University London, UK) 15.05 - 15.55 Stephen Crain, Professor of Cognitive Science MACCS Macquarie University, Australia Investigating child language from a 'biolinguistic' perspective 15.55 - 16.50 Coffee Break Poster Session I Interactive Sessions Demonstrations and participation in the COST A33 language experiments 16.50 - 17.00 Jo Eddings The perspective of a parent of a child with SLI 17.00 - 18.30 Panel Discussion Also open to those attending the Reception Moderated and chaired by Daniel Glaser (The Wellcome Trust) Panel Members: 1. Heather van der Lely, COST A33 Vice Chair (Harvard University, USA) The scientific perspective 2. Virginia Beardshaw, CEO I CAN: The children's communication charity 3. TBC:Helga Nowotny, Vice President ERC 4. Hazel Roddam, Deputy Chair of the Royal College of Speech and Language Therapists, UK Panel Discussion General Discussion and Audience Participation 18.30 - 21.00 COST A33 Reception At The Wellcome Trust Medicine Now Gallery Conference participants plus Ambassadors of all 25 countries involved in COST A33, and other professionals and politicians from the EU Saturday 23rd January 2010 08.30 - 09.00 Registration Chair: Michael Thomas, (Birkbeck, University of London, UK) 09.00 - 10.15 Symposium 1: Coordinator Spyridoula Varlokosta (Athens University, Greece Children's production and comprehension of pronouns across languages João Costa (Universidade Nova de Lisboa, Portugal) Production of pronouns - designing a crosslinguistic experiment and crosslinguistic findings Maria Teresa Guasti (University Milano-Bicocca, Italy) Production of partitive pronouns across languages Maria Teresa Guasti (University Milano-Bicocca, Italy) Children's comprehension of pronouns in European languages 10.15 - 10.30 Susan Edwards (Reading University, UK). Discussion by Professional SLT 10.30 - 11.00 Coffee Break Poster Session II 11.00 - 12.00 Symposium 2: Coordinator Angeliek van Hout (University of Groningen, Netherlands) Acquiring tense and aspect Angeliek van Hout (University of Groningen, Netherlands) Learning to understand aspect across languages Bart Hollebrandse (University of Groningen, Netherlands) Acquiring tense crosslinguistically: comprehension and production 12.00 - 12.15 Jane Stokes (MRCSLT University of Greenwich, UK) Discussion by Professional End of Symposium 12.15 - 14.30 Lunch Interaction session Poster Session II (continued) Chair: Dr Kleanthes Grohmann, (University of Cyprus, Greece) 14.30 – 16.00 Symposium 3: Coordinator Naama Friedmann (Tel Aviv University, Israel) Children's questions about questions Naama Friedmann (Tel Aviv University, Israel) Introduction: on wh questions and relative clauses in typically developing and language-impaired children Heather van der Lely (Harvard University, USA) How do 5 year olds understand questions: Differences in languages across Europe? Petra Schulz (Goethe University, Frankfurt am Main, Germany) Who answered what to whom? On children’s understanding of exhaustive questions Naama Friedman (Tel Aviv University, Israel) The production of relative clauses by 5 year olds across multiple languages: "They prefer to be the children who do not produce object relatives" 15.45 - 16.00 TBC Susan Ebbels (Moor House School for language Impaired children, UK) Discussant. 16.00 - 17.15 Coffee Break Poster session III Interactive Session 17.15 - 17.45 General Discussion: Led by Daniel Glaser 17.45 - 18.30 Management Meeting: MC COST members only 19.15 Conference Dinner The Crypt in Ely Place (off Holborn Circus) (Bleeding Heart Yard Restaurant) Sunday 24th January 2010 Chair: Ineta Dabašinskienė (Vytautas Magnus University Lithuania) 09.00 - 10.15 Symposium 4: Coordinator Sharon Armon-Lotem, (Bar-Ilan University, Israel) Understanding passive sentences Sharon Armon-Lotem (Bar-Ilan University, Israel) An introduction – why study the acquisition of passive sentences? Kazuko Yatsushiro (ZAS, Berlin) Short and long passives in 5 year olds: a crosslinguistic perspective Sari Kunnari (University of Oulu, Finland ) The development of the passive Kristine Jensen de López (Aalborg University, Denmark) Understanding passive sentences by children with specific language impairments: a cross-linguistic comparison 10.15 - 10.30 Julie Dockrell (Institute of Education, UK) Discussion from an Educational perspective 10.30 - 11.00 Coffee Break Poster session III (continued) 11.00 - 12.15 Symposium 5 Coordinator Ken Drozd (Hanze University, Groningen, Netherlands) Quantifiers and implicatures Ken Drozd (Hanze University, Groningen, Netherlands) Some ambassadors attended the conference: Understanding quantifiers and implicatures Napoleon Katsos (Cambridge University, UK) What can the acquisition of quantification tell us about assessing language development? Evidence from crosslinguistic, bilingual and SLI research Arve Asbjørnsen (University of Bergen, Norway) Challenges in test development: some psychometric properties of the quantification tasks 12.15 – 12.30 Hilary Gardner (SLT, and Shefield University UK). Discussion: an educational and professional perspective 12.30 - 13.00 Tom Roeper (University of Massachusetts, USA) Conference Discussant 13.00 – 13.05 Presentation of Poster Prize Conference Close 13.05 - 14.00 Lunch -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 nielojram at gmail.com Mon Jan 4 13:22:13 2010 From: nielojram at gmail.com (Deunk, Marjolein) Date: Mon, 4 Jan 2010 05:22:13 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: <4736842c-b933-49ab-aec2-e4dfe8af124b@j24g2000yqa.googlegroups.com> Message-ID: Hi Bill, I used 'jackets' with recording device inside to study children's natural speech in preschool classrooms. We designed colorful jackets (unique color combinations also made it easier to distinguish between children in the classroom later on) with space to hide a recorder at the back and a microphone at the front. The wire from microphone to recording device ran through the lining of the jacket. I used sony minidisc recorders, because that seemed to be the best solution at the time, but I guess there are mp3 recorders to which one can connect omnidirectional microphones available nowadays. The problem with Sony is that it doesn't record in mp3 or wav format, so you'll have to convert the recordings. It is of course easiest to record in the correct format right away. The advantage of jackets with recording equipment inside is that there is no signal transmission to a receiver like in the Bristol Study of Gordon Wells (probably the first to record spontaneous speech this way), so you can 'wire' multiple children simultaneously without problems. You can find more information about my 'recording jackets' (including pictures) in my dissertation, chapter 1 and throughout the book. http://dissertations.ub.rug.nl/faculties/arts/2009/m.i.deunk/?pLanguage=en Kind regards, Marjolein -- Marjolein Deunk GION - Institute for Educational Research University of Groningen, the Netherlands www.rug.nl/staff/m.i.deunk m.i.deunk at rug.nl On Dec 30 2009, 6:24 am, Bill Rago wrote: > Hello, I am interested in building a self-contained recording harness > like this one built by Margaret Fleck (http://talkbank.org/da/ > fleck.html). > > Has anyone tried building something like this recently? I contacted > Margaret Fleck and she said it's been years since she has worked on > the harness so I wonder if anyone else has had success or failure in > this area. > > Thanks in advance, > > Bill -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Mon Jan 4 14:10:40 2010 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 4 Jan 2010 14:10:40 +0000 Subject: Updated self-contained toddler recording harness? In-Reply-To: Message-ID: I've posted about this before, but we have used toddler-sized backpacks with (again because that was the best technology at the time) mini-disc recorders inside. The first five minutes of recordings are usually all about backpacks but after that the children forget they have them on. Again, if you wanted you could have individual unidirectional tieclip microphones for different children, but we used omni-directional tieclip microphones and picked up most adult/other child speech quite audibly. Katie Alcock Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Wed Jan 6 00:43:54 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Tue, 5 Jan 2010 16:43:54 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: Message-ID: I used a minidisc recorder because that was what was good at the time, but there must be better similar devices these days.    For the garment, I think (combining my experience with the stories from others I've seen) there are several important considerations     * what can you get and adapt easily without having to do much sewing?     * other needs of your experiment (e.g. the colors to identify kids mentioned by Katie)     * what activities must it withstand and/or be compatible with? The activities considerations are going to depend dramatically on your experiment. For example, a small device on the right part of the back is ok even for diaper changes or strapping into a stroller, where a larger backpack might cause discomfort.    Food or paint or sand argue for protecting the recorder well, keeping the garment easy to launder, and using a cheap mic.   Outdoor activities require that any cables must detach or break quickly if entangled, for safety reasons.   But none of that's a real issue if they are sitting quietly playing with a dollhouse. Margaret -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Wed Jan 6 01:35:04 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Tue, 5 Jan 2010 17:35:04 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: <800107.6245.qm@web65714.mail.ac4.yahoo.com> Message-ID: Two other considerations to think about, largely based on a totally other experiment we once did in a science museum aimed at kids. First, wireless transmitters can fail in certain environments, most notably where there are big hunks of metal around.    This includes not only visible metal like elevators but also certain kinds of rebars used in walls/pillars.. Second, consider the temperature(s) of your environment and, thus, what the subjects will be wearing. Also, I recall an account of a museum system for kids that used those little packs that fit around your waist (called "fanny packs" in the US to the endless amusement of folks from the rest of the English-speaking world).    Cheers, Margaret -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Jan 6 19:12:01 2010 From: dalep at unm.edu (Philip Dale) Date: Wed, 6 Jan 2010 12:12:01 -0700 Subject: New issue of Journal of Child Language is available on Cambridge Journals Online Message-ID: Cambridge Journal Online The following issue is now available online: JOURNAL OF CHILD LANGUAGE Volume 37 - Issue 01 - January 2010 PDF version of this Table of Contents Articles Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols ANN SUTTONNATACHA TRUDEAU, JILL MORFORD, MONICA RIOS, MARIE-ANDRÉE POIRIER Journal of Child Language, Volume 37, Issue 01, January 2010, pp 1 - 26 doi:10.1017/S0305000909009477 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Rethinking child difficulty: The effect of NP type on children's processing of relative clauses in Hebrew INBAL ARNON Journal of Child Language, Volume 37, Issue 01, January 2010, pp 27 - 57 doi:10.1017/S030500090900943X Published online by Cambridge University Press 30 Mar 2009 [ abstract ] _____ Children's sentence planning: Syntactic correlates of fluency variations DANA MCDANIELCECILE MCKEE, MERRILL F. GARRETT Journal of Child Language, Volume 37, Issue 01, January 2010, pp 59 - 94 doi:10.1017/S0305000909009507 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Explaining the disambiguation effect: Don't exclude mutual exclusivity VIKRAM K. JASWAL Journal of Child Language, Volume 37, Issue 01, January 2010, pp 95 - 113 doi:10.1017/S0305000909009519 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development AMY KYRATZISTAMARA SHUQUM ROSS, S. BAHAR KOYMEN Journal of Child Language, Volume 37, Issue 01, January 2010, pp 115 - 144 doi:10.1017/S0305000908009069 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Brief Research Report Phonological changes during the transition from one-word to productive word combination KATSURA AOYAMAANN M. PETERS, KIMBERLY S. WINCHESTER Journal of Child Language, Volume 37, Issue 01, January 2010, pp 145 - 157 doi:10.1017/S0305000909009465 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Child L2 development: A longitudinal case study on Voice Onset Times in word-initial stops ELLEN SIMON Journal of Child Language, Volume 37, Issue 01, January 2010, pp 159 - 173 doi:10.1017/S0305000909009386 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Optional elements and variant structures in the productions of bei2 ‘to give’ dative constructions in Cantonese-speaking adults and three-year-old children ANITA M.-Y. WONGDORCAS C.-C. CHOW, CATHERINE MCBRIDE-CHENG, STEPHANIE F. STOKES Journal of Child Language, Volume 37, Issue 01, January 2010, pp 175 - 196 doi:10.1017/S0305000909009416 Published online by Cambridge University Press 10 Mar 2009 [ abstract ] _____ Semantic bias in the acquisition of relative clauses in Japanese HIROMI OZEKIYASUHIRO SHIRAI Journal of Child Language, Volume 37, Issue 01, January 2010, pp 197 - 215 doi:10.1017/S0305000909009489 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Reviews Angela D. Friederici & Guillaume Thierry (eds), Early language development. Bridging brain and behaviour. Amsterdam & Philadelphia: John Benjamins, 2008. Pp. 277. ISBN 978-90-272-3475-9. Suzanne V. H. van der Feest Journal of Child Language, Volume 37, Issue 01, January 2010, pp 217 - 221 doi:10.1017/S0305000909009441 Published online by Cambridge University Press 17 Apr 2009 [ abstract ] _____ Jean Berko Gleason (ed.), The development of language, 6th edn. Boston, MA: Pearson, 2005. Pp. 516. ISBN 0205394140. Robert E. Owens, Language development: An introduction, 7th edn. Boston, MA: Pearson, 2008. Pp. 509. ISBN 0023901810. William O'Grady, How children learn language. Cambridge: Cambridge University Press, 2005. Pp. 248. ISBN 0521531926 (paperback). Thea Cameron-FaulknerDanielle Matthews, Ludovica Serratrice Journal of Child Language, Volume 37, Issue 01, January 2010, pp 222 - 228 doi:10.1017/S0305000909009453 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] To access this issue visit: http://journals.cambridge.org/jid_JCL Tables of contents and article abstracts are free to all on Cambridge Journals Online. Access to the full text is available to users whose institutions subscribe. If your institution does not subscribe why not recommend Journal of Child Language to your librarian today and gain access 24-hours a day. Visit: http://journals.cambridge.org/recommend_JCL If you have any queries regarding this email or Cambridge Journals Online, please email subscriptions_newyork at cambridge.org if you are located in the USA, Canada, or Mexico and subscriptions_cambridge at cambridge.org if you are located elsewhere. With best wishes Cambridge Journals http://journals.cambridge.org P.S We will continue to provide details as new content becomes available for this journal, based on the parameters you have set on the Cambridge Journals Online system. To unsubscribe, go to journals.cambridge.org, log in, go to 'My content alerts' and untick the journal for which you no longer wish to receive alerts. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ATT00007.gif Type: image/gif Size: 2598 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Fri Jan 8 08:11:29 2010 From: mariateresa.guasti at unimib.it (Maria Teresa Guasti) Date: Fri, 8 Jan 2010 09:11:29 +0100 Subject: De Vincenzi Fellowship Message-ID: DE Vincenzi Psycholinguistics Postdoctoral Fellowship The De Vincenzi Foundation announces a 1-year fellowship, $33,000 plus economy air fare, for Italian students to pursue post-doctoral study preferably in the US or in another country (Italy excluded), beginning September 1, 2010. The fellowship is for study and research in the area of grammatically-oriented psycholinguistics at an institution of the applicant's choice. Applications should be received by February 28, 2010 and it is expected that a decision will be announced by April 14, 2010. Applications should be submitted electronically, in English, and should include: -CV, including evidence of competence in spoken English -A four-page statement of purpose describing the proposed plan of study/research -Papers, reports, Ph.D dissertation written in English or Italian by the candidate. If the dissertation was written in Italian, the candidate should provide a 12 page summary maximum (shorter encouraged) written in English. -The name and contact information for a sponsor at the University or research centre chosen, accompanied by a letter of agreement from the sponsor indicating the individual's willingness to serve as a sponsor if the fellowship is awarded Candidates should arrange for three referees to submit confidential letters of reference via email borsedistudio at fondazionedevincenzi.org Please write in the subject line: F2010. In case the candidate does not hold the PhD at the deadline of submission of the application, the faculty advisor should send a statement of assurance that the PhD will be completed by July 31st, 2010. Applications should be submitted to: borsedistudio at fondazionedevincenzi.org Receipt of all submitted material will be acknowledged by email. The De Vincenzi Foundation was established in the will of the late Italian psycholinguist Marica De Vincenzi for the support of young Italian scholars who intend to carry out research abroad in the domain of grammatically-oriented psycholinguistics preferably at US institutions (but other countries, except for Italy, are eligible) and preferably to do research on questions concerning sentence or discourse level processing.. The primary criteria used in evaluating fellowship applications are the impact on the applicant's career development and on psycholinguistics in Italy more broadly. Applications will be judged based on candidates' past record and future potential, the suitability of the host lab, and the feasibility and impact of the proposed research, including (where appropriate) plans for applying for postdoctoral funding beyond the initial fellowship year. The scientific committee includes Lyn Frazier as president, Maria Teresa Guasti as vice-president, Janet Dean Fodor, Colin Phillips, Luigi Rizzi, and Sandro Zucchi. Head of the administrative board is Remo Job. http://www.fondazionedevincenzi.org -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Fri Jan 8 18:28:22 2010 From: beachjade at gmail.com (beachjade) Date: Fri, 8 Jan 2010 10:28:22 -0800 Subject: Type-Token Ratios Message-ID: Dear All, I am analyzing a 20-minute language sample (10-min free play, 10-min shared book reading) and want to calculate a type-token ration to characterize lexical diversity. I understand that TTRs can be greatly influenced by the size of the language sample. Can any of you recommend a current best practice for calculating an unbiased TTR? Thanks in advance, Margaret Friend -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Fri Jan 8 18:33:45 2010 From: lieven at eva.mpg.de (elena lieven) Date: Fri, 8 Jan 2010 18:33:45 +0000 Subject: Type-Token Ratios In-Reply-To: Message-ID: VOCD, available in the suite of CLAN programs is the answer. elena lieven beachjade wrote: > Dear All, > > I am analyzing a 20-minute language sample (10-min free play, 10-min > shared book reading) and want to calculate a type-token ration to > characterize lexical diversity. I understand that TTRs can be greatly > influenced by the size of the language sample. Can any of you > recommend a current best practice for calculating an unbiased TTR? > > Thanks in advance, > Margaret Friend > > ------------------------------------------------------------------------ > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.warlaumont at memphis.edu Mon Jan 11 06:04:57 2010 From: anne.warlaumont at memphis.edu (Anne Warlaumont) Date: Mon, 11 Jan 2010 00:04:57 -0600 Subject: International Child Phonology Conference 2010 Announcement Message-ID: Dear InfoCHILDES, For anyone who is interested, below you will find the initial announcement and call for proposals for the 2010 International Child Phonology Conference. All are welcome to attend and submit a proposal! Cheers, Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt ****************************************************** The International Child Phonology Conference will be held in Memphis, April 9-10 (Friday and Saturday), 2010. This is our call for proposals due February 8, 2010. Please send to koller at memphis.edu: 1. Authors' names in the order in which you would like them to be listed in the program 2. Title of presentation 3. An abstract (<200 words) 4. Your preference of presentation format (paper or poster) We would also be very pleased to hear from any of you who would like to help coordinate or participate in a symposium on any relevant topic, so please contact me directly if you have one in mind. Our approach will be to plan to assign abstracts to the podium presented papers in such a way that we can maximize the coherency of the topics that will be presented from the podium in symposia and/or thematic sessions. We plan to have a reception on Thursday evening for those who can arrive by the early evening. We are trying to arrange the meeting for a downtown hotel, which will allow for fine times on Beale Street, where the blues is king, and B.B. King’s club may be the king of the clubs, at the Rock and Soul Museum, at the Gibson Guitar Factory, and not terribly far from Graceland, where Elvis was king, till, well, you know, he sort of overdid it, being the king and all. There are quite a few hotels to choose from on the downtown trolley line or extremely near it, so wherever the conference itself is held, you’ll be able to get there in a few minutes walking or riding. Memphis is a very nice place to visit; we’ll ride the trolleys and eat well, and if anyone wants to sleep in a heart-shaped bed near Graceland, I think it will be possible to find a room for it (but we’ll leave that to you). So come early and stay late if you can. There will also be lots of new and exciting things to talk about in the world of vocal development, early child phonology, multilingualism, infant and child speech physiology, evolution of spoken language, and so on . Many interesting things are going on in our increasingly expansive world of child phonology. We hope you will come, give a paper or a poster and enjoy yourselves thoroughly. Best wishes, Kim, that is D. K. Oller Along with primary aides to the organization, Linda Jarmulowicz and Eugene Buder 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 ****************************************************** -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Jan 14 12:53:16 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Thu, 14 Jan 2010 04:53:16 -0800 Subject: New codes Message-ID: We want to know how to introduce new codes into CLAN in the dependent tiers. We have already tried out from "Coder Mode" following CLAN Manual and we failed. Can anybody help us? Thank you. Language group in Special Education (Spain) -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Jan 14 16:30:47 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Jan 2010 11:30:47 -0500 Subject: New codes In-Reply-To: <1eb11b9b-98af-4975-ae11-f535204261c6@e27g2000yqd.googlegroups.com> Message-ID: Dear GrupoLCCVL, Could you be more specific about the point at which Coder Mode fails for you? Try these steps. 1. open the file CLAN/lib.ne20/14.cha 2. type escape-e 3. navigate to the /coder folder and select codeshar.cut 4. you will see %spa at the bottom of the screen 5. hit return 6. you will see codes and so on Then just read the manual for the rest. Please note that techical questions about CLAN should be posted to chibolts at googlegroups.com, not info-childes at googlegroups.com. Many thanks. -- Brian MacWhinney On Jan 14, 2010, at 7:53 AM, grupolcvl wrote: > We want to know how to introduce new codes into CLAN in the dependent > tiers. We have already tried out from "Coder Mode" following CLAN > Manual and we failed. Can anybody help us? > > Thank you. > Language group in Special Education (Spain) > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 aurora.bel at upf.edu Mon Jan 18 11:08:44 2010 From: aurora.bel at upf.edu (aurora.bel at upf.edu) Date: Mon, 18 Jan 2010 03:08:44 -0800 Subject: 6th International Conference on Language Acquisition: Abstract submission now open Message-ID: Abstract Submission Until February 15, 2010 The 6th International Conference on Language Acquisition will take place from 8-10 September 2010 at the University of Barcelona (Spain) under the auspicies of A.E.A.L (Asociación para el Estudio de la Adquisición del Lenguaje ‘Association for the Study of Language Acquisition’). The Conference provides a forum to disseminate research and to become acquainted with new research developments in the domain of language acquisition. A.E.A.L is pleased to invite you to participate in this conference with proposal for posters, individual papers or symposia on any topic in the areas of Language Acquisition. The conference is organized by the GRERLI Research Group at the University of Barcelona and the ALLENCAM Research Group at the Pompeu Fabra University. Submissions will consist of an abstract no more than 500 words in length of original, unpublished research. Detailed information regarding abstract format, content, and evaluation criteria can be found at http://stel.ub.edu/cial2010 Abstracts in the following areas are welcomed: - Early language acquisition, including speech perception, preverbal communication, phonological, morphological, syntactic, lexical- semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. - Later language acquisition (beyond age 5), including spoken, written or signed discourse, reading and writing; figurative uses of language, phonological, morphological, syntactic, lexical-semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. - Language acquisition in atypical population, language disorders and / or disorders in spoken, written or signed communication. - Tools for studying language, including contributions that highlight methodological issues such as sampling, data analysis, innovative statistical techniques, intervention studies. - Perspectives on Language acquisition, including contributions discussing epistemological basis of language research, explicative models of development, cross linguistic perspectives. Invited Speakers: Naama Friedman, University of Tel Aviv John Trueswell, University of Pennsylvania Ruth Berman, Emeritus Professor, Tel Aviv University Dan Slobin, Emeritus Professor, University of Berkeley Early registration - Deadline: 30 May de 2010 AEAL members: 200€ Non-AEAL members: 250€ Students: 100€ Abstracts must be received before February 15, 2010 and should be submitted using the online submission system at http://stel.ub.edu/cial2010. -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Mon Jan 18 15:11:46 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Tue, 19 Jan 2010 00:11:46 +0900 Subject: JSLS2010: Abstract submission will close soon Message-ID: The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro-Communications) Conference Dates: June 26-27, 2010 The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka-shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 editor.iascl.clbulletin at gmail.com Tue Jan 19 02:53:38 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 18 Jan 2010 18:53:38 -0800 Subject: IASCL Child Language Bulletin Message-ID: The Child Language Bulletin is the official newsletter of the IASCL Association, and it is published twice a year at http://iascl.talkbank.org/clb.html. All members of the association will receive an e-mail message each time a new issue of the bulletin is published. Starting from the latest Dec 2009 issue, there is a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://www.iascl.org/bulletins/bulletinV29N2.html The PDF version may make the bulletin easier to read directly for some readers. Thanks Brian for making this suggestion. Best Regards Angel Chan IASCL Child Language Bulletin Editor -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cbrc.cuhk at gmail.com Tue Jan 19 03:43:30 2010 From: cbrc.cuhk at gmail.com (Childhood Bilingualism Research Centre) Date: Mon, 18 Jan 2010 19:43:30 -0800 Subject: Workshop on Bilingualism and Language Acquisition (17 March 2010, Hong Kong) Message-ID: Dear all, We are pleased to announce a Workshop on Bilingualism and Language Acquisition to be held on 17 March 2010 at the Chinese University of Hong Kong. The Workshop will launch the Distinguished Speakers Lectures Series with two internationally renowned speakers giving inaugural speeches: 'Cognitive advantages of bilingualism in early childhood’ Ellen Bialystok (York University, Canada) Distinguished Research Professor of Psychology 'Early birds have words’: 早學三光， 晚學三荒 Maria Polinsky (Harvard University, USA) Professor of Linguistics AIMS The Workshop brings together researchers working on different areas in the fields of bilingualism and language acquisition, in an effort to promote the integration of research in both fields. In addition to the two keynote speakers, a number of invited speakers from institutions in Hong Kong will present their work at the Workshop, representing the fields of linguistics, neuro-cognitive science, psychology, speech therapy, engineering and language education. The Workshop seeks to create a platform to facilitate presentation and exchange of recent findings on bilingual acquisition involving Cantonese, Mandarin and English. We hope to forge a dialogue and synergy between researchers who share similar interests in bilingual acquisition, stimulating research with an interdisciplinary perspective. The Workshop will be of interest to a wide spectrum of professionals in early childhood education, language pathology, speech science and teacher training. The Workshop is jointly organized by the Childhood Bilingualism Research Centre, the State Key Laboratory of Brain and Cognitive Sciences at the University of Hong Kong and the Global Parent Child Resource Centre at Braemar Hill Nursery School. PROGRAM The Workshop Program is available at: http://www.cuhk.edu.hk/lin/cbrc/workshop/ Attendance is free but registration is required for attendance. Please download registration form from our Workshop website. Childhood Bilingualism Research Centre Department of Linguistics and Modern Languages Chinese University of Hong Kong http://www.cuhk.edu.hk/lin/cbrc -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Tue Jan 19 12:52:06 2010 From: a.schueppert at rug.nl (A. Schueppert) Date: Tue, 19 Jan 2010 13:52:06 +0100 Subject: Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Message-ID: *********************************************************************************** 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) · Kathryn Campbell-Kibler (Ohio State) · Marianne Gullberg (Lund and MPI Nijmegen) · Mark Liberman (UPenn) · Nancy Niedzielski (Rice) 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 -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.warlaumont at memphis.edu Thu Jan 21 19:41:21 2010 From: anne.warlaumont at memphis.edu (Anne Warlaumont) Date: Thu, 21 Jan 2010 13:41:21 -0600 Subject: International Child Phonology Conference 2010 Announcement In-Reply-To: <5fe93b9b1001102204p306afc6ft51112326b674165c@mail.gmail.com> Message-ID: Hello all, This is an update to my post about the 2010 International Child Phonology Conference (see below). The conference website is now up and can be found at: http://www.memphis.edu/ausp/icpc2010.htm Updates and announcements will be posted there. Thanks, and hope to see some of you there! Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt On Mon, Jan 11, 2010 at 12:04 AM, Anne Warlaumont wrote: > Dear InfoCHILDES, > > For anyone who is interested, below you will find the initial > announcement and call for proposals for the 2010 International Child > Phonology Conference. All are welcome to attend and submit a proposal! > > Cheers, > > Anne > > Anne S. Warlaumont > Ph.D. Student > Speech-Language Pathology > The University of Memphis > 807 Jefferson Ave. > Memphis, TN 38105 > email: anne.warlaumont at memphis.edu > web: http://umpeople.memphis.edu/awarlmnt > > ****************************************************** > > The International Child Phonology Conference will be held in Memphis, > April 9-10 (Friday and Saturday), 2010. This is our call for proposals > due February 8, 2010. Please send to koller at memphis.edu: > > 1. Authors' names in the order in which you would like them to be > listed in the program > 2. Title of presentation > 3. An abstract (<200 words) > 4. Your preference of presentation format (paper or poster) > > We would also be very pleased to hear from any of you who would like > to help coordinate or participate in a symposium on any relevant > topic, so please contact me directly if you have one in mind. Our > approach will be to plan to assign abstracts to the podium presented > papers in such a way that we can maximize the coherency of the topics > that will be presented from the podium in symposia and/or thematic > sessions. > > We plan to have a reception on Thursday evening for those who can > arrive by the early evening. We are trying to arrange the meeting for > a downtown hotel, which will allow for fine times on Beale Street, > where the blues is king, and B.B. King’s club may be the king of the > clubs, at the Rock and Soul Museum, at the Gibson Guitar Factory, and > not terribly far from Graceland, where Elvis was king, till, well, you > know, he sort of overdid it, being the king and all. > > There are quite a few hotels to choose from  on the downtown trolley > line or extremely near it, so wherever the conference itself is held, > you’ll be able to get there in a few minutes walking or riding. > Memphis is a very nice place to visit; we’ll ride the trolleys and eat > well, and if anyone wants to sleep in a heart-shaped bed near > Graceland, I think it will be possible to find a room for it (but > we’ll leave that to you).  So come early and stay late if you can. > > There will also be lots of new and exciting things to talk about in > the world of vocal development, early child phonology, > multilingualism, infant and child speech physiology, evolution of > spoken language, and so on . Many interesting things are going on in > our increasingly expansive world of child phonology. We hope you will > come, give a paper or a poster and enjoy yourselves thoroughly. > > Best wishes, > Kim, that is > D. K. Oller > Along with primary aides to the organization, > Linda Jarmulowicz and > Eugene Buder > > > 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 > > ****************************************************** > -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristinborjesson at yahoo.de Sat Jan 23 10:57:38 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Sat, 23 Jan 2010 02:57:38 -0800 Subject: Literature on children's understanding of non-literal meaning Message-ID: Dear All, I was wondering whether you could help me find literature (preferably articles) on children's understanding of non-literal meaning such as metaphor, idioms, metonymy and also irony, indirect speech acts or sarcasm, etc. I know of a lot of empirical studies that investigate whether there are differences in understanding of so-called `literal meaning' vs. `non-literal meaning'. However, all of those (that I know) have adult subjects. I also know that there IS literature on children's understanding non-literal meaning/language (I'm interested especially in theories on how and when it is acquired, possibly with differences for different types of non-literal meaning). However, it would probably take me quite some time finding that as I don't know where to look for it and would have to start by feeding google with rather unspecific search items ;) So, I hope you can help me cutting this 'rummaging' short. Thanks. Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sat Jan 23 11:09:20 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sat, 23 Jan 2010 12:09:20 +0100 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: Message-ID: Dear Kristin, I am redirecting your query to two French colleagues: one works on metaphors in typical and autistic children (Karine Duvigneau), and the other coordinates and works herself on humor (Michèle Guidetti). They might give you references. Here are some of the references we've been sharing for our work on humor, (some are in French): Bariaud, F. (1983). La genèse de l’humour chez l’enfant. Paris : PUF. Behne, T., Carpenter, M. & Tomasello, M. (2005). Unwilling versus unable: infants understanding of intentional action. Developmental Psychology, 41 (2), 328-337. Bernicot, J., Laval, V. & Chaminaud, S. (2007). Nonliteral language forms in children : In what order are they acquired in pragmatics and metapragmatics ? Journal of Pragmatics, 39, 2115–2132. Cameron, E.L., Kennedy, K.M. & Cameron, C.A. (2008). “Let me show you a trick!”: a toddler’s use of humor to explore, interpret and negotiate her familial environment during a day in the life. Journal of Research in Childhood Education, 25, 127-138. Clark, H. H. (1996). Using Language. Cambridge: CUP. Del Ré, A. (2003). A criança e a magia da linguagem: um estudo sobre o discurso humorístico. São Paulo,v.1. 265 f, v.2 164 f. Tese (Doutorado em Lingüística. Área de Concentração: Semiótica e Lingüística Geral), Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo. Hoicka, E. & Gattis, M. (2008). Do the wrong thing: how toddlers tell a joke from a mistake. Cognitive Development, 23, 180-190. Hoicka, E. Jutsum, S. & Gattis, M. (2008). Humor, abstraction and disbelief. Cognitive Science, 32, 985-1002 Horgan, D. (1981). Learning to tell jokes: a case study of metalinguistic abilities. Journal of Child Language, 8, 217-224. Hoskens, J. Martinot, C & Guidetti, M. (2009a). Developmental aspects of humor production. Poster présenté au Workshop on Pragmatic Development, Lyon, Avril. Johnson, K.E. & Mervis, C.B. (1997). First steps in the emergence of verbal humor: a case study. Infant Behavior and Development, 20(2), 187-196. Kintsch, W., & Van Dijk, T. A. (1978). Towards a Model of Text Comprehension and Production. Psychological Review, 85, 363-394. Laval, V. & Bert-Erboul, A. (2005). French speaking-children’s understanding of sarcasm : the role of intonation and context. Journal of Speech, Language and Hearing Research, 48(3), 610-620. Laval, V., de Weck, G., Chaminaud, S. & Lacroix, A. (2009). Contexte et compréhension des expressions idiomatiques : une étude chez des enfants francophones présentant une dysphasie de type phonologique syntaxique. Swiss Journal of Psychology, 68(1), 51-60. Loizou, E. (2007). Humor as a means of regulating one’s social self : two infants with unique humorous personas. Early Child Development and Care, 177(2), 195-205. Lyons, V. & Fizgerald, M. (2004). Humor in autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 34(5), 521-531. McGhee, P.E. (&979). Humor : its origin and development. San Fransisco : W.H. Freeman and Co. Piaget, J. & Inhelder, B. (1966). La psychologie de l’enfant. Paris : PUF. Reddy, V. (1991). Playing with other’s expectations: teasing and mucking about in the first year. In : A. Whiten (ed.) Natural theories of mind (pp. 143-158). Oxford: Basil Blackwell. Saint-James, P.J. & Tager-Flusberg, H. (1994). An observational study of humor in autism and Down syndrome. Journal of Autism and Developmental Disorders, 24(5), 603-617. Thommen, E. & Suchet, C. (&999). Humour et intentionnalité chez l’enfant : Incongruités de propriétés entre l’homme et l’animal. Archives de Psychologie, 67, 215-238. Aliyah MORGENSTERN Professeur de linguistique Université Sorbonne Nouvelle - Paris 3 Institut du Monde Anglophone 5 rue de l'Ecole de Médecine 75006 Paris Le 23 janv. 10 à 11:57, Isenthia a écrit : > Dear All, > > I was wondering whether you could help me find literature (preferably > articles) on children's understanding of non-literal meaning such as > metaphor, idioms, metonymy and also irony, indirect speech acts or > sarcasm, etc. > > I know of a lot of empirical studies that investigate whether there > are differences in understanding of so-called `literal meaning' vs. > `non-literal meaning'. However, all of those (that I know) have adult > subjects. I also know that there IS literature on children's > understanding non-literal meaning/language (I'm interested especially > in theories on how and when it is acquired, possibly with differences > for different types of non-literal meaning). However, it would > probably take me quite some time finding that as I don't know where to > look for it and would have to start by feeding google with rather > unspecific search items ;) > > So, I hope you can help me cutting this 'rummaging' short. > > Thanks. > Kristin > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 doritr at post.tau.ac.il Sat Jan 23 13:11:05 2010 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Sat, 23 Jan 2010 15:11:05 +0200 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: Message-ID: Dear Kristin, Here is a new paper on children's comprehension of figurative language: Berman, R.A. & D. Ravid. In press. Interpretation and recall of proverbs in three pre-adolescent populations. *First Language*. You can get it from Ruth Berman (rberman at post.tau.ac.il) or from me. Best Dorit Ravid Professor Dorit Ravid School of Education and the Department of Communications Disorders Tel Aviv University also drtravid at gmail.com -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Isenthia Sent: Saturday, January 23, 2010 12:58 PM To: Info-CHILDES Subject: Literature on children's understanding of non-literal meaning Dear All, I was wondering whether you could help me find literature (preferably articles) on children's understanding of non-literal meaning such as metaphor, idioms, metonymy and also irony, indirect speech acts or sarcasm, etc. I know of a lot of empirical studies that investigate whether there are differences in understanding of so-called `literal meaning' vs. `non-literal meaning'. However, all of those (that I know) have adult subjects. I also know that there IS literature on children's understanding non-literal meaning/language (I'm interested especially in theories on how and when it is acquired, possibly with differences for different types of non-literal meaning). However, it would probably take me quite some time finding that as I don't know where to look for it and would have to start by feeding google with rather unspecific search items ;) So, I hope you can help me cutting this 'rummaging' short. Thanks. Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 beachjade at gmail.com Sat Jan 23 17:16:39 2010 From: beachjade at gmail.com (beachjade) Date: Sat, 23 Jan 2010 09:16:39 -0800 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: <001c01ca9c2d$8558a140$9009e3c0$@tau.ac.il> Message-ID: And here are a few more: Friend, M. (2003). What should I do? Language, paralanguage, and behavior regulation in early childhood. *Journal of Cognition and Development 4*, 161-183. Friend, M. (2001). The transition from affective to linguistic meaning. *First Language, 21*, 219-243. Friend, M. (2000). Developmental changes in sensitivity to vocal paralanguage. *Developmental Science, 3*, 148-162. Friend, M. and Bryant, J. B. (2000) A developmental lexical bias in the interpretation of discrepant messages. *Merrill-Palmer Quarterly, 46*, 140-167. Best Wishes, Margaret Friend On Sat, Jan 23, 2010 at 5:11 AM, Dorit Ravid wrote: > Dear Kristin, > Here is a new paper on children's comprehension of figurative language: > Berman, R.A. & D. Ravid. In press. Interpretation and recall of proverbs in > three pre-adolescent populations. *First Language*. > You can get it from Ruth Berman (rberman at post.tau.ac.il) or from me. > Best > Dorit Ravid > > Professor Dorit Ravid > School of Education and the Department of Communications Disorders > Tel Aviv University > also drtravid at gmail.com > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of Isenthia > Sent: Saturday, January 23, 2010 12:58 PM > To: Info-CHILDES > Subject: Literature on children's understanding of non-literal meaning > > Dear All, > > I was wondering whether you could help me find literature (preferably > articles) on children's understanding of non-literal meaning such as > metaphor, idioms, metonymy and also irony, indirect speech acts or > sarcasm, etc. > > I know of a lot of empirical studies that investigate whether there > are differences in understanding of so-called `literal meaning' vs. > `non-literal meaning'. However, all of those (that I know) have adult > subjects. I also know that there IS literature on children's > understanding non-literal meaning/language (I'm interested especially > in theories on how and when it is acquired, possibly with differences > for different types of non-literal meaning). However, it would > probably take me quite some time finding that as I don't know where to > look for it and would have to start by feeding google with rather > unspecific search items ;) > > So, I hope you can help me cutting this 'rummaging' short. > > Thanks. > Kristin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Jan 25 14:39:30 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 25 Jan 2010 15:39:30 +0100 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <3EAE1324-9E55-4FC9-8979-D1D91A61ECD2@gmail.com> Message-ID: ANNOUNCEMENT of a Conference in PARIS, France No registration fees For organization purposes, please announce your attendance before February 25th to georgie.morand at sfl.cnrs.fr More details can be found here http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr International Conference in PARIS, France Grammaticalization and language acquisition 25 - 26 March 2010 CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 organized by Dominique Bassano (CNRS, Structures Formelles du Langage, UMR 7023, CNRS - Université Paris 8, Paris, France) ANR LANGRAMACQ and by Edy Veneziano (Université Paris Descartes, MoDyCo, UMR 7114, CNRS - Université Paris Ouest & Paris Descartes, Paris, France) ANR EMERGRAM PROGRAM THURSDAY 25 March (ANR Langramacq) 10h - 11h Early comprehension of syntactic constructions: Transitive structures in French M. Kail, D. Bassano, M. Boibieux et P. Bonnet 11h15- 13h Early production: The acquisition of nominal determiners in three children learning different languages D. Bassano, I. Maillochon, W.U. Dressler, K. Korecky-Kröll, S. Laaha,, P. van Geert & M. van Dijk 14h30-15h30 Modeling the role of the input: Input-output relationships from a dynamic systems perspective P. van Geert, M. van Dijk, D. Bassano, I. Maillochon, W.U. Dressler, K. Korecky-Kröll, & S. Laaha 15h30 – 16h Looking for input effects: A study on noun grammaticalization in French D. Bassano, I. Maillochon & P. Bonnet 16h30- 18h Lexicalization and grammaticalization in the verb and the verbal network: typological constraints on language acquisition M. Hickmann, H. Hendriks, A.C. Demagny, A.K. Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne 18h00-18h30: DISCUSSION *********** FRIDAY 26 March (ANR Emergram) 9h30 - 10h45 The emergence of Noun and Verb categories in French : Evidence from production and comprehension studies E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour 10h45 - 11h15 Nouns and Verbs in Spanish : Input and Output from 20 to 25 month S. López Ornat & S. Nieva 11h30 - 13h00 Verbal morphology : Acquisition, input and conversation in development E. Veneziano & C. Parisse; Eve V. Clark & Marie-Catherine de Marneffe, C. Rojas Nieto 14h30-16h30 Transitions towards articulated speech: Examples from French, English and Spanish A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel 17h - 18h The construction of a language system: Putting together fragments of language knowledge E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern; A Peters; C. Rojas Nieto 18h00-18h30 : DISCUSSION -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Jan 25 15:01:43 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 25 Jan 2010 10:01:43 -0500 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <3E06FA79-717D-4D3E-BA66-5A86FD6236F2@paris5.sorbonne.fr> Message-ID: Dear Edy, The conference ;looks excellent! What happened about the ticket? I learned from Ellen that she had not been party to the correspondence since her e-mail had changed. Her work cannot pay for attendance. Is is possible that Emergram might find funds for her? Thanks, Lorraine At 09:39 AM 1/25/2010, you wrote: >ANNOUNCEMENT of a Conference in PARIS, France >No registration fees >For organization purposes, please announce your >attendance before February 25th to >georgie.morand at sfl.cnrs.fr > >More details can be found here >http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr > > > > >International Conference in PARIS, France >Grammaticalization and language acquisition >25 - 26 March 2010 >CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 > >organized by >Dominique Bassano >(CNRS, Structures Formelles du Langage, UMR >7023, CNRS - Université Paris 8, Paris, France) >ANR LANGRAMACQ > >and by >Edy Veneziano >(Université Paris Descartes, MoDyCo, UMR 7114, >CNRS - Université Paris Ouest & Paris Descartes, Paris, France) >ANR EMERGRAM > >PROGRAM >THURSDAY 25 March (ANR Langramacq) >10h - 11h >Early comprehension of syntactic constructions: >Transitive structures in French >M. Kail, D. Bassano, M. Boibieux et P. Bonnet > >11h15- 13h >Early production: The acquisition of nominal >determiners in three children learning different languages >D. Bassano, I. Maillochon, W.U. Dressler, K. >Korecky-Kröll, S. Laaha,, P. van Geert & M. van Dijk > >14h30-15h30 >Modeling the role of the input: Input-output >relationships from a dynamic systems perspective >P. van Geert, M. van Dijk, D. Bassano, I. >Maillochon, W.U. Dressler, K. Korecky-Kröll, & S. Laaha > >15h30 – 16h >Looking for input effects: A study on noun grammaticalization in French >D. Bassano, I. Maillochon & P. Bonnet >16h30- 18h >Lexicalization and grammaticalization in the >verb and the verbal network: typological constraints on language acquisition >M. Hickmann, H. Hendriks, A.C. Demagny, A.K. >Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne > >18h00-18h30: DISCUSSION >*********** >FRIDAY 26 March (ANR Emergram) >9h30 - 10h45 >The emergence of Noun and Verb categories in >French : Evidence from production and comprehension studies >E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour > >10h45 - 11h15 >Nouns and Verbs in Spanish : Input and Output from 20 to 25 month >S. López Ornat & S. Nieva > >11h30 - 13h00 >Verbal morphology : Acquisition, input and conversation in development >E. Veneziano & C. Parisse; Eve V. Clark & >Marie-Catherine de Marneffe, C. Rojas Nieto > >14h30-16h30 >Transitions towards articulated speech: Examples >from French, English and Spanish >A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel > >17h - 18h >The construction of a language system: Putting >together fragments of language knowledge >E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, >A. Morgenstern; A Peters; C. Rojas Nieto > >18h00-18h30 : DISCUSSION > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Jan 25 15:22:09 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 25 Jan 2010 10:22:09 -0500 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <6.2.3.4.2.20100125095915.035b9be0@rci.rutgers.edu> Message-ID: Apologies! After all of these years this is my first offense! I hope to see many of you at our conference. >At 09:39 AM 1/25/2010, you wrote: >>ANNOUNCEMENT of a Conference in PARIS, France >>No registration fees >>For organization purposes, please announce your >>attendance before February 25th to >>georgie.morand at sfl.cnrs.fr >> >>More details can be found here >>http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr >> >> >> >> >>International Conference in PARIS, France >>Grammaticalization and language acquisition >>25 - 26 March 2010 >>CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 >> >>organized by >>Dominique Bassano >>(CNRS, Structures Formelles du Langage, UMR >>7023, CNRS - Université Paris 8, Paris, France) >>ANR LANGRAMACQ >> >>and by >>Edy Veneziano >>(Université Paris Descartes, MoDyCo, UMR 7114, >>CNRS - Université Paris Ouest & Paris Descartes, Paris, France) >>ANR EMERGRAM >> >>PROGRAM >>THURSDAY 25 March (ANR Langramacq) >>10h - 11h >>Early comprehension of syntactic constructions: >>Transitive structures in French >>M. Kail, D. Bassano, M. Boibieux et P. Bonnet >> >>11h15- 13h >>Early production: The acquisition of nominal >>determiners in three children learning different languages >>D. Bassano, I. Maillochon, W.U. Dressler, K. >>Korecky-Kröll, S. Laaha,, P. van Geert & M. van Dijk >> >>14h30-15h30 >>Modeling the role of the input: Input-output >>relationships from a dynamic systems perspective >>P. van Geert, M. van Dijk, D. Bassano, I. >>Maillochon, W.U. Dressler, K. Korecky-Kröll, & S. Laaha >> >>15h30 ­ 16h >>Looking for input effects: A study on noun grammaticalization in French >>D. Bassano, I. Maillochon & P. Bonnet >>16h30- 18h >>Lexicalization and grammaticalization in the >>verb and the verbal network: typological constraints on language acquisition >>M. Hickmann, H. Hendriks, A.C. Demagny, A.K. >>Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne >> >>18h00-18h30: DISCUSSION >>*********** >>FRIDAY 26 March (ANR Emergram) >>9h30 - 10h45 >>The emergence of Noun and Verb categories in >>French : Evidence from production and comprehension studies >>E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour >> >>10h45 - 11h15 >>Nouns and Verbs in Spanish : Input and Output from 20 to 25 month >>S. López Ornat & S. Nieva >> >>11h30 - 13h00 >>Verbal morphology : Acquisition, input and conversation in development >>E. Veneziano & C. Parisse; Eve V. Clark & >>Marie-Catherine de Marneffe, C. Rojas Nieto >> >>14h30-16h30 >>Transitions towards articulated speech: >>Examples from French, English and Spanish >>A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel >> >>17h - 18h >>The construction of a language system: Putting >>together fragments of language knowledge >>E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, >>A. Morgenstern; A Peters; C. Rojas Nieto >> >>18h00-18h30 : DISCUSSION >> >>-- >>You received this message because you are >>subscribed to the Google Groups "Info-CHILDES" group. >>To post to this group, send email to info-childes at googlegroups.com. >>To unsubscribe from this group, send 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. 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 edy.veneziano at paris5.sorbonne.fr Mon Jan 25 22:37:10 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 25 Jan 2010 23:37:10 +0100 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - Message-ID: Sorry for multiple postings!!! ANNOUNCEMENT of a Conference in PARIS, France No registration fees For organization purposes, please announce your attendance before February 25th to georgie.morand at sfl.cnrs.fr International Conference Grammaticalization and language acquisition 25 - 26 March 2010 CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 organized by Dominique Bassano (CNRS, Structures Formelles du Langage, UMR 7023, CNRS - Université Paris 8, Paris, France) ANR LANGRAMACQ and Edy Veneziano (Université Paris Descartes, MoDyCo, UMR 7114, CNRS - Université Paris Ouest & Paris Descartes, Paris, France) ANR EMERGRAM See attached document for details and for the program Edy Veneziano Professor Developmental Psychology and Language Acquisition Université Paris Descartes-CNRS 46, rue St Jacques 75005 Paris http://www.modyco.fr/veneziano -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Grammaticalization and Language Acquisition EN.doc Type: application/msword Size: 60416 bytes Desc: not available URL: From dave.barner at gmail.com Tue Jan 26 23:54:38 2010 From: dave.barner at gmail.com (David Barner) Date: Tue, 26 Jan 2010 15:54:38 -0800 Subject: Lab Coordinator position at UCSD Message-ID: Dear all, Please circulate to students interested in a lab coordinator position in my lab at UCSD. If they're good, I'll send them back all nicely trained to you for grad school. :-) Cheers, David Barner --------------------------- The Language and Development Lab at UCSD (San Diego, California) is looking for a laboratory coordinator beginning July 1, 2010 or later. The lab conducts research on language acquisition, conceptual development, and cross-cultural differences in each area (e.g., in Japan, Taiwan, and India). Duties include managing and leading research projects in the lab: designing studies, creating stimuli, recruiting participants, testing infants, toddlers, and adults, analyzing data, and participating in the final synthesis of research for publication. The position also involves administrative duties, such as interviewing and hiring undergraduate volunteers, managing subject recruitment, training students, purchasing equipment, and planning lab events and meetings. All past lab coordinators have co- authored at least one paper during their tenure. Preferred qualifications: Bachelor's degree in Psychology, Linguistics, Cognitive Science. Experience working with children & strong interest in language. Knowledge of Excel, SPSS statistical software is preferred. Strong organization and writing skills. Minimum 1 year commitment. Pay and benefits commensurate with experience, according to the UCSD Lab Assistant 1 scale. For more information about the lab, and to request details about the job, visit http://www.ladlab.ucsd.edu, or email Jennifer Audet at ladlab.coordinator at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From editor.iascl.clbulletin at gmail.com Thu Jan 28 04:32:18 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Wed, 27 Jan 2010 20:32:18 -0800 Subject: IASCL 2011: Call for Symposium and Poster Abstracts Message-ID: IASCL - July 19-23, 2011 - Montreal, Canada (http://iascl2011.org/) Call for Symposium and Poster Abstracts Deadline for Symposium abstracts: August 1, 2010 Deadline for Individual poster abstracts: October 1, 2010 Inquiries: sanja.obradovic at uqam.ca, henri.cohen at parisdescartes.fr I. Who is responsible for an abstract (symposium and poster presentations)? There is one responsible person per abstract. Although co-authors and their affiliations may be listed in an abstract, a contributor may only be responsible for one oral (symposium) or poster presentation. Responsible authors appear as first author in the abstract that they are presenting. Thus, a contributor may appear as first author only once (and deliver not more than one oral presentation). The number of times a contributor may be listed as a co-author is not limited. II. How to Submit Abstracts An abstract must be submitted on the official abstract web form (http://iascl2011.org/). Abstracts are submitted in English. Abstracts are required for all symposia speakers, for all poster presentations and for the student competitions. III. Preparation of Symposium Proposals Symposium organizers are invited to submit a summary (250 words) describing the content and purpose of the symposium. A symposium includes four (4) oral presentations and is two (2) hours in duration. Deadline for complete symposium proposals is August 1, 2010. IV. Preparation of Abstracts (Symposium and Poster presentations) The abstract should contain a concise statement of (i) the problem under investigation, (ii) the empirical methods used, (iii) the essential results obtained, and (iv) a conclusion. Do not state, for example that "the results will be discussed". An abstract is not a formal publication and therefore should not include literature references or grant acknowledgements, etc. Deadline for Individual poster abstracts is October 1, 2010. Program and Abstracts of this meeting will be prepared electronically. Abstracts will not be edited in any way. Thus, every error that appears in the submitted abstract will appear in the printed abstract. Abstract text (without title) should be no longer than 250 words. V. Subject Categories For the purpose of review and programming only, abstracts will be divided into categories. Please, indicate on the web form the category you have chosen. List of categories on language acquisition and development: Bilingual first language acquisition Child second language acquisition Cognition and language development Cultural and social factors First language acquisition Genetic and biological determinants Language evolution and language acquisition Language development in atypical populations Literacy and language Music and language Neurocognitive correlates New methods in Child Language Research Numeracy and language Quantitative and qualitative input factors Speech Other (please, specify) VI. Student Award - Symposium Competition Attention Students: Benefits of participating in the Student Award competition. If you are 1 of the 5 students selected for the Student Symposium (participants will be declared after the competition deadline), you will: - participate in the travel bursary - have a certificate of participation - have the opportunity to win a cash prize and a plaque Two awards will be presented to the 2 best student oral presentations and extended abstracts. Each award consists of CA$ 200.00 cash and a plaque. Procedure A maximum of five (5) oral presentations (student as first author) will be made in a Student Award Symposium. The selection of students for this symposium will be made on the basis of a previously submitted written extended abstract. If more than five students apply for the awards, extended abstracts will be pre-judged by three judges from the IASCL Scientific Committee, and the five best selected for the symposium. The other abstracts will be scheduled in the poster sessions. Extended abstracts are due on or before October 1, 2010. A. To enter To enter the competition, students must do the following: 1. All abstracts must first be submitted using the appropriate regular web form for individual (poster) abstracts on the official abstract web form (http://iascl2011.org). Complete all sections of the web form as indicated. 2. Submit this abstract form by October 1, 2010. At this time, the student should also indicate in the Section “Comments to the Review Committee” his/her intention to enter the competition. A student cannot submit more than one (1) abstract as the presenting author in this competition. 3. In addition, submit an extended abstract (pdf) of up to 600 words, including a maximum of 2 figures or tables that will be included. The extended abstract must be submitted no later than October 1, 2010 to Prof. Henri Cohen (henri.cohen at uqam.ca / henri.cohen at parisdescartes.fr). 4. The extended abstract. The extended abstract must have its own abstract consisting of no more than 50 words. Do not use section headings in the body of the paper. Include a brief introduction, methods, results and discussion in a single section. The text (including abstract) should not exceed 600 words. A maximum of 2 figures or tables is allowed. Materials and methods should be described in the text, not in figure legends or table footnotes. The literature cited section should conform to the format used by the APA (publication style manual, American Psychological Association). 5. The submitted material will be adjudicated as follows: - Abstracts submitted for the Students Award by the October 1, 2010 deadline will be reviewed along with all other abstracts submitted for the annual meeting. - Extended abstracts received by the Chair of the Scientific Committee will be distributed to members of the committee for judging. The extended abstracts will be judged according to their scientific merit (see Competition guidelines below). The students will be notified as to whether or not their paper has been chosen for the Student Award Symposium.) - For evaluation of the oral presentations, the Chair of the Scientific Committee will select a panel of at least three (3) members from the Scientific Committee or the membership at large to grade the oral presentations. This panel will not include members of the Scientific Committee involved in the pre-judging (see Competition guidelines below) or the symposium chair. - The two winners will be selected from the combined assessment of their extended abstract and oral presentation. The awards will be presented by the Chair of the Scientific Committee at the surprise cultural event. B. Competition Guidelines A student is defined as being registered at a University for a Masters or PhD program. 1. Written Submission Members of the Scientific Committee will review each extended abstract submitted for the competition and award a mark out of 20, as follows: - Scientific merit (12 marks): Is the work scientifically sound? Does the work significantly advance knowledge in the discipline? Are the methods and results reliable? Do the results support the conclusions? - Clearly defined objectives of the research (4 marks). - Strict adherence of the abstract in length and format guidelines. (For example, is the bibliography presented in APA style?) (2 marks) - Suitability of Figures and Tables for presentation (2 marks). 2. The Presentation Each presentation will last a maximum of 12 minutes followed by 3 minutes for questions from the audience. The panel of judges will evaluate the presentations (65 marks). The judges have no knowledge of the written evaluation and rate each presentation using the following criteria: - A brief and lucid introduction to the research (5 marks). A person unfamiliar with the subject should be able to ascertain what the research is about and what knowledge currently exists on the subject. - A clear definition of the objectives of the work (5 marks). - A clear, audible speaking style and speed at all times (5 marks). - The student addresses the audience rather than the notes, blackboard, slides, or feet (5 marks). - Distinctly visible, understandable, and properly labeled graphics (Figures, Tables, etc.) (10 marks). - The student specifically indicates to the audience the significant information contained in the graphics (10 marks). - The scientific content of the paper is of good quality and the message is clearly imparted to the audience (10 marks). - A summary or a list of conclusions is presented at the end of the talk (5 marks). - Ending within the allotted time (5 marks). - Ability to respond to questions (5 marks). IASCL will be providing some assistance to students competing in the Student Award Competition. A total of CA$800 will be available to help defray the travel costs of students who have been selected to compete in the competition. This is a bursary, not a prize, and those who have the greatest travel expenses will benefit the most. The 5 students selected to compete in the IASCL Student Award Competition are eligible to receive reimbursement for travel costs (or portion thereof) incurred in attending the IASCL 2011 meeting. This travel bursary can be obtained by submitting official receipts (or legible copies thereof) from the commercial carrier (gasoline receipts may be acceptable, if applicable). That portion of travel expense to be supported by IASCL will be determined by dividing the CA$800 by the total amount claimed by all students. Only travel expenses may be submitted. Receipts should be submitted after the meeting and must be received by the IASCL 2011 Secretariat by August 30 of the meeting year. Bank drafts will be mailed by August 30, 2011 to the person or institution designated by the application. VII. Student Award - Poster Competition The poster competition is intended to give students a forum to compete for a prize that should exemplify excellent work as well as clear communication of results and conclusions in the poster format. Two (2) ex aequo cash prizes will be awarded. A willingness to participate in the poster competition will be made with the submission of the abstract. Not all abstracts submitted will be chosen. A student can submit only one abstract as presenter in a Student Award Competition, and this abstract can be submitted to only one Student Award Competition. To enter the competition, students must do the following: All abstracts must be submitted using the web form on the official abstract web form (http://iascl2011.org/). Complete all sections of the web form as indicated. Submit this abstract form by October 1, 2010. At this time, the student should also indicate, in the Section “Comments to the Review Committee” her/his intention to enter the competition. VIII. Selection of competitors The selection of abstracts for the poster competition will be the responsibility of the chair and members of the Scientific Committee. If necessary, the chair can appoint other referees to assist with the rankings (e.g, conflict of interest, time constraint). A maximum of six (6) posters will be retained for the competition, while the other posters will be presented as part of the regular poster sessions. The overall ranking of the poster abstracts eligible for the competition (student as first author) will be based on the scientific merit of the materials described in the abstract. The contestants will then be notified as to whether their abstract has been selected for the poster competition. (The right to have a number less than 6 can be exercised if the quality of the abstracts does not warrant that the poster should enter the competition.) The Competition No less than 14 days prior to the conference, the contestants will submit a pdf file that will contain their poster as it will be presented. For IASCL 2011 competition, the pdf files are to be sent to Prof. Lucie Ménard at the following address: lucie.menard at uqam.ca. Judging Panel Each poster will be judged by three people. Judges #1 and #2 will contribute 35 marks each, Judge #3 will contribute 30 marks for a total score out of 100. The scores will be given to the chair of the Scientific Committee or his delegate who will oversee the tabulation of the scores. The judges and the person compiling and tabulating the scores must not have been a judge in the poster award competition, nor can be a co-author on any of the posters in competition. Judge #1 and #2 Criteria 25 marks judging submitted pdf 10 marks judging by questions to poster presenter (Total: 35 marks) The rationale for this portion is that the poster should be finished ahead of time. This will allow the judges to look through the data, judge the poster as a written document, and formulate intelligent questions to ask prior to the actual poster session. This will allow the poster session to go more quickly. As well it will mean the student should be aware that the poster is to be understandable in their absence. Judge #3 The third judge will be judging the poster and the contents without having the benefit of seeing the poster ahead of time. Many times you actually do not get a chance to see a poster presenter and need to make a poster out depending on what you overhear or can make out by yourself under crowded circumstances. This is the role of Judge 3. Whereas the other judges will have prepared questions and hopefully developed an understanding of the material presented from the pre- submitted pdf, Judge 3 will really be the person who sees the poster for the first time and will judge it accordingly. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 tomfrit at googlemail.com Sun Jan 31 16:55:50 2010 From: tomfrit at googlemail.com (Tom Fritzsche) Date: Sun, 31 Jan 2010 17:55:50 +0100 Subject: 2 Postdoc positions: Paris (France) and Potsdam (Germany) Message-ID: Dear all, please find attached the description of two postdoc positions in a project on crosslinguistic investigations on the development of rhythmic preferences in German and French infants. Best, Tom ************************************** Tom Fritzsche University of Potsdam Department of Linguistics Karl-Liebknecht-Straße 24-25 14476 Potsdam Germany e-mail: tomfri at uni-potsdam.de phone: +49 331 977 2296 ************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- A non-text attachment was scrubbed... Name: postdoc ad ANR DFG.doc Type: application/msword Size: 30720 bytes Desc: not available URL: From macw at cmu.edu Sun Jan 31 21:10:45 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Jan 2010 16:10:45 -0500 Subject: two new corpora Message-ID: Dear Info-CHILDES, It is my pleasure to announce the addition to CHILDES of two new corpora from children learning British English. The first is the Lara corpus from Caroline Rowland. This corpus consists of 120 hours of audio recorded speech from one child between 1;9 and 3;3. These files were analyzed with an earlier version of MOR and we will eventually update the %mor line. The second corpus is the Thomas corpus from Jeannine Goh and Elena Lieven of the MPI Child Study Centre in Manchester. This corpus is far and away the densest corpus yet available in CHILDES. Thomas was recorded intensively throughout the period of 2;0 to 4;11, but particularly so during the period from 2;0 to 3;2. The corpus now on the web does not include a %mor line, but that will be added later in the year. By way of comparison, the classic three-child Brown corpus has a size of about 23MB without the additional %mor and %gra lines, and the single-child Thomas corpus has a size of 123 MB. Moreover, the Thomas corpus is fully linked to audio and the transcripts linked to audio can be listened to directly over the web through the CHILDES browser. Last names and addresses have been removed from the transcripts and audio to maintain anonymity. I would like to thank Caroline, Elena, Jeannine and all of the others who worked on these projects for the contribution to CHILDES of two important data sets. Details regarding both corpora can now be found in the database manual for UK English on the web. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From m.changsmith at uq.edu.au Fri Jan 1 00:40:47 2010 From: m.changsmith at uq.edu.au (Meiyun Chang-Smith) Date: Fri, 1 Jan 2010 10:40:47 +1000 Subject: bilingual acquisition methodology references Message-ID: Dear Bill, It is exciting that you are undertaking a longitudinal study of simultaneous bilingual first language acquisition involving an East Asian language and English! As you may have gathered already, systematic longitudinal case studies on such language pairs remain very scarce in the literature. Hence, your study could make a significant contribution to the field. My PhD thesis in 2005 involved longitudinal case studies on a monolingual Mandarin speaking child in Taipei and a simultaneous Mandarin-English bilingual child in Brisbane, with a specific focus on nominal expressions. This was published in April 2009 (see book reference below). I have also conducted a more detailed comparison of the grammatical development between the two case studies and the findings are going to be published in March 2010 (below). I hope you may find these works and the extensive literature review and references cited therein helpful. Chang-Smith, Meiyun (2009). The Acquisition of Determiner Phrase in Early Child Mandarin: A Longitudinal Study of Two Mandarin Speaking Children. VDM publishers, Saarbruecken, Germany. ISBN: 978-3-639-12941-0. Chang-Smith, Meiyun. (2010). First language acquisition of Mandarin Determiner Phrase: comparisons between monolingual Mandarin and simultaneous bilingual Mandarin-English children. International Journal of Bilingualism 14:1, 1-25. All the best for the data collection! Meiyun Chang-Smith *********************************************************** Meiyun Crystal Chang-Smith, MAAppL, PhDLinguistics Postdoctoral Research Fellow Queensland Brain Institute The University of Queensland Brisbane Qld 4072, Australia Phone: +61 7 3346 6883 Fax: +61 7 3346 3992 Email: m.changsmith at uq.edu.au Web: http://www.qbi.uq.edu.au/index.html?page=108983&pid=0 *********************************************************** -----Original Message----- From: info-childes at googlegroups.com on behalf of Bill Rago Sent: Thu 12/31/2009 21:27 To: Info-CHILDES Subject: bilingual acquisition methodology references Hello info-CHILDES members, thanks in advance for your responses - they are greatly appreciated. I am interested in simultaneous bilingualism and the methodology used to study it but I don't have extensive experience with the literature. My background is in TESOL so I haven't really read much about the study of early language acquisition methodology (babbling, first words). I have a 7-month old son that's exposed to Korean and English and I want to do a longitudinal case study of his dual language development starting at 10 months and I am looking for other studies or books that cover the methodology used to collect data, methods of analysis, and transcription of the data. Thank you and Happy New Year! -Bill Rago -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 macw at cmu.edu Fri Jan 1 15:31:59 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Jan 2010 17:31:59 +0200 Subject: bilingual data collection Message-ID: Dear Bill, Kim, Barbara, and Meiyun, I share with you the excitement about studies of bilingual acquisition. I also imagine that the use of the Lena recording system may be of some value in this process. However, it also seems to me that each of you should consider the possibility of collecting your data in a way that would allow it to be accessible to other researchers. I think that bilingual researchers such as Virginia Yip and Stephen Matthews, Annick De Houwer, Margaret Deuchar, Fred Genesee, Madalena Cruz-Ferreira, Miquel Serra, Petra Bos, Jeroen Aarsen, Juana Liceras, Raquel Fernandez, Mariko Hayashi, Tania Ionin, Astrid Klammler, Magda Krupa-Kwiatowska, Judit Navracsics, Antje Van Oosten, and Charles Watkins have set a good example for others by sharing their transcripts and, in many cases their audio recording through the CHILDES database system. The Yip-Matthews corpus is a recent and particularly impressive example of how this can be done and the impact it can have on our understanding of childhood bilingualism. Perhaps each of you would consider also contributing; your data to the field using this method. -- Brian MacWhinney, CMU -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cdjanna at lsu.edu Sat Jan 2 16:14:55 2010 From: cdjanna at lsu.edu (Janna) Date: Sat, 2 Jan 2010 08:14:55 -0800 Subject: bilingual data collection In-Reply-To: Message-ID: Dear Bill, Kim, Barbara, and Meiyun, I also share your excitement about studies of bilingual acquisition and the use of the LENA system. I want to point out, though, that the LENA system is most reliable and valid with very very long (day-long) samples. We tested the system with mother-child samples that were 30 minutes long and did not get the levels of reliability and validity that are needed for a scientific study. This is not to say that the LENA system does not have value for its intended purposes----just be careful and do the necessary reliability and validity checks if you planned to use the system for samples that are shorter than 10+ hours. I'll be happy to send you our article on LENA if you want this. Janna Oetting Louisiana State University On Jan 1, 9:31?am, Brian MacWhinney wrote: > Dear Bill, Kim, Barbara, and Meiyun, > > ? ? I share with you the excitement about studies of bilingual acquisition. ?I also imagine that the use of the Lena recording system may be of some value in this process. ?However, it also seems to me that each of you should consider the possibility of collecting your data in a way that would allow it to be accessible to other researchers. ?I think that bilingual researchers such as Virginia Yip and Stephen Matthews, Annick De Houwer, Margaret Deuchar, Fred Genesee, Madalena Cruz-Ferreira, Miquel Serra, Petra Bos, Jeroen Aarsen, Juana Liceras, Raquel Fernandez, Mariko Hayashi, Tania Ionin, Astrid Klammler, Magda Krupa-Kwiatowska, Judit Navracsics, Antje Van Oosten, and Charles Watkins have set a good example for others by sharing their transcripts and, in many cases their audio recording through the CHILDES database system. ?The Yip-Matthews corpus is a recent and particularly impressive example of how this can be done and the impact it can have on our understanding of childhood bilingualism. ?Perhaps each of you would consider also contributing; your data to the field using this method. > > -- Brian MacWhinney, CMU -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 annickej at yahoo.com Sat Jan 2 17:58:32 2010 From: annickej at yahoo.com (Annick De Houwer) Date: Sat, 2 Jan 2010 09:58:32 -0800 Subject: methods for studying bilingual acquisition Message-ID: Dear Bill and CHILDES-members, It would be great to have new data on Korean-English bilingual acquisition. If I may...My textbook entitled "Bilingual First Language Acquisition" (published in 2009 with Multilingual Matters) contains a whole chapter on issues specific to data collection and analysis in a BFLA setting. Bill, you may find its in-depth coverage of pretty much all topics in BFLA that have been investigated so far useful in order to get to know the field. --Annick Annick De Houwer, PhD Professor of Language Acquisition and Language Teaching University of Erfurt, Germany and Collaborative Investigator, Eunice Shriver Kennedy National Institute for Child Health & Human Development Child & Family Research, USA annick.dehouwer at uni-erfurt.de -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bart.hollebrandse at gmail.com Mon Jan 4 08:50:20 2010 From: bart.hollebrandse at gmail.com (bart.hollebrandse at gmail.com) Date: Mon, 4 Jan 2010 00:50:20 -0800 Subject: Let the Children Speak (programme available) In-Reply-To: Message-ID: Here is the actual programme: Let the Children Speak Learning of Critical Language Skills across 25 Languages A European-wide initiative on Language Acquisition and Language Impairment 22 - 24 January 2010 London Location: The Wellcome Trust, Conference Centre, 183 Euston Road, London NW1 2BE Programme Friday 22nd January 2010 12.00 - 14.00 Registration Chair: Daniel Glaser (The Wellcome Trust) 13.45 - 14.15 Welcome: Uli Sauerland and Heather van der Lely 14.15 - 14.45 TBC Representative from Department for Children, Families and Schools Introduced by Linda Lascelles, CEO Association for all Speech Impaired Children 14.45 - 15.05 Abby Beverly The perspective of an Adult with SLI Living with a language impairment In discussion with Victoria Joffe (City University London, UK) 15.05 - 15.55 Stephen Crain, Professor of Cognitive Science MACCS Macquarie University, Australia Investigating child language from a 'biolinguistic' perspective 15.55 - 16.50 Coffee Break Poster Session I Interactive Sessions Demonstrations and participation in the COST A33 language experiments 16.50 - 17.00 Jo Eddings The perspective of a parent of a child with SLI 17.00 - 18.30 Panel Discussion Also open to those attending the Reception Moderated and chaired by Daniel Glaser (The Wellcome Trust) Panel Members: 1. Heather van der Lely, COST A33 Vice Chair (Harvard University, USA) The scientific perspective 2. Virginia Beardshaw, CEO I CAN: The children's communication charity 3. TBC:Helga Nowotny, Vice President ERC 4. Hazel Roddam, Deputy Chair of the Royal College of Speech and Language Therapists, UK Panel Discussion General Discussion and Audience Participation 18.30 - 21.00 COST A33 Reception At The Wellcome Trust Medicine Now Gallery Conference participants plus Ambassadors of all 25 countries involved in COST A33, and other professionals and politicians from the EU Saturday 23rd January 2010 08.30 - 09.00 Registration Chair: Michael Thomas, (Birkbeck, University of London, UK) 09.00 - 10.15 Symposium 1: Coordinator Spyridoula Varlokosta (Athens University, Greece Children's production and comprehension of pronouns across languages Jo?o Costa (Universidade Nova de Lisboa, Portugal) Production of pronouns - designing a crosslinguistic experiment and crosslinguistic findings Maria Teresa Guasti (University Milano-Bicocca, Italy) Production of partitive pronouns across languages Maria Teresa Guasti (University Milano-Bicocca, Italy) Children's comprehension of pronouns in European languages 10.15 - 10.30 Susan Edwards (Reading University, UK). Discussion by Professional SLT 10.30 - 11.00 Coffee Break Poster Session II 11.00 - 12.00 Symposium 2: Coordinator Angeliek van Hout (University of Groningen, Netherlands) Acquiring tense and aspect Angeliek van Hout (University of Groningen, Netherlands) Learning to understand aspect across languages Bart Hollebrandse (University of Groningen, Netherlands) Acquiring tense crosslinguistically: comprehension and production 12.00 - 12.15 Jane Stokes (MRCSLT University of Greenwich, UK) Discussion by Professional End of Symposium 12.15 - 14.30 Lunch Interaction session Poster Session II (continued) Chair: Dr Kleanthes Grohmann, (University of Cyprus, Greece) 14.30 ? 16.00 Symposium 3: Coordinator Naama Friedmann (Tel Aviv University, Israel) Children's questions about questions Naama Friedmann (Tel Aviv University, Israel) Introduction: on wh questions and relative clauses in typically developing and language-impaired children Heather van der Lely (Harvard University, USA) How do 5 year olds understand questions: Differences in languages across Europe? Petra Schulz (Goethe University, Frankfurt am Main, Germany) Who answered what to whom? On children?s understanding of exhaustive questions Naama Friedman (Tel Aviv University, Israel) The production of relative clauses by 5 year olds across multiple languages: "They prefer to be the children who do not produce object relatives" 15.45 - 16.00 TBC Susan Ebbels (Moor House School for language Impaired children, UK) Discussant. 16.00 - 17.15 Coffee Break Poster session III Interactive Session 17.15 - 17.45 General Discussion: Led by Daniel Glaser 17.45 - 18.30 Management Meeting: MC COST members only 19.15 Conference Dinner The Crypt in Ely Place (off Holborn Circus) (Bleeding Heart Yard Restaurant) Sunday 24th January 2010 Chair: Ineta Daba?inskien? (Vytautas Magnus University Lithuania) 09.00 - 10.15 Symposium 4: Coordinator Sharon Armon-Lotem, (Bar-Ilan University, Israel) Understanding passive sentences Sharon Armon-Lotem (Bar-Ilan University, Israel) An introduction ? why study the acquisition of passive sentences? Kazuko Yatsushiro (ZAS, Berlin) Short and long passives in 5 year olds: a crosslinguistic perspective Sari Kunnari (University of Oulu, Finland ) The development of the passive Kristine Jensen de L?pez (Aalborg University, Denmark) Understanding passive sentences by children with specific language impairments: a cross-linguistic comparison 10.15 - 10.30 Julie Dockrell (Institute of Education, UK) Discussion from an Educational perspective 10.30 - 11.00 Coffee Break Poster session III (continued) 11.00 - 12.15 Symposium 5 Coordinator Ken Drozd (Hanze University, Groningen, Netherlands) Quantifiers and implicatures Ken Drozd (Hanze University, Groningen, Netherlands) Some ambassadors attended the conference: Understanding quantifiers and implicatures Napoleon Katsos (Cambridge University, UK) What can the acquisition of quantification tell us about assessing language development? Evidence from crosslinguistic, bilingual and SLI research Arve Asbj?rnsen (University of Bergen, Norway) Challenges in test development: some psychometric properties of the quantification tasks 12.15 ? 12.30 Hilary Gardner (SLT, and Shefield University UK). Discussion: an educational and professional perspective 12.30 - 13.00 Tom Roeper (University of Massachusetts, USA) Conference Discussant 13.00 ? 13.05 Presentation of Poster Prize Conference Close 13.05 - 14.00 Lunch -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 nielojram at gmail.com Mon Jan 4 13:22:13 2010 From: nielojram at gmail.com (Deunk, Marjolein) Date: Mon, 4 Jan 2010 05:22:13 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: <4736842c-b933-49ab-aec2-e4dfe8af124b@j24g2000yqa.googlegroups.com> Message-ID: Hi Bill, I used 'jackets' with recording device inside to study children's natural speech in preschool classrooms. We designed colorful jackets (unique color combinations also made it easier to distinguish between children in the classroom later on) with space to hide a recorder at the back and a microphone at the front. The wire from microphone to recording device ran through the lining of the jacket. I used sony minidisc recorders, because that seemed to be the best solution at the time, but I guess there are mp3 recorders to which one can connect omnidirectional microphones available nowadays. The problem with Sony is that it doesn't record in mp3 or wav format, so you'll have to convert the recordings. It is of course easiest to record in the correct format right away. The advantage of jackets with recording equipment inside is that there is no signal transmission to a receiver like in the Bristol Study of Gordon Wells (probably the first to record spontaneous speech this way), so you can 'wire' multiple children simultaneously without problems. You can find more information about my 'recording jackets' (including pictures) in my dissertation, chapter 1 and throughout the book. http://dissertations.ub.rug.nl/faculties/arts/2009/m.i.deunk/?pLanguage=en Kind regards, Marjolein -- Marjolein Deunk GION - Institute for Educational Research University of Groningen, the Netherlands www.rug.nl/staff/m.i.deunk m.i.deunk at rug.nl On Dec 30 2009, 6:24?am, Bill Rago wrote: > Hello, I am interested in building a self-contained recording harness > like this one built by Margaret Fleck (http://talkbank.org/da/ > fleck.html). > > Has anyone tried building something like this recently? I contacted > Margaret Fleck and she said it's been years since she has worked on > the harness so I wonder if anyone else has had success or failure in > this area. > > Thanks in advance, > > Bill -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Mon Jan 4 14:10:40 2010 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Mon, 4 Jan 2010 14:10:40 +0000 Subject: Updated self-contained toddler recording harness? In-Reply-To: Message-ID: I've posted about this before, but we have used toddler-sized backpacks with (again because that was the best technology at the time) mini-disc recorders inside. The first five minutes of recordings are usually all about backpacks but after that the children forget they have them on. Again, if you wanted you could have individual unidirectional tieclip microphones for different children, but we used omni-directional tieclip microphones and picked up most adult/other child speech quite audibly. Katie Alcock Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Wed Jan 6 00:43:54 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Tue, 5 Jan 2010 16:43:54 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: Message-ID: I used a minidisc recorder because that was what was good at the time, but there must be better similar devices these days.??? For the garment, I think (combining my experience with the stories from others I've seen) there are several important considerations ??? * what can you get and adapt easily without having to do much sewing? ??? * other needs of your experiment (e.g. the colors to identify kids mentioned by Katie) ??? * what activities must it withstand and/or be compatible with? The activities considerations are going to depend dramatically on your experiment. For example, a small device on the right part of the back is ok even for diaper changes or strapping into a stroller, where a larger backpack might cause discomfort.??? Food or paint or sand argue for protecting the recorder well, keeping the garment easy to launder, and using a cheap mic.?? Outdoor activities require that any cables must detach or break quickly if entangled, for safety reasons.?? But none of that's a real issue if they are sitting quietly playing with a dollhouse. Margaret -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Wed Jan 6 01:35:04 2010 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Tue, 5 Jan 2010 17:35:04 -0800 Subject: Updated self-contained toddler recording harness? In-Reply-To: <800107.6245.qm@web65714.mail.ac4.yahoo.com> Message-ID: Two other considerations to think about, largely based on a totally other experiment we once did in a science museum aimed at kids. First, wireless transmitters can fail in certain environments, most notably where there are big hunks of metal around.??? This includes not only visible metal like elevators but also certain kinds of rebars used in walls/pillars.. Second, consider the temperature(s) of your environment and, thus, what the subjects will be wearing. Also, I recall an account of a museum system for kids that used those little packs that fit around your waist (called "fanny packs" in the US to the endless amusement of folks from the rest of the English-speaking world).??? Cheers, Margaret -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Jan 6 19:12:01 2010 From: dalep at unm.edu (Philip Dale) Date: Wed, 6 Jan 2010 12:12:01 -0700 Subject: New issue of Journal of Child Language is available on Cambridge Journals Online Message-ID: Cambridge Journal Online The following issue is now available online: JOURNAL OF CHILD LANGUAGE Volume 37 - Issue 01 - January 2010 PDF version of this Table of Contents Articles Preschool-aged children have difficulty constructing and interpreting simple utterances composed of graphic symbols ANN SUTTONNATACHA TRUDEAU, JILL MORFORD, MONICA RIOS, MARIE-ANDR?E POIRIER Journal of Child Language, Volume 37, Issue 01, January 2010, pp 1 - 26 doi:10.1017/S0305000909009477 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Rethinking child difficulty: The effect of NP type on children's processing of relative clauses in Hebrew INBAL ARNON Journal of Child Language, Volume 37, Issue 01, January 2010, pp 27 - 57 doi:10.1017/S030500090900943X Published online by Cambridge University Press 30 Mar 2009 [ abstract ] _____ Children's sentence planning: Syntactic correlates of fluency variations DANA MCDANIELCECILE MCKEE, MERRILL F. GARRETT Journal of Child Language, Volume 37, Issue 01, January 2010, pp 59 - 94 doi:10.1017/S0305000909009507 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Explaining the disambiguation effect: Don't exclude mutual exclusivity VIKRAM K. JASWAL Journal of Child Language, Volume 37, Issue 01, January 2010, pp 95 - 113 doi:10.1017/S0305000909009519 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Validating justifications in preschool girls' and boys' friendship group talk: implications for linguistic and socio-cognitive development AMY KYRATZISTAMARA SHUQUM ROSS, S. BAHAR KOYMEN Journal of Child Language, Volume 37, Issue 01, January 2010, pp 115 - 144 doi:10.1017/S0305000908009069 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Brief Research Report Phonological changes during the transition from one-word to productive word combination KATSURA AOYAMAANN M. PETERS, KIMBERLY S. WINCHESTER Journal of Child Language, Volume 37, Issue 01, January 2010, pp 145 - 157 doi:10.1017/S0305000909009465 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Child L2 development: A longitudinal case study on Voice Onset Times in word-initial stops ELLEN SIMON Journal of Child Language, Volume 37, Issue 01, January 2010, pp 159 - 173 doi:10.1017/S0305000909009386 Published online by Cambridge University Press 27 Mar 2009 [ abstract ] _____ Optional elements and variant structures in the productions of bei2 ?to give? dative constructions in Cantonese-speaking adults and three-year-old children ANITA M.-Y. WONGDORCAS C.-C. CHOW, CATHERINE MCBRIDE-CHENG, STEPHANIE F. STOKES Journal of Child Language, Volume 37, Issue 01, January 2010, pp 175 - 196 doi:10.1017/S0305000909009416 Published online by Cambridge University Press 10 Mar 2009 [ abstract ] _____ Semantic bias in the acquisition of relative clauses in Japanese HIROMI OZEKIYASUHIRO SHIRAI Journal of Child Language, Volume 37, Issue 01, January 2010, pp 197 - 215 doi:10.1017/S0305000909009489 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] _____ Reviews Angela D. Friederici & Guillaume Thierry (eds), Early language development. Bridging brain and behaviour. Amsterdam & Philadelphia: John Benjamins, 2008. Pp. 277. ISBN 978-90-272-3475-9. Suzanne V. H. van der Feest Journal of Child Language, Volume 37, Issue 01, January 2010, pp 217 - 221 doi:10.1017/S0305000909009441 Published online by Cambridge University Press 17 Apr 2009 [ abstract ] _____ Jean Berko Gleason (ed.), The development of language, 6th edn. Boston, MA: Pearson, 2005. Pp. 516. ISBN 0205394140. Robert E. Owens, Language development: An introduction, 7th edn. Boston, MA: Pearson, 2008. Pp. 509. ISBN 0023901810. William O'Grady, How children learn language. Cambridge: Cambridge University Press, 2005. Pp. 248. ISBN 0521531926 (paperback). Thea Cameron-FaulknerDanielle Matthews, Ludovica Serratrice Journal of Child Language, Volume 37, Issue 01, January 2010, pp 222 - 228 doi:10.1017/S0305000909009453 Published online by Cambridge University Press 15 Jun 2009 [ abstract ] To access this issue visit: http://journals.cambridge.org/jid_JCL Tables of contents and article abstracts are free to all on Cambridge Journals Online. Access to the full text is available to users whose institutions subscribe. If your institution does not subscribe why not recommend Journal of Child Language to your librarian today and gain access 24-hours a day. Visit: http://journals.cambridge.org/recommend_JCL If you have any queries regarding this email or Cambridge Journals Online, please email subscriptions_newyork at cambridge.org if you are located in the USA, Canada, or Mexico and subscriptions_cambridge at cambridge.org if you are located elsewhere. With best wishes Cambridge Journals http://journals.cambridge.org P.S We will continue to provide details as new content becomes available for this journal, based on the parameters you have set on the Cambridge Journals Online system. To unsubscribe, go to journals.cambridge.org, log in, go to 'My content alerts' and untick the journal for which you no longer wish to receive alerts. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ATT00007.gif Type: image/gif Size: 2598 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariateresa.guasti at unimib.it Fri Jan 8 08:11:29 2010 From: mariateresa.guasti at unimib.it (Maria Teresa Guasti) Date: Fri, 8 Jan 2010 09:11:29 +0100 Subject: De Vincenzi Fellowship Message-ID: DE Vincenzi Psycholinguistics Postdoctoral Fellowship The De Vincenzi Foundation announces a 1-year fellowship, $33,000 plus economy air fare, for Italian students to pursue post-doctoral study preferably in the US or in another country (Italy excluded), beginning September 1, 2010. The fellowship is for study and research in the area of grammatically-oriented psycholinguistics at an institution of the applicant's choice. Applications should be received by February 28, 2010 and it is expected that a decision will be announced by April 14, 2010. Applications should be submitted electronically, in English, and should include: -CV, including evidence of competence in spoken English -A four-page statement of purpose describing the proposed plan of study/research -Papers, reports, Ph.D dissertation written in English or Italian by the candidate. If the dissertation was written in Italian, the candidate should provide a 12 page summary maximum (shorter encouraged) written in English. -The name and contact information for a sponsor at the University or research centre chosen, accompanied by a letter of agreement from the sponsor indicating the individual's willingness to serve as a sponsor if the fellowship is awarded Candidates should arrange for three referees to submit confidential letters of reference via email borsedistudio at fondazionedevincenzi.org Please write in the subject line: F2010. In case the candidate does not hold the PhD at the deadline of submission of the application, the faculty advisor should send a statement of assurance that the PhD will be completed by July 31st, 2010. Applications should be submitted to: borsedistudio at fondazionedevincenzi.org Receipt of all submitted material will be acknowledged by email. The De Vincenzi Foundation was established in the will of the late Italian psycholinguist Marica De Vincenzi for the support of young Italian scholars who intend to carry out research abroad in the domain of grammatically-oriented psycholinguistics preferably at US institutions (but other countries, except for Italy, are eligible) and preferably to do research on questions concerning sentence or discourse level processing.. The primary criteria used in evaluating fellowship applications are the impact on the applicant's career development and on psycholinguistics in Italy more broadly. Applications will be judged based on candidates' past record and future potential, the suitability of the host lab, and the feasibility and impact of the proposed research, including (where appropriate) plans for applying for postdoctoral funding beyond the initial fellowship year. The scientific committee includes Lyn Frazier as president, Maria Teresa Guasti as vice-president, Janet Dean Fodor, Colin Phillips, Luigi Rizzi, and Sandro Zucchi. Head of the administrative board is Remo Job. http://www.fondazionedevincenzi.org -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From beachjade at gmail.com Fri Jan 8 18:28:22 2010 From: beachjade at gmail.com (beachjade) Date: Fri, 8 Jan 2010 10:28:22 -0800 Subject: Type-Token Ratios Message-ID: Dear All, I am analyzing a 20-minute language sample (10-min free play, 10-min shared book reading) and want to calculate a type-token ration to characterize lexical diversity. I understand that TTRs can be greatly influenced by the size of the language sample. Can any of you recommend a current best practice for calculating an unbiased TTR? Thanks in advance, Margaret Friend -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Fri Jan 8 18:33:45 2010 From: lieven at eva.mpg.de (elena lieven) Date: Fri, 8 Jan 2010 18:33:45 +0000 Subject: Type-Token Ratios In-Reply-To: Message-ID: VOCD, available in the suite of CLAN programs is the answer. elena lieven beachjade wrote: > Dear All, > > I am analyzing a 20-minute language sample (10-min free play, 10-min > shared book reading) and want to calculate a type-token ration to > characterize lexical diversity. I understand that TTRs can be greatly > influenced by the size of the language sample. Can any of you > recommend a current best practice for calculating an unbiased TTR? > > Thanks in advance, > Margaret Friend > > ------------------------------------------------------------------------ > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.warlaumont at memphis.edu Mon Jan 11 06:04:57 2010 From: anne.warlaumont at memphis.edu (Anne Warlaumont) Date: Mon, 11 Jan 2010 00:04:57 -0600 Subject: International Child Phonology Conference 2010 Announcement Message-ID: Dear InfoCHILDES, For anyone who is interested, below you will find the initial announcement and call for proposals for the 2010 International Child Phonology Conference. All are welcome to attend and submit a proposal! Cheers, Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt ****************************************************** The International Child Phonology Conference will be held in Memphis, April 9-10 (Friday and Saturday), 2010. This is our call for proposals due February 8, 2010. Please send to koller at memphis.edu: 1. Authors' names in the order in which you would like them to be listed in the program 2. Title of presentation 3. An abstract (<200 words) 4. Your preference of presentation format (paper or poster) We would also be very pleased to hear from any of you who would like to help coordinate or participate in a symposium on any relevant topic, so please contact me directly if you have one in mind. Our approach will be to plan to assign abstracts to the podium presented papers in such a way that we can maximize the coherency of the topics that will be presented from the podium in symposia and/or thematic sessions. We plan to have a reception on Thursday evening for those who can arrive by the early evening. We are trying to arrange the meeting for a downtown hotel, which will allow for fine times on Beale Street, where the blues is king, and B.B. King?s club may be the king of the clubs, at the Rock and Soul Museum, at the Gibson Guitar Factory, and not terribly far from Graceland, where Elvis was king, till, well, you know, he sort of overdid it, being the king and all. There are quite a few hotels to choose from on the downtown trolley line or extremely near it, so wherever the conference itself is held, you?ll be able to get there in a few minutes walking or riding. Memphis is a very nice place to visit; we?ll ride the trolleys and eat well, and if anyone wants to sleep in a heart-shaped bed near Graceland, I think it will be possible to find a room for it (but we?ll leave that to you). So come early and stay late if you can. There will also be lots of new and exciting things to talk about in the world of vocal development, early child phonology, multilingualism, infant and child speech physiology, evolution of spoken language, and so on . Many interesting things are going on in our increasingly expansive world of child phonology. We hope you will come, give a paper or a poster and enjoy yourselves thoroughly. Best wishes, Kim, that is D. K. Oller Along with primary aides to the organization, Linda Jarmulowicz and Eugene Buder 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 ****************************************************** -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Jan 14 12:53:16 2010 From: grupolcvl at gmail.com (grupolcvl) Date: Thu, 14 Jan 2010 04:53:16 -0800 Subject: New codes Message-ID: We want to know how to introduce new codes into CLAN in the dependent tiers. We have already tried out from "Coder Mode" following CLAN Manual and we failed. Can anybody help us? Thank you. Language group in Special Education (Spain) -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Thu Jan 14 16:30:47 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Jan 2010 11:30:47 -0500 Subject: New codes In-Reply-To: <1eb11b9b-98af-4975-ae11-f535204261c6@e27g2000yqd.googlegroups.com> Message-ID: Dear GrupoLCCVL, Could you be more specific about the point at which Coder Mode fails for you? Try these steps. 1. open the file CLAN/lib.ne20/14.cha 2. type escape-e 3. navigate to the /coder folder and select codeshar.cut 4. you will see %spa at the bottom of the screen 5. hit return 6. you will see codes and so on Then just read the manual for the rest. Please note that techical questions about CLAN should be posted to chibolts at googlegroups.com, not info-childes at googlegroups.com. Many thanks. -- Brian MacWhinney On Jan 14, 2010, at 7:53 AM, grupolcvl wrote: > We want to know how to introduce new codes into CLAN in the dependent > tiers. We have already tried out from "Coder Mode" following CLAN > Manual and we failed. Can anybody help us? > > Thank you. > Language group in Special Education (Spain) > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 aurora.bel at upf.edu Mon Jan 18 11:08:44 2010 From: aurora.bel at upf.edu (aurora.bel at upf.edu) Date: Mon, 18 Jan 2010 03:08:44 -0800 Subject: 6th International Conference on Language Acquisition: Abstract submission now open Message-ID: Abstract Submission Until February 15, 2010 The 6th International Conference on Language Acquisition will take place from 8-10 September 2010 at the University of Barcelona (Spain) under the auspicies of A.E.A.L (Asociaci?n para el Estudio de la Adquisici?n del Lenguaje ?Association for the Study of Language Acquisition?). The Conference provides a forum to disseminate research and to become acquainted with new research developments in the domain of language acquisition. A.E.A.L is pleased to invite you to participate in this conference with proposal for posters, individual papers or symposia on any topic in the areas of Language Acquisition. The conference is organized by the GRERLI Research Group at the University of Barcelona and the ALLENCAM Research Group at the Pompeu Fabra University. Submissions will consist of an abstract no more than 500 words in length of original, unpublished research. Detailed information regarding abstract format, content, and evaluation criteria can be found at http://stel.ub.edu/cial2010 Abstracts in the following areas are welcomed: - Early language acquisition, including speech perception, preverbal communication, phonological, morphological, syntactic, lexical- semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. - Later language acquisition (beyond age 5), including spoken, written or signed discourse, reading and writing; figurative uses of language, phonological, morphological, syntactic, lexical-semantic or pragmatic development in monolingual, bilingual or multilingual children, in first, second or foreign language acquisition. - Language acquisition in atypical population, language disorders and / or disorders in spoken, written or signed communication. - Tools for studying language, including contributions that highlight methodological issues such as sampling, data analysis, innovative statistical techniques, intervention studies. - Perspectives on Language acquisition, including contributions discussing epistemological basis of language research, explicative models of development, cross linguistic perspectives. Invited Speakers: Naama Friedman, University of Tel Aviv John Trueswell, University of Pennsylvania Ruth Berman, Emeritus Professor, Tel Aviv University Dan Slobin, Emeritus Professor, University of Berkeley Early registration - Deadline: 30 May de 2010 AEAL members: 200? Non-AEAL members: 250? Students: 100? Abstracts must be received before February 15, 2010 and should be submitted using the online submission system at http://stel.ub.edu/cial2010. -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Mon Jan 18 15:11:46 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Tue, 19 Jan 2010 00:11:46 +0900 Subject: JSLS2010: Abstract submission will close soon Message-ID: The Japanese Society for Language Sciences (JSLS) invites proposals for our Twelfth Annual International Conference, JSLS2010. JSLS2010 will be held at the University of Electro-Communications (UEC, Denki Tsushin Daigaku), in Tokyo. We welcome proposals for two types of presentations: (1) papers (oral presentations), and (2) posters. Professor Jack Bilmes of the University of Hawai'i will deliver a plenary lecture, Occasioned Semantics: Meaning in Verbal Interaction. (Abstract available on the JSLS2010 website.) Professor Yuji Matsumoto of the Nara Institute of Science and Technology University will deliver a plenary in Japanese on natural language processing. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Committee Chairperson: Eric Hauser (University of Electro-Communications) Conference Dates: June 26-27, 2010 The deadline for submissions is January 24th (Sun.), 2010, Japan Standard Time. For more detailed information on the submission process, please see the conference webpage, JSLS2010: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/ All questions regarding the submission process should be sent to the chair of the review committee: Setsuko Arita, at arita.setsuko at osaka-shoin.ac.jp. Other questions should be sent to the conference chair, Eric Hauser, at hauser at bunka.uec.ac.jp. -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 editor.iascl.clbulletin at gmail.com Tue Jan 19 02:53:38 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Mon, 18 Jan 2010 18:53:38 -0800 Subject: IASCL Child Language Bulletin Message-ID: The Child Language Bulletin is the official newsletter of the IASCL Association, and it is published twice a year at http://iascl.talkbank.org/clb.html. All members of the association will receive an e-mail message each time a new issue of the bulletin is published. Starting from the latest Dec 2009 issue, there is a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://www.iascl.org/bulletins/bulletinV29N2.html The PDF version may make the bulletin easier to read directly for some readers. Thanks Brian for making this suggestion. Best Regards Angel Chan IASCL Child Language Bulletin Editor -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cbrc.cuhk at gmail.com Tue Jan 19 03:43:30 2010 From: cbrc.cuhk at gmail.com (Childhood Bilingualism Research Centre) Date: Mon, 18 Jan 2010 19:43:30 -0800 Subject: Workshop on Bilingualism and Language Acquisition (17 March 2010, Hong Kong) Message-ID: Dear all, We are pleased to announce a Workshop on Bilingualism and Language Acquisition to be held on 17 March 2010 at the Chinese University of Hong Kong. The Workshop will launch the Distinguished Speakers Lectures Series with two internationally renowned speakers giving inaugural speeches: 'Cognitive advantages of bilingualism in early childhood? Ellen Bialystok (York University, Canada) Distinguished Research Professor of Psychology 'Early birds have words?: ????? ???? Maria Polinsky (Harvard University, USA) Professor of Linguistics AIMS The Workshop brings together researchers working on different areas in the fields of bilingualism and language acquisition, in an effort to promote the integration of research in both fields. In addition to the two keynote speakers, a number of invited speakers from institutions in Hong Kong will present their work at the Workshop, representing the fields of linguistics, neuro-cognitive science, psychology, speech therapy, engineering and language education. The Workshop seeks to create a platform to facilitate presentation and exchange of recent findings on bilingual acquisition involving Cantonese, Mandarin and English. We hope to forge a dialogue and synergy between researchers who share similar interests in bilingual acquisition, stimulating research with an interdisciplinary perspective. The Workshop will be of interest to a wide spectrum of professionals in early childhood education, language pathology, speech science and teacher training. The Workshop is jointly organized by the Childhood Bilingualism Research Centre, the State Key Laboratory of Brain and Cognitive Sciences at the University of Hong Kong and the Global Parent Child Resource Centre at Braemar Hill Nursery School. PROGRAM The Workshop Program is available at: http://www.cuhk.edu.hk/lin/cbrc/workshop/ Attendance is free but registration is required for attendance. Please download registration form from our Workshop website. Childhood Bilingualism Research Centre Department of Linguistics and Modern Languages Chinese University of Hong Kong http://www.cuhk.edu.hk/lin/cbrc -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Tue Jan 19 12:52:06 2010 From: a.schueppert at rug.nl (A. Schueppert) Date: Tue, 19 Jan 2010 13:52:06 +0100 Subject: Experimental Approaches to Perception and Production of Language Variation (ExAPP2010) Message-ID: *********************************************************************************** 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) ? Kathryn Campbell-Kibler (Ohio State) ? Marianne Gullberg (Lund and MPI Nijmegen) ? Mark Liberman (UPenn) ? Nancy Niedzielski (Rice) 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 -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.warlaumont at memphis.edu Thu Jan 21 19:41:21 2010 From: anne.warlaumont at memphis.edu (Anne Warlaumont) Date: Thu, 21 Jan 2010 13:41:21 -0600 Subject: International Child Phonology Conference 2010 Announcement In-Reply-To: <5fe93b9b1001102204p306afc6ft51112326b674165c@mail.gmail.com> Message-ID: Hello all, This is an update to my post about the 2010 International Child Phonology Conference (see below). The conference website is now up and can be found at: http://www.memphis.edu/ausp/icpc2010.htm Updates and announcements will be posted there. Thanks, and hope to see some of you there! Anne Anne S. Warlaumont Ph.D. Student Speech-Language Pathology The University of Memphis 807 Jefferson Ave. Memphis, TN 38105 email: anne.warlaumont at memphis.edu web: http://umpeople.memphis.edu/awarlmnt On Mon, Jan 11, 2010 at 12:04 AM, Anne Warlaumont wrote: > Dear InfoCHILDES, > > For anyone who is interested, below you will find the initial > announcement and call for proposals for the 2010 International Child > Phonology Conference. All are welcome to attend and submit a proposal! > > Cheers, > > Anne > > Anne S. Warlaumont > Ph.D. Student > Speech-Language Pathology > The University of Memphis > 807 Jefferson Ave. > Memphis, TN 38105 > email: anne.warlaumont at memphis.edu > web: http://umpeople.memphis.edu/awarlmnt > > ****************************************************** > > The International Child Phonology Conference will be held in Memphis, > April 9-10 (Friday and Saturday), 2010. This is our call for proposals > due February 8, 2010. Please send to koller at memphis.edu: > > 1. Authors' names in the order in which you would like them to be > listed in the program > 2. Title of presentation > 3. An abstract (<200 words) > 4. Your preference of presentation format (paper or poster) > > We would also be very pleased to hear from any of you who would like > to help coordinate or participate in a symposium on any relevant > topic, so please contact me directly if you have one in mind. Our > approach will be to plan to assign abstracts to the podium presented > papers in such a way that we can maximize the coherency of the topics > that will be presented from the podium in symposia and/or thematic > sessions. > > We plan to have a reception on Thursday evening for those who can > arrive by the early evening. We are trying to arrange the meeting for > a downtown hotel, which will allow for fine times on Beale Street, > where the blues is king, and B.B. King?s club may be the king of the > clubs, at the Rock and Soul Museum, at the Gibson Guitar Factory, and > not terribly far from Graceland, where Elvis was king, till, well, you > know, he sort of overdid it, being the king and all. > > There are quite a few hotels to choose from ?on the downtown trolley > line or extremely near it, so wherever the conference itself is held, > you?ll be able to get there in a few minutes walking or riding. > Memphis is a very nice place to visit; we?ll ride the trolleys and eat > well, and if anyone wants to sleep in a heart-shaped bed near > Graceland, I think it will be possible to find a room for it (but > we?ll leave that to you). ?So come early and stay late if you can. > > There will also be lots of new and exciting things to talk about in > the world of vocal development, early child phonology, > multilingualism, infant and child speech physiology, evolution of > spoken language, and so on . Many interesting things are going on in > our increasingly expansive world of child phonology. We hope you will > come, give a paper or a poster and enjoy yourselves thoroughly. > > Best wishes, > Kim, that is > D. K. Oller > Along with primary aides to the organization, > Linda Jarmulowicz and > Eugene Buder > > > 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 > > ****************************************************** > -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kristinborjesson at yahoo.de Sat Jan 23 10:57:38 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Sat, 23 Jan 2010 02:57:38 -0800 Subject: Literature on children's understanding of non-literal meaning Message-ID: Dear All, I was wondering whether you could help me find literature (preferably articles) on children's understanding of non-literal meaning such as metaphor, idioms, metonymy and also irony, indirect speech acts or sarcasm, etc. I know of a lot of empirical studies that investigate whether there are differences in understanding of so-called `literal meaning' vs. `non-literal meaning'. However, all of those (that I know) have adult subjects. I also know that there IS literature on children's understanding non-literal meaning/language (I'm interested especially in theories on how and when it is acquired, possibly with differences for different types of non-literal meaning). However, it would probably take me quite some time finding that as I don't know where to look for it and would have to start by feeding google with rather unspecific search items ;) So, I hope you can help me cutting this 'rummaging' short. Thanks. Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sat Jan 23 11:09:20 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sat, 23 Jan 2010 12:09:20 +0100 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: Message-ID: Dear Kristin, I am redirecting your query to two French colleagues: one works on metaphors in typical and autistic children (Karine Duvigneau), and the other coordinates and works herself on humor (Mich?le Guidetti). They might give you references. Here are some of the references we've been sharing for our work on humor, (some are in French): Bariaud, F. (1983). La gen?se de l?humour chez l?enfant. Paris : PUF. Behne, T., Carpenter, M. & Tomasello, M. (2005). Unwilling versus unable: infants understanding of intentional action. Developmental Psychology, 41 (2), 328-337. Bernicot, J., Laval, V. & Chaminaud, S. (2007). Nonliteral language forms in children : In what order are they acquired in pragmatics and metapragmatics ? Journal of Pragmatics, 39, 2115?2132. Cameron, E.L., Kennedy, K.M. & Cameron, C.A. (2008). ?Let me show you a trick!?: a toddler?s use of humor to explore, interpret and negotiate her familial environment during a day in the life. Journal of Research in Childhood Education, 25, 127-138. Clark, H. H. (1996). Using Language. Cambridge: CUP. Del R?, A. (2003). A crian?a e a magia da linguagem: um estudo sobre o discurso humor?stico. S?o Paulo,v.1. 265 f, v.2 164 f. Tese (Doutorado em Ling??stica. ?rea de Concentra??o: Semi?tica e Ling??stica Geral), Faculdade de Filosofia, Letras e Ci?ncias Humanas, Universidade de S?o Paulo. Hoicka, E. & Gattis, M. (2008). Do the wrong thing: how toddlers tell a joke from a mistake. Cognitive Development, 23, 180-190. Hoicka, E. Jutsum, S. & Gattis, M. (2008). Humor, abstraction and disbelief. Cognitive Science, 32, 985-1002 Horgan, D. (1981). Learning to tell jokes: a case study of metalinguistic abilities. Journal of Child Language, 8, 217-224. Hoskens, J. Martinot, C & Guidetti, M. (2009a). Developmental aspects of humor production. Poster pr?sent? au Workshop on Pragmatic Development, Lyon, Avril. Johnson, K.E. & Mervis, C.B. (1997). First steps in the emergence of verbal humor: a case study. Infant Behavior and Development, 20(2), 187-196. Kintsch, W., & Van Dijk, T. A. (1978). Towards a Model of Text Comprehension and Production. Psychological Review, 85, 363-394. Laval, V. & Bert-Erboul, A. (2005). French speaking-children?s understanding of sarcasm : the role of intonation and context. Journal of Speech, Language and Hearing Research, 48(3), 610-620. Laval, V., de Weck, G., Chaminaud, S. & Lacroix, A. (2009). Contexte et compr?hension des expressions idiomatiques : une ?tude chez des enfants francophones pr?sentant une dysphasie de type phonologique syntaxique. Swiss Journal of Psychology, 68(1), 51-60. Loizou, E. (2007). Humor as a means of regulating one?s social self : two infants with unique humorous personas. Early Child Development and Care, 177(2), 195-205. Lyons, V. & Fizgerald, M. (2004). Humor in autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 34(5), 521-531. McGhee, P.E. (&979). Humor : its origin and development. San Fransisco : W.H. Freeman and Co. Piaget, J. & Inhelder, B. (1966). La psychologie de l?enfant. Paris : PUF. Reddy, V. (1991). Playing with other?s expectations: teasing and mucking about in the first year. In : A. Whiten (ed.) Natural theories of mind (pp. 143-158). Oxford: Basil Blackwell. Saint-James, P.J. & Tager-Flusberg, H. (1994). An observational study of humor in autism and Down syndrome. Journal of Autism and Developmental Disorders, 24(5), 603-617. Thommen, E. & Suchet, C. (&999). Humour et intentionnalit? chez l?enfant : Incongruit?s de propri?t?s entre l?homme et l?animal. Archives de Psychologie, 67, 215-238. 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 23 janv. 10 ? 11:57, Isenthia a ?crit : > Dear All, > > I was wondering whether you could help me find literature (preferably > articles) on children's understanding of non-literal meaning such as > metaphor, idioms, metonymy and also irony, indirect speech acts or > sarcasm, etc. > > I know of a lot of empirical studies that investigate whether there > are differences in understanding of so-called `literal meaning' vs. > `non-literal meaning'. However, all of those (that I know) have adult > subjects. I also know that there IS literature on children's > understanding non-literal meaning/language (I'm interested especially > in theories on how and when it is acquired, possibly with differences > for different types of non-literal meaning). However, it would > probably take me quite some time finding that as I don't know where to > look for it and would have to start by feeding google with rather > unspecific search items ;) > > So, I hope you can help me cutting this 'rummaging' short. > > Thanks. > Kristin > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 doritr at post.tau.ac.il Sat Jan 23 13:11:05 2010 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Sat, 23 Jan 2010 15:11:05 +0200 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: Message-ID: Dear Kristin, Here is a new paper on children's comprehension of figurative language: Berman, R.A. & D. Ravid. In press. Interpretation and recall of proverbs in three pre-adolescent populations. *First Language*. You can get it from Ruth Berman (rberman at post.tau.ac.il) or from me. Best Dorit Ravid Professor Dorit Ravid School of Education and the Department of Communications Disorders Tel Aviv University also drtravid at gmail.com -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Isenthia Sent: Saturday, January 23, 2010 12:58 PM To: Info-CHILDES Subject: Literature on children's understanding of non-literal meaning Dear All, I was wondering whether you could help me find literature (preferably articles) on children's understanding of non-literal meaning such as metaphor, idioms, metonymy and also irony, indirect speech acts or sarcasm, etc. I know of a lot of empirical studies that investigate whether there are differences in understanding of so-called `literal meaning' vs. `non-literal meaning'. However, all of those (that I know) have adult subjects. I also know that there IS literature on children's understanding non-literal meaning/language (I'm interested especially in theories on how and when it is acquired, possibly with differences for different types of non-literal meaning). However, it would probably take me quite some time finding that as I don't know where to look for it and would have to start by feeding google with rather unspecific search items ;) So, I hope you can help me cutting this 'rummaging' short. Thanks. Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 beachjade at gmail.com Sat Jan 23 17:16:39 2010 From: beachjade at gmail.com (beachjade) Date: Sat, 23 Jan 2010 09:16:39 -0800 Subject: Literature on children's understanding of non-literal meaning In-Reply-To: <001c01ca9c2d$8558a140$9009e3c0$@tau.ac.il> Message-ID: And here are a few more: Friend, M. (2003). What should I do? Language, paralanguage, and behavior regulation in early childhood. *Journal of Cognition and Development 4*, 161-183. Friend, M. (2001). The transition from affective to linguistic meaning. *First Language, 21*, 219-243. Friend, M. (2000). Developmental changes in sensitivity to vocal paralanguage. *Developmental Science, 3*, 148-162. Friend, M. and Bryant, J. B. (2000) A developmental lexical bias in the interpretation of discrepant messages. *Merrill-Palmer Quarterly, 46*, 140-167. Best Wishes, Margaret Friend On Sat, Jan 23, 2010 at 5:11 AM, Dorit Ravid wrote: > Dear Kristin, > Here is a new paper on children's comprehension of figurative language: > Berman, R.A. & D. Ravid. In press. Interpretation and recall of proverbs in > three pre-adolescent populations. *First Language*. > You can get it from Ruth Berman (rberman at post.tau.ac.il) or from me. > Best > Dorit Ravid > > Professor Dorit Ravid > School of Education and the Department of Communications Disorders > Tel Aviv University > also drtravid at gmail.com > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of Isenthia > Sent: Saturday, January 23, 2010 12:58 PM > To: Info-CHILDES > Subject: Literature on children's understanding of non-literal meaning > > Dear All, > > I was wondering whether you could help me find literature (preferably > articles) on children's understanding of non-literal meaning such as > metaphor, idioms, metonymy and also irony, indirect speech acts or > sarcasm, etc. > > I know of a lot of empirical studies that investigate whether there > are differences in understanding of so-called `literal meaning' vs. > `non-literal meaning'. However, all of those (that I know) have adult > subjects. I also know that there IS literature on children's > understanding non-literal meaning/language (I'm interested especially > in theories on how and when it is acquired, possibly with differences > for different types of non-literal meaning). However, it would > probably take me quite some time finding that as I don't know where to > look for it and would have to start by feeding google with rather > unspecific search items ;) > > So, I hope you can help me cutting this 'rummaging' short. > > Thanks. > Kristin > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Jan 25 14:39:30 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 25 Jan 2010 15:39:30 +0100 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <3EAE1324-9E55-4FC9-8979-D1D91A61ECD2@gmail.com> Message-ID: ANNOUNCEMENT of a Conference in PARIS, France No registration fees For organization purposes, please announce your attendance before February 25th to georgie.morand at sfl.cnrs.fr More details can be found here http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr International Conference in PARIS, France Grammaticalization and language acquisition 25 - 26 March 2010 CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 organized by Dominique Bassano (CNRS, Structures Formelles du Langage, UMR 7023, CNRS - Universit? Paris 8, Paris, France) ANR LANGRAMACQ and by Edy Veneziano (Universit? Paris Descartes, MoDyCo, UMR 7114, CNRS - Universit? Paris Ouest & Paris Descartes, Paris, France) ANR EMERGRAM PROGRAM THURSDAY 25 March (ANR Langramacq) 10h - 11h Early comprehension of syntactic constructions: Transitive structures in French M. Kail, D. Bassano, M. Boibieux et P. Bonnet 11h15- 13h Early production: The acquisition of nominal determiners in three children learning different languages D. Bassano, I. Maillochon, W.U. Dressler, K. Korecky-Kr?ll, S. Laaha,, P. van Geert & M. van Dijk 14h30-15h30 Modeling the role of the input: Input-output relationships from a dynamic systems perspective P. van Geert, M. van Dijk, D. Bassano, I. Maillochon, W.U. Dressler, K. Korecky-Kr?ll, & S. Laaha 15h30 ? 16h Looking for input effects: A study on noun grammaticalization in French D. Bassano, I. Maillochon & P. Bonnet 16h30- 18h Lexicalization and grammaticalization in the verb and the verbal network: typological constraints on language acquisition M. Hickmann, H. Hendriks, A.C. Demagny, A.K. Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne 18h00-18h30: DISCUSSION *********** FRIDAY 26 March (ANR Emergram) 9h30 - 10h45 The emergence of Noun and Verb categories in French : Evidence from production and comprehension studies E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour 10h45 - 11h15 Nouns and Verbs in Spanish : Input and Output from 20 to 25 month S. L?pez Ornat & S. Nieva 11h30 - 13h00 Verbal morphology : Acquisition, input and conversation in development E. Veneziano & C. Parisse; Eve V. Clark & Marie-Catherine de Marneffe, C. Rojas Nieto 14h30-16h30 Transitions towards articulated speech: Examples from French, English and Spanish A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel 17h - 18h The construction of a language system: Putting together fragments of language knowledge E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern; A Peters; C. Rojas Nieto 18h00-18h30 : DISCUSSION -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Jan 25 15:01:43 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 25 Jan 2010 10:01:43 -0500 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <3E06FA79-717D-4D3E-BA66-5A86FD6236F2@paris5.sorbonne.fr> Message-ID: Dear Edy, The conference ;looks excellent! What happened about the ticket? I learned from Ellen that she had not been party to the correspondence since her e-mail had changed. Her work cannot pay for attendance. Is is possible that Emergram might find funds for her? Thanks, Lorraine At 09:39 AM 1/25/2010, you wrote: >ANNOUNCEMENT of a Conference in PARIS, France >No registration fees >For organization purposes, please announce your >attendance before February 25th to >georgie.morand at sfl.cnrs.fr > >More details can be found here >http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr > > > > >International Conference in PARIS, France >Grammaticalization and language acquisition >25 - 26 March 2010 >CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 > >organized by >Dominique Bassano >(CNRS, Structures Formelles du Langage, UMR >7023, CNRS - Universit? Paris 8, Paris, France) >ANR LANGRAMACQ > >and by >Edy Veneziano >(Universit? Paris Descartes, MoDyCo, UMR 7114, >CNRS - Universit? Paris Ouest & Paris Descartes, Paris, France) >ANR EMERGRAM > >PROGRAM >THURSDAY 25 March (ANR Langramacq) >10h - 11h >Early comprehension of syntactic constructions: >Transitive structures in French >M. Kail, D. Bassano, M. Boibieux et P. Bonnet > >11h15- 13h >Early production: The acquisition of nominal >determiners in three children learning different languages >D. Bassano, I. Maillochon, W.U. Dressler, K. >Korecky-Kr?ll, S. Laaha,, P. van Geert & M. van Dijk > >14h30-15h30 >Modeling the role of the input: Input-output >relationships from a dynamic systems perspective >P. van Geert, M. van Dijk, D. Bassano, I. >Maillochon, W.U. Dressler, K. Korecky-Kr?ll, & S. Laaha > >15h30 ? 16h >Looking for input effects: A study on noun grammaticalization in French >D. Bassano, I. Maillochon & P. Bonnet >16h30- 18h >Lexicalization and grammaticalization in the >verb and the verbal network: typological constraints on language acquisition >M. Hickmann, H. Hendriks, A.C. Demagny, A.K. >Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne > >18h00-18h30: DISCUSSION >*********** >FRIDAY 26 March (ANR Emergram) >9h30 - 10h45 >The emergence of Noun and Verb categories in >French : Evidence from production and comprehension studies >E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour > >10h45 - 11h15 >Nouns and Verbs in Spanish : Input and Output from 20 to 25 month >S. L?pez Ornat & S. Nieva > >11h30 - 13h00 >Verbal morphology : Acquisition, input and conversation in development >E. Veneziano & C. Parisse; Eve V. Clark & >Marie-Catherine de Marneffe, C. Rojas Nieto > >14h30-16h30 >Transitions towards articulated speech: Examples >from French, English and Spanish >A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel > >17h - 18h >The construction of a language system: Putting >together fragments of language knowledge >E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, >A. Morgenstern; A Peters; C. Rojas Nieto > >18h00-18h30 : DISCUSSION > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Jan 25 15:22:09 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 25 Jan 2010 10:22:09 -0500 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - In-Reply-To: <6.2.3.4.2.20100125095915.035b9be0@rci.rutgers.edu> Message-ID: Apologies! After all of these years this is my first offense! I hope to see many of you at our conference. >At 09:39 AM 1/25/2010, you wrote: >>ANNOUNCEMENT of a Conference in PARIS, France >>No registration fees >>For organization purposes, please announce your >>attendance before February 25th to >>georgie.morand at sfl.cnrs.fr >> >>More details can be found here >>http://www.modyco.fr/index.php?option=com_eventlist&view=details&id=141&Itemid=5&lang=fr >> >> >> >> >>International Conference in PARIS, France >>Grammaticalization and language acquisition >>25 - 26 March 2010 >>CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 >> >>organized by >>Dominique Bassano >>(CNRS, Structures Formelles du Langage, UMR >>7023, CNRS - Universit? Paris 8, Paris, France) >>ANR LANGRAMACQ >> >>and by >>Edy Veneziano >>(Universit? Paris Descartes, MoDyCo, UMR 7114, >>CNRS - Universit? Paris Ouest & Paris Descartes, Paris, France) >>ANR EMERGRAM >> >>PROGRAM >>THURSDAY 25 March (ANR Langramacq) >>10h - 11h >>Early comprehension of syntactic constructions: >>Transitive structures in French >>M. Kail, D. Bassano, M. Boibieux et P. Bonnet >> >>11h15- 13h >>Early production: The acquisition of nominal >>determiners in three children learning different languages >>D. Bassano, I. Maillochon, W.U. Dressler, K. >>Korecky-Kr?ll, S. Laaha,, P. van Geert & M. van Dijk >> >>14h30-15h30 >>Modeling the role of the input: Input-output >>relationships from a dynamic systems perspective >>P. van Geert, M. van Dijk, D. Bassano, I. >>Maillochon, W.U. Dressler, K. Korecky-Kr?ll, & S. Laaha >> >>15h30 ? 16h >>Looking for input effects: A study on noun grammaticalization in French >>D. Bassano, I. Maillochon & P. Bonnet >>16h30- 18h >>Lexicalization and grammaticalization in the >>verb and the verbal network: typological constraints on language acquisition >>M. Hickmann, H. Hendriks, A.C. Demagny, A.K. >>Ochsenbauer, T. Iakovleva, E. Soroli, P. Bonnet, P. Taranne >> >>18h00-18h30: DISCUSSION >>*********** >>FRIDAY 26 March (ANR Emergram) >>9h30 - 10h45 >>The emergence of Noun and Verb categories in >>French : Evidence from production and comprehension studies >>E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, A. Morgenstern, A. Delacour >> >>10h45 - 11h15 >>Nouns and Verbs in Spanish : Input and Output from 20 to 25 month >>S. L?pez Ornat & S. Nieva >> >>11h30 - 13h00 >>Verbal morphology : Acquisition, input and conversation in development >>E. Veneziano & C. Parisse; Eve V. Clark & >>Marie-Catherine de Marneffe, C. Rojas Nieto >> >>14h30-16h30 >>Transitions towards articulated speech: >>Examples from French, English and Spanish >>A. Peters; E. Veneziano ; S. Nieva; L. McCune Nicolich & E. Herr-Israel >> >>17h - 18h >>The construction of a language system: Putting >>together fragments of language knowledge >>E. Veneziano, C. Parisse, M. Leroy, E. Mathiot, >>A. Morgenstern; A Peters; C. Rojas Nieto >> >>18h00-18h30 : DISCUSSION >> >>-- >>You received this message because you are >>subscribed to the Google Groups "Info-CHILDES" group. >>To post to this group, send email to info-childes at googlegroups.com. >>To unsubscribe from this group, send 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. 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 edy.veneziano at paris5.sorbonne.fr Mon Jan 25 22:37:10 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 25 Jan 2010 23:37:10 +0100 Subject: Announcement : International Conference in Paris - Grammaticalization and Language acquisition - Message-ID: Sorry for multiple postings!!! ANNOUNCEMENT of a Conference in PARIS, France No registration fees For organization purposes, please announce your attendance before February 25th to georgie.morand at sfl.cnrs.fr International Conference Grammaticalization and language acquisition 25 - 26 March 2010 CNRS Site Pouchet, 59-61 Rue Pouchet, Paris 75017 organized by Dominique Bassano (CNRS, Structures Formelles du Langage, UMR 7023, CNRS - Universit? Paris 8, Paris, France) ANR LANGRAMACQ and Edy Veneziano (Universit? Paris Descartes, MoDyCo, UMR 7114, CNRS - Universit? Paris Ouest & Paris Descartes, Paris, France) ANR EMERGRAM See attached document for details and for the program Edy Veneziano Professor Developmental Psychology and Language Acquisition Universit? Paris Descartes-CNRS 46, rue St Jacques 75005 Paris http://www.modyco.fr/veneziano -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Grammaticalization and Language Acquisition EN.doc Type: application/msword Size: 60416 bytes Desc: not available URL: From dave.barner at gmail.com Tue Jan 26 23:54:38 2010 From: dave.barner at gmail.com (David Barner) Date: Tue, 26 Jan 2010 15:54:38 -0800 Subject: Lab Coordinator position at UCSD Message-ID: Dear all, Please circulate to students interested in a lab coordinator position in my lab at UCSD. If they're good, I'll send them back all nicely trained to you for grad school. :-) Cheers, David Barner --------------------------- The Language and Development Lab at UCSD (San Diego, California) is looking for a laboratory coordinator beginning July 1, 2010 or later. The lab conducts research on language acquisition, conceptual development, and cross-cultural differences in each area (e.g., in Japan, Taiwan, and India). Duties include managing and leading research projects in the lab: designing studies, creating stimuli, recruiting participants, testing infants, toddlers, and adults, analyzing data, and participating in the final synthesis of research for publication. The position also involves administrative duties, such as interviewing and hiring undergraduate volunteers, managing subject recruitment, training students, purchasing equipment, and planning lab events and meetings. All past lab coordinators have co- authored at least one paper during their tenure. Preferred qualifications: Bachelor's degree in Psychology, Linguistics, Cognitive Science. Experience working with children & strong interest in language. Knowledge of Excel, SPSS statistical software is preferred. Strong organization and writing skills. Minimum 1 year commitment. Pay and benefits commensurate with experience, according to the UCSD Lab Assistant 1 scale. For more information about the lab, and to request details about the job, visit http://www.ladlab.ucsd.edu, or email Jennifer Audet at ladlab.coordinator at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From editor.iascl.clbulletin at gmail.com Thu Jan 28 04:32:18 2010 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Wed, 27 Jan 2010 20:32:18 -0800 Subject: IASCL 2011: Call for Symposium and Poster Abstracts Message-ID: IASCL - July 19-23, 2011 - Montreal, Canada (http://iascl2011.org/) Call for Symposium and Poster Abstracts Deadline for Symposium abstracts: August 1, 2010 Deadline for Individual poster abstracts: October 1, 2010 Inquiries: sanja.obradovic at uqam.ca, henri.cohen at parisdescartes.fr I. Who is responsible for an abstract (symposium and poster presentations)? There is one responsible person per abstract. Although co-authors and their affiliations may be listed in an abstract, a contributor may only be responsible for one oral (symposium) or poster presentation. Responsible authors appear as first author in the abstract that they are presenting. Thus, a contributor may appear as first author only once (and deliver not more than one oral presentation). The number of times a contributor may be listed as a co-author is not limited. II. How to Submit Abstracts An abstract must be submitted on the official abstract web form (http://iascl2011.org/). Abstracts are submitted in English. Abstracts are required for all symposia speakers, for all poster presentations and for the student competitions. III. Preparation of Symposium Proposals Symposium organizers are invited to submit a summary (250 words) describing the content and purpose of the symposium. A symposium includes four (4) oral presentations and is two (2) hours in duration. Deadline for complete symposium proposals is August 1, 2010. IV. Preparation of Abstracts (Symposium and Poster presentations) The abstract should contain a concise statement of (i) the problem under investigation, (ii) the empirical methods used, (iii) the essential results obtained, and (iv) a conclusion. Do not state, for example that "the results will be discussed". An abstract is not a formal publication and therefore should not include literature references or grant acknowledgements, etc. Deadline for Individual poster abstracts is October 1, 2010. Program and Abstracts of this meeting will be prepared electronically. Abstracts will not be edited in any way. Thus, every error that appears in the submitted abstract will appear in the printed abstract. Abstract text (without title) should be no longer than 250 words. V. Subject Categories For the purpose of review and programming only, abstracts will be divided into categories. Please, indicate on the web form the category you have chosen. List of categories on language acquisition and development: Bilingual first language acquisition Child second language acquisition Cognition and language development Cultural and social factors First language acquisition Genetic and biological determinants Language evolution and language acquisition Language development in atypical populations Literacy and language Music and language Neurocognitive correlates New methods in Child Language Research Numeracy and language Quantitative and qualitative input factors Speech Other (please, specify) VI. Student Award - Symposium Competition Attention Students: Benefits of participating in the Student Award competition. If you are 1 of the 5 students selected for the Student Symposium (participants will be declared after the competition deadline), you will: - participate in the travel bursary - have a certificate of participation - have the opportunity to win a cash prize and a plaque Two awards will be presented to the 2 best student oral presentations and extended abstracts. Each award consists of CA$ 200.00 cash and a plaque. Procedure A maximum of five (5) oral presentations (student as first author) will be made in a Student Award Symposium. The selection of students for this symposium will be made on the basis of a previously submitted written extended abstract. If more than five students apply for the awards, extended abstracts will be pre-judged by three judges from the IASCL Scientific Committee, and the five best selected for the symposium. The other abstracts will be scheduled in the poster sessions. Extended abstracts are due on or before October 1, 2010. A. To enter To enter the competition, students must do the following: 1. All abstracts must first be submitted using the appropriate regular web form for individual (poster) abstracts on the official abstract web form (http://iascl2011.org). Complete all sections of the web form as indicated. 2. Submit this abstract form by October 1, 2010. At this time, the student should also indicate in the Section ?Comments to the Review Committee? his/her intention to enter the competition. A student cannot submit more than one (1) abstract as the presenting author in this competition. 3. In addition, submit an extended abstract (pdf) of up to 600 words, including a maximum of 2 figures or tables that will be included. The extended abstract must be submitted no later than October 1, 2010 to Prof. Henri Cohen (henri.cohen at uqam.ca / henri.cohen at parisdescartes.fr). 4. The extended abstract. The extended abstract must have its own abstract consisting of no more than 50 words. Do not use section headings in the body of the paper. Include a brief introduction, methods, results and discussion in a single section. The text (including abstract) should not exceed 600 words. A maximum of 2 figures or tables is allowed. Materials and methods should be described in the text, not in figure legends or table footnotes. The literature cited section should conform to the format used by the APA (publication style manual, American Psychological Association). 5. The submitted material will be adjudicated as follows: - Abstracts submitted for the Students Award by the October 1, 2010 deadline will be reviewed along with all other abstracts submitted for the annual meeting. - Extended abstracts received by the Chair of the Scientific Committee will be distributed to members of the committee for judging. The extended abstracts will be judged according to their scientific merit (see Competition guidelines below). The students will be notified as to whether or not their paper has been chosen for the Student Award Symposium.) - For evaluation of the oral presentations, the Chair of the Scientific Committee will select a panel of at least three (3) members from the Scientific Committee or the membership at large to grade the oral presentations. This panel will not include members of the Scientific Committee involved in the pre-judging (see Competition guidelines below) or the symposium chair. - The two winners will be selected from the combined assessment of their extended abstract and oral presentation. The awards will be presented by the Chair of the Scientific Committee at the surprise cultural event. B. Competition Guidelines A student is defined as being registered at a University for a Masters or PhD program. 1. Written Submission Members of the Scientific Committee will review each extended abstract submitted for the competition and award a mark out of 20, as follows: - Scientific merit (12 marks): Is the work scientifically sound? Does the work significantly advance knowledge in the discipline? Are the methods and results reliable? Do the results support the conclusions? - Clearly defined objectives of the research (4 marks). - Strict adherence of the abstract in length and format guidelines. (For example, is the bibliography presented in APA style?) (2 marks) - Suitability of Figures and Tables for presentation (2 marks). 2. The Presentation Each presentation will last a maximum of 12 minutes followed by 3 minutes for questions from the audience. The panel of judges will evaluate the presentations (65 marks). The judges have no knowledge of the written evaluation and rate each presentation using the following criteria: - A brief and lucid introduction to the research (5 marks). A person unfamiliar with the subject should be able to ascertain what the research is about and what knowledge currently exists on the subject. - A clear definition of the objectives of the work (5 marks). - A clear, audible speaking style and speed at all times (5 marks). - The student addresses the audience rather than the notes, blackboard, slides, or feet (5 marks). - Distinctly visible, understandable, and properly labeled graphics (Figures, Tables, etc.) (10 marks). - The student specifically indicates to the audience the significant information contained in the graphics (10 marks). - The scientific content of the paper is of good quality and the message is clearly imparted to the audience (10 marks). - A summary or a list of conclusions is presented at the end of the talk (5 marks). - Ending within the allotted time (5 marks). - Ability to respond to questions (5 marks). IASCL will be providing some assistance to students competing in the Student Award Competition. A total of CA$800 will be available to help defray the travel costs of students who have been selected to compete in the competition. This is a bursary, not a prize, and those who have the greatest travel expenses will benefit the most. The 5 students selected to compete in the IASCL Student Award Competition are eligible to receive reimbursement for travel costs (or portion thereof) incurred in attending the IASCL 2011 meeting. This travel bursary can be obtained by submitting official receipts (or legible copies thereof) from the commercial carrier (gasoline receipts may be acceptable, if applicable). That portion of travel expense to be supported by IASCL will be determined by dividing the CA$800 by the total amount claimed by all students. Only travel expenses may be submitted. Receipts should be submitted after the meeting and must be received by the IASCL 2011 Secretariat by August 30 of the meeting year. Bank drafts will be mailed by August 30, 2011 to the person or institution designated by the application. VII. Student Award - Poster Competition The poster competition is intended to give students a forum to compete for a prize that should exemplify excellent work as well as clear communication of results and conclusions in the poster format. Two (2) ex aequo cash prizes will be awarded. A willingness to participate in the poster competition will be made with the submission of the abstract. Not all abstracts submitted will be chosen. A student can submit only one abstract as presenter in a Student Award Competition, and this abstract can be submitted to only one Student Award Competition. To enter the competition, students must do the following: All abstracts must be submitted using the web form on the official abstract web form (http://iascl2011.org/). Complete all sections of the web form as indicated. Submit this abstract form by October 1, 2010. At this time, the student should also indicate, in the Section ?Comments to the Review Committee? her/his intention to enter the competition. VIII. Selection of competitors The selection of abstracts for the poster competition will be the responsibility of the chair and members of the Scientific Committee. If necessary, the chair can appoint other referees to assist with the rankings (e.g, conflict of interest, time constraint). A maximum of six (6) posters will be retained for the competition, while the other posters will be presented as part of the regular poster sessions. The overall ranking of the poster abstracts eligible for the competition (student as first author) will be based on the scientific merit of the materials described in the abstract. The contestants will then be notified as to whether their abstract has been selected for the poster competition. (The right to have a number less than 6 can be exercised if the quality of the abstracts does not warrant that the poster should enter the competition.) The Competition No less than 14 days prior to the conference, the contestants will submit a pdf file that will contain their poster as it will be presented. For IASCL 2011 competition, the pdf files are to be sent to Prof. Lucie M?nard at the following address: lucie.menard at uqam.ca. Judging Panel Each poster will be judged by three people. Judges #1 and #2 will contribute 35 marks each, Judge #3 will contribute 30 marks for a total score out of 100. The scores will be given to the chair of the Scientific Committee or his delegate who will oversee the tabulation of the scores. The judges and the person compiling and tabulating the scores must not have been a judge in the poster award competition, nor can be a co-author on any of the posters in competition. Judge #1 and #2 Criteria 25 marks judging submitted pdf 10 marks judging by questions to poster presenter (Total: 35 marks) The rationale for this portion is that the poster should be finished ahead of time. This will allow the judges to look through the data, judge the poster as a written document, and formulate intelligent questions to ask prior to the actual poster session. This will allow the poster session to go more quickly. As well it will mean the student should be aware that the poster is to be understandable in their absence. Judge #3 The third judge will be judging the poster and the contents without having the benefit of seeing the poster ahead of time. Many times you actually do not get a chance to see a poster presenter and need to make a poster out depending on what you overhear or can make out by yourself under crowded circumstances. This is the role of Judge 3. Whereas the other judges will have prepared questions and hopefully developed an understanding of the material presented from the pre- submitted pdf, Judge 3 will really be the person who sees the poster for the first time and will judge it accordingly. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 tomfrit at googlemail.com Sun Jan 31 16:55:50 2010 From: tomfrit at googlemail.com (Tom Fritzsche) Date: Sun, 31 Jan 2010 17:55:50 +0100 Subject: 2 Postdoc positions: Paris (France) and Potsdam (Germany) Message-ID: Dear all, please find attached the description of two postdoc positions in a project on crosslinguistic investigations on the development of rhythmic preferences in German and French infants. Best, Tom ************************************** Tom Fritzsche University of Potsdam Department of Linguistics Karl-Liebknecht-Stra?e 24-25 14476 Potsdam Germany e-mail: tomfri at uni-potsdam.de phone: +49 331 977 2296 ************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- A non-text attachment was scrubbed... Name: postdoc ad ANR DFG.doc Type: application/msword Size: 30720 bytes Desc: not available URL: From macw at cmu.edu Sun Jan 31 21:10:45 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 31 Jan 2010 16:10:45 -0500 Subject: two new corpora Message-ID: Dear Info-CHILDES, It is my pleasure to announce the addition to CHILDES of two new corpora from children learning British English. The first is the Lara corpus from Caroline Rowland. This corpus consists of 120 hours of audio recorded speech from one child between 1;9 and 3;3. These files were analyzed with an earlier version of MOR and we will eventually update the %mor line. The second corpus is the Thomas corpus from Jeannine Goh and Elena Lieven of the MPI Child Study Centre in Manchester. This corpus is far and away the densest corpus yet available in CHILDES. Thomas was recorded intensively throughout the period of 2;0 to 4;11, but particularly so during the period from 2;0 to 3;2. The corpus now on the web does not include a %mor line, but that will be added later in the year. By way of comparison, the classic three-child Brown corpus has a size of about 23MB without the additional %mor and %gra lines, and the single-child Thomas corpus has a size of 123 MB. Moreover, the Thomas corpus is fully linked to audio and the transcripts linked to audio can be listened to directly over the web through the CHILDES browser. Last names and addresses have been removed from the transcripts and audio to maintain anonymity. I would like to thank Caroline, Elena, Jeannine and all of the others who worked on these projects for the contribution to CHILDES of two important data sets. Details regarding both corpora can now be found in the database manual for UK English on the web. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.