From girbau7 at gmail.com  Wed Jun  2 07:20:43 2010
From: girbau7 at gmail.com (Dolors Girbau)
Date: Wed, 2 Jun 2010 09:20:43 +0200
Subject: Flip video
In-Reply-To: <42EFDD8C-F114-4E8E-A98F-387BDFF4B372@cmu.edu>
Message-ID: <WED.2.JUN.2010.092043.0200.>

Hi,

Does anyone know of any good software for clip arts with REAL pictures
(if possible, with scenes for sentences)? Any information would be
helpful.

Thanks,
DG

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From rusnakes at gmail.com  Wed Jun  2 14:10:23 2010
From: rusnakes at gmail.com (Emily Rusnak)
Date: Wed, 2 Jun 2010 10:10:23 -0400
Subject: Flip video
In-Reply-To: <AANLkTikHxdqjF9M4h2TbsSF9TZ24LWO3uluyT5iQ_PV3@mail.gmail.com>
Message-ID: <WED.2.JUN.2010.101023.0400.>

Hi there. We use photo clipart for our priming research and have had great
success with several internet sites.  First, there used to be some CDs out
there that offered excellent photos of items and scenes, but I haven't seen
any for sale in quite some time.  You might try some place like Staples,
OfficeMax, etc., if you are interested in purchasing one.  However, the
choices with packaged clip art products can be rather limited.

Now, you can get a wider assortment of photos online through Getty photos,
iStock, and similar websites. They offer fee-based photographs, which vary
in price based on the size of the photo, among other factors. Microsoft also
offers some photo clip art for free, but there are not a ton of photos there
from which you can choose.  I alway check on Microsoft first to see if
there's something for free, and then head off to iStock to purchase the
remainder of what I need.  The search options on the fee-based sites are
excellent, too!  Microsoft is rather lacking in that respect.

Good luck with your search.


Emily

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Rusnak, M.A., CCC-SLP
Doctoral Candidate
Speech-Language Pathologist
Bowling Green State University
Department of Communication Sciences and Disorders
200 Health Center Building
Bowling Green, OH 43403
734-891-4151 (cell--best to reach)
419-372-4320 (BGSU office)
Rusnakes at gmail.com
Erusnak at bgsu.edu


On Wed, Jun 2, 2010 at 3:20 AM, Dolors Girbau <girbau7 at gmail.com> wrote:

> Hi,
>
> Does anyone know of any good software for clip arts with REAL pictures
> (if possible, with scenes for sentences)? Any information would be
> helpful.
>
> Thanks,
> DG
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>

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From k.j.alcock at lancaster.ac.uk  Wed Jun  2 14:31:19 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 2 Jun 2010 15:31:19 +0100
Subject: Flip video
In-Reply-To: <AANLkTimE9H62KBYWZs8lQVxPw0zHaxxgebBvYJzvMBn2@mail.gmail.com>
Message-ID: <WED.2.JUN.2010.153119.0100.>

For single items, I have used Dorling Kindersley clip-art ­ the style of
pictures is very clear, on a nice white background.

They wouldn¹t have suitable scenes though.



From: Emily Rusnak <rusnakes at gmail.com>
Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Wed, 2 Jun 2010 10:10:23 -0400
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Subject: Re: Flip video

Hi there. We use photo clipart for our priming research and have had great
success with several internet sites.  First, there used to be some CDs out
there that offered excellent photos of items and scenes, but I haven't seen
any for sale in quite some time.  You might try some place like Staples,
OfficeMax, etc., if you are interested in purchasing one.  However, the
choices with packaged clip art products can be rather limited.  

Now, you can get a wider assortment of photos online through Getty photos,
iStock, and similar websites. They offer fee-based photographs, which vary
in price based on the size of the photo, among other factors. Microsoft also
offers some photo clip art for free, but there are not a ton of photos there
from which you can choose.  I alway check on Microsoft first to see if
there's something for free, and then head off to iStock to purchase the
remainder of what I need.  The search options on the fee-based sites are
excellent, too!  Microsoft is rather lacking in that respect.

Good luck with your search.


Emily

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Rusnak, M.A., CCC-SLP
Doctoral Candidate
Speech-Language Pathologist
Bowling Green State University
Department of Communication Sciences and Disorders
200 Health Center Building
Bowling Green, OH 43403
734-891-4151 (cell--best to reach)
419-372-4320 (BGSU office)
Rusnakes at gmail.com
Erusnak at bgsu.edu


On Wed, Jun 2, 2010 at 3:20 AM, Dolors Girbau <girbau7 at gmail.com> wrote:
> Hi,
> 
> Does anyone know of any good software for clip arts with REAL pictures
> (if possible, with scenes for sentences)? Any information would be
> helpful.
> 
> Thanks,
> DG
> 
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com
> <mailto:info-childes%2Bunsubscribe at googlegroups.com> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
> 


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From Laida.Restrepo at asu.edu  Thu Jun  3 21:51:33 2010
From: Laida.Restrepo at asu.edu (Laida Restrepo)
Date: Thu, 3 Jun 2010 14:51:33 -0700
Subject: Position announcement - ELL coordinator
In-Reply-To: <LYRIS-307013-654508-2010.06.03-00.00.05--laida.restrepo#asu.edu@lists.asha.org>
Message-ID: <THU.3.JUN.2010.145133.0700.>

English Language Learner (ELL) Project Coordinator

Arizona State University's Department of Speech and Hearing Science is
recruiting a full time project coordinator for a U.S. Department of
Education funded five-year research grant entitled "The Language Bases
of Reading". The grant focuses on improving reading comprehension in
bilingual and monolingual children in preschool through third grade.
Minimum requirements include (a) a bachelor's degree in education,
speech and hearing science, or a closely related field, (b) three years
experience working in schools with children ages 3-8, (c) expertise
using Microsoft Office software applications, and (c) high levels of
proficiency in oral and written Spanish. A master's degree in education,
speech and hearing science, communication disorders, or a closely
related field is preferred. Experience with staff coordination and
supervision, database management, college student supervision and
training, and experience assessing young children is a plus. The project
coordinator must demonstrate excellent management and organization
skills and the ability to interact well with school personnel, students,
and parents. This position will oversee the day-to-day management of the
ELL portion of the project. The project coordinator will work closely
with the principal investigator, co-investigator, and other project
coordinators to ensure that the program is implemented successfully. The
salary range for the full time position with benefits is $45,000-
$50,000 depending on qualifications and experience. For more information
please contact Laida Restrepo at (480) 727-8795 or
laida.restrepo at asu.edu. To apply, email your curriculum vitae or  resume
and names and contact information (phone, e-mail, and address) for three
references to laida.restrepo at asu.edu. The application deadline is June
11 or every Friday therafter until the search is closed. Visit
www.asu.edu/clas/shs for department information. A background check is
required for employment.  ASU is an EO/AA employer.

 

 

M. Adelaida Restrepo, Ph.D. 

Associate Professor

Dep. of Speech and Hearing Science and Applied Linguistics

Arizona State University 

 

 

-----

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From t.marinis at reading.ac.uk  Fri Jun  4 18:55:37 2010
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Fri, 4 Jun 2010 19:55:37 +0100
Subject: Lecturer (Assistant Professor)/Senior Lecturer (Associate
 Professor) in Language Development/Impairment,
 University of Reading, UK
Message-ID: <FRI.4.JUN.2010.195537.0100.>

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From pul8 at psu.edu  Mon Jun  7 21:15:14 2010
From: pul8 at psu.edu (Ping Li)
Date: Mon, 7 Jun 2010 17:15:14 -0400
Subject: developmental neuroscience positions at Penn State
Message-ID: <MON.7.JUN.2010.171514.0400.>

The Departments of Human Development and Family Studies, Nutritional
Sciences and Food Science, and Psychology announce three open rank tenure
track positions in adolescent developmental neuroscience. These positions
will be co-funded by the Children, Youth and Family Consortium (CYFC) at
Penn State University (*http://www.cyfc.psu.edu*) a unit of Penn State's
Social Science Research Institute (*http://www.ssri.psu.edu*). We seek
colleagues whose research interests and expertise fit within the broad area
of brain development and function during adolescence. The University has
made substantial investments in the neurosciences over the past five years.
These include new faculty lines in existing strength areas such as cognitive
and affective neuroscience, neural engineering, prevention research, and
developmental behavioral genetics. Additionally, the Social, Life, and
Engineering Sciences Imaging Center (SLEIC) opened in 2009. It houses a new
Siemens 3T MRI scanner, two high field MRI scanners suitable for animal
research, and a Human Electrophysiology Facility (*
http://www.imaging.psu.edu*). The cluster hire will build on a long
tradition of developmental research at Penn State, as well as emerging
opportunities for collaboration with faculty in programs such as the Penn
State Institute of the Neurosciences, Huck Institutes of the Life Sciences,
Penn State College of Medicine, Prevention Research Center, Center for
Neural Engineering, and Center for Childhood Obesity. The applicant must
demonstrate his/her potential to procure external funding, and aptitude to
teach and mentor students. Salaries are competitive, commensurate with
background and experience, and an attractive benefits package is available.
Start-up funds and significant time in the neural imaging facilities are
available to support the research programs of new faculty. Review of
applications and nominations will begin immediately and will continue to be
accepted until the positions are filled. Women and ethnic and racial
minority members are especially encouraged to apply. Penn State is committed
to affirmative action, equal opportunity and the diversity of its workforce.
We encourage applicants to review all positions and consider applying to all
those that are of interest.

Further details are available at:

http://chronicle.com/jobs/0000634974-01





-- 
-----------------------------------------------
Ping Li, Ph.D.
Professor of Psychology, Linguistics, Information Sciences & Technology
Department of Psychology and Center for Language Science
Pennsylvania State University
University Park, PA 16802, USA
Email: pul8 at psu.edu
http://cogsci.psu.edu
-----------------------------------------------

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From cameron-faulknerT at cardiff.ac.uk  Wed Jun  9 08:19:40 2010
From: cameron-faulknerT at cardiff.ac.uk (Thea Cameron)
Date: Wed, 9 Jun 2010 01:19:40 -0700
Subject: Halliday's Phase II functions
Message-ID: <WED.9.JUN.2010.011940.0700.>

Dear all,

Does anyone know of studies which incorporate Halliday's Phase II
functions (i.e. mathetic and pragmatic)? There seem to be quite a
number of studies which use Phase I categories but so far I haven't
found many that look at Phase II.

Any help would be gratefully received.

Thea Cameron

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From Eugene.Flaherty at umassmed.edu  Wed Jun  9 20:44:59 2010
From: Eugene.Flaherty at umassmed.edu (Eugene)
Date: Wed, 9 Jun 2010 13:44:59 -0700
Subject: Research Technician Shriver Center UMass Medical School
Message-ID: <WED.9.JUN.2010.134459.0700.>

Research Technician
Shriver Center
UMass Medical School

The Shriver Center within UMass Medical School’s Commonwealth Medicine
is seeking a Research Technician.  Under the supervision of the
Research Coordinator or designee the Research Technician is
responsible for performing both routine and special technique and
method experiments in support of complex research protocols.

The ideal candidate will have the following qualifications:

Bachelor’s degree in a scientific or health care field or equivalent
experience

Prior experience working with children with autism or other
developmental disabilities is required

Experience using computer-based tools, including Word, Excel, Access,
PowerPoint, and data analysis programs, such as SPSS

Oral and written communication skills

Excellent organization, analytical, and interpersonal skills required

For additional information, please go to www.umassmed.edu and search
for requisition 18285 within our Careers page or click on this link:
https://www.hrapply.com/umm/AppJobView.jsp?link=17316&page=AppJobList.jsp&op=reset

Developed and operated by the University of Massachusetts Medical
School, Commonwealth Medicine (CWM) offers access to an unparalleled
depth and breadth of academic, research, management and clinical
resources. CWM's programs have been instrumental in assisting
Massachusetts' health care agencies increase the value and quality of
health care expenditures, and improve access and delivery of car to at-
risk and uninsured populations.  CWM is made up of an array of
programs that collaborate with various state and local agencies on
health care initiatives.

As an equal opportunity and affirmative action employer, UMMS
recognizes the power of a diverse community and encourages
applications from individuals with varied experiences, perspectives
and backgrounds.

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From henny.yeung at gmail.com  Wed Jun  9 23:57:12 2010
From: henny.yeung at gmail.com (Henny Yeung)
Date: Wed, 9 Jun 2010 16:57:12 -0700
Subject: High-Amplitude Sucking (HAS) Dissemination
Message-ID: <WED.9.JUN.2010.165712.0700.>

Hi everyone,

Our group (Infant Studies Centre at UBC Psychology) has developed an
easy-to-use MATLAB implementation of a high-amplitude sucking (HAS)
paradigm. We are eager to share this code, as well as the technical
details of cheap and highly accurate pressures transducers, and other
recommendations on how to implement HAS in a laboratory.

What are your opinions on how best to publicize this? It's not a new
method, but we think it's a vast improvement over existing custom-made
packages, and it's now in a very easy and graphically friendly
interface.

We'd like to try publishing it in a journal somewhere that
developmental psychologists would have access to. Do you think that
this is the kind of thing that the journal "Infancy" might take? If
so, then is empirical data needed as well? We also thought about,
perhaps, Behavior Research Methods (Psychonomic Society Pub).

Just getting people's opinions on this.... thanks in advance for your
replies!

cheers,
Henny Yeung
UBC Psychology (Grad Student)


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From macw at cmu.edu  Sat Jun 19 06:23:47 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 19 Jun 2010 08:23:47 +0200
Subject: Editors of JCL
Message-ID: <SAT.19.JUN.2010.082347.0200.>

Cambridge University Press is inviting applications for two positions of Co-editor of Journal of Child Language.

Journal of Child Language, published by Cambridge University Press, was launched in 1974 by Professor David Crystal. Since then it has established itself as a leading international journal publishing original research on all aspects of the scientific study of language behaviour in children. The journal has successfully forged links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study. In addition to articles, the journal contains a Brief Research Reports section and an occasional section containing a review article plus commentaries by a range of other researchers.

Professors Philip Dale and Edith Bavin will be stepping down as editors over the course of 2011. In order to ensure a smooth transition, we are now inviting applications from those interested in taking on the editorship of the journal from any time after 1st January 2011 (exact start date open to negotiation), for an initial term of five years. The new Editor(s) will ‘shadow’ Edith and Philip from autumn 2010 so they might familiarise themselves with the working practices. All submissions are handled using the online peer-review system ScholarOne Manuscripts. The Editors are supported by an experienced Editorial Assistant and a team of six Associate Editors (http://journals.cambridge.org/action/displayMoreInfo?jid=JCL&type=eb). 

Financial support in the form of an annual stipend will be available from Cambridge University Press. Attention to detail, excellent people skills and the ability to meet deadlines are essential. We are open to applications from individuals or editorial partnerships (based in North America, the UK or elsewhere).
Interested applicants are invited to send a brief CV and covering letter to Cambridge University Press at the email addresses below. Covering letters should outline how the applicant(s) would approach the editorship, including:
•	thoughts on the future content and strategic direction of Journal of Child Language, development of the journal’s international profile and aims and scope
•	the day to day running of the journal editorial office
•	any institutional support available, including financial support and time allowed for
journal work 
•	details of any prior journals experience
The total document should comprise no more than five pages. 

Applications (by e-mail) are welcome at any time up until 31st July 2010 and should be submitted to Martine Walsh at Cambridge University Press, e-mail: mwalsh at cambridge.org 

Any potential applicants who wish to discuss the role informally with the present editors should contact Professor Edith Bavin (e.bavin at latrobe.edu.au) or Professor Philip Dale (dalep at unm.edu)

Enquiries about editorial, financial or contractual issues, may be made to Martine Walsh (mwalsh at cambridge.org).

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From ervintripp at gmail.com  Sun Jun 20 22:57:50 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 15:57:50 -0700
Subject: schedule conflicts
In-Reply-To: <a5d1318a-92bf-427c-8755-fbae4a5c3e23@o28g2000yqh.googlegroups.com>
Message-ID: <SUN.20.JUN.2010.155750.0700.>

It is very hard to be interested in child pragmatics since the meetings completely
overlap next year. Apparently the organizers of IPRA and IASCL don't communicate in
planning meeting dates.

Susan Ervin-Tripp

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From aliyah.morgenstern at gmail.com  Mon Jun 21 04:45:42 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 21 Jun 2010 06:45:42 +0200
Subject: schedule conflicts
In-Reply-To: <05917837-8DBD-45D7-B65F-E0FD0C1FEE1C@gmail.com>
Message-ID: <MON.21.JUN.2010.064542.0200.>

Dear Susan,
they don't overlap, IPRA is from 3 to 8th July in Manchester and IASCL  
is from 18 to 24th of July in Montreal.
But of course, you need quite a lot of money and energy to go to both...
Best,
Aliyah MORGENSTERN

Professeur de linguistique
Université Sorbonne Nouvelle - Paris 3
Institut du Monde Anglophone
5 rue de l'Ecole de Médecine
75006 Paris




Le 21 juin 10 à 00:57, Susan Ervin-Tripp a écrit :

> It is very hard to be interested in child pragmatics since the  
> meetings completely
> overlap next year. Apparently the organizers of IPRA and IASCL don't  
> communicate in
> planning meeting dates.
>
> Susan Ervin-Tripp
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups "Info-CHILDES" group.
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> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com 
> .
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en 
> .
>

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From ervintripp at gmail.com  Mon Jun 21 05:50:27 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 22:50:27 -0700
Subject: schedule conflicts
In-Reply-To: <81A970C5-2B3A-4A21-A91B-DBAB31DDACA7@gmail.com>
Message-ID: <SUN.20.JUN.2010.225027.0700.>

Thank you, I had them wrong in my calendar. Perhaps there was a change ages ago, or perhaps
I just wrote them wrong ages ago. Thanks for the correction. I remember making a complaint about
some overlap a few years ago.

I am so glad you corrected me. I have not been at conferences for a while because of the falls that
come with old age. I advise everyone to start around 50 doing balance exercises, so be warned.

Susan



On Jun 20, 2010, at 9:45 PM, Aliyah MORGENSTERN wrote:

> Dear Susan,
> they don't overlap, IPRA is from 3 to 8th July in Manchester and IASCL is from 18 to 24th of July in Montreal.
> But of course, you need quite a lot of money and energy to go to both...
> Best,
> Aliyah MORGENSTERN
> 
> Professeur de linguistique
> Université Sorbonne Nouvelle - Paris 3
> Institut du Monde Anglophone
> 5 rue de l'Ecole de Médecine
> 75006 Paris
> 
> 
> 
> 
> Le 21 juin 10 à 00:57, Susan Ervin-Tripp a écrit :
> 
>> It is very hard to be interested in child pragmatics since the meetings completely
>> overlap next year. Apparently the organizers of IPRA and IASCL don't communicate in
>> planning meeting dates.
>> 
>> Susan Ervin-Tripp
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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.
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> 

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From ervintripp at gmail.com  Mon Jun 21 05:54:37 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 22:54:37 -0700
Subject: Halliday's Phase II functions
In-Reply-To: <f8687218-7725-490b-8c9b-e2d561f2422e@d37g2000yqm.googlegroups.com>
Message-ID: <SUN.20.JUN.2010.225437.0700.>

There has been quite a lot of work on pragmatic functions, but I am not sure what you want them
to be incorporated into.


Susan Ervin-Tripp     (510) 642-5292*(msgs)
Professor Emerita          fax (510)642-6393
Psychology Dept   #1650
University of California
Berkeley CA 94720-1650
ervintripp at berkeley.edu
http://socrates.berkeley.edu/~ervintrp





On Jun 9, 2010, at 1:19 AM, Thea Cameron wrote:

> Dear all,
> 
> Does anyone know of studies which incorporate Halliday's Phase II
> functions (i.e. mathetic and pragmatic)? There seem to be quite a
> number of studies which use Phase I categories but so far I haven't
> found many that look at Phase II.
> 
> Any help would be gratefully received.
> 
> Thea Cameron
> 
> -- 
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> 

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From Cameron-FaulknerT at cardiff.ac.uk  Mon Jun 21 08:13:46 2010
From: Cameron-FaulknerT at cardiff.ac.uk (Thea Cameron-Faulkner)
Date: Mon, 21 Jun 2010 09:13:46 +0100
Subject: Halliday's Phase II functions
In-Reply-To: <60A0B880-AD5D-4480-B47E-01D627888AD5@berkeley.edu>
Message-ID: <MON.21.JUN.2010.091346.0100.>

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From yt94123 at gmail.com  Mon Jun 21 21:00:37 2010
From: yt94123 at gmail.com (yuchikoshi@ucdavis.edu)
Date: Mon, 21 Jun 2010 14:00:37 -0700
Subject: MLU using clauses?
Message-ID: <MON.21.JUN.2010.140037.0700.>

Hello. I am trying to count MLU using clauses as units, but not
counting code-switched words or fillers.

I put in @s for all code-switched words and @i for all fillers.

When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
I get the type/token for all words minus the code-switched words and
fillers.

However, when I do: mlu -c"[^c]" filename.cha
it counts my code-switched sentences as extra utterances.

Can someone tell me the command to count MLU using clauses as units,
but not counting code-switched words or fillers?

Thank you.

Sincerely,
Yuuko Uchikoshi

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From marinova at interchange.ubc.ca  Mon Jun 21 21:45:19 2010
From: marinova at interchange.ubc.ca (Stefka H. Marinova-Todd)
Date: Mon, 21 Jun 2010 14:45:19 -0700
Subject: MLU using clauses?
In-Reply-To: <28972_1277154055_1277154055_a7475857-ae27-4ec1-b49b-7458563f94ec@y11g2000yqm.googlegroups.com>
Message-ID: <MON.21.JUN.2010.144519.0700.>

Hi Yuuko,

I am not sure how to answer your specific question, since I have not
done this type of analysis, and I am not that familiar with CLAN. 
However, I am wondering, how did you transcribe the narratives, did you
put each clause on a new line?  If so, then simply doing the freq
command which excludes the filler and CS words, you should get the
number of clauses you are looking for.  Basically, what is your unit of
analysis?

Anyway, do let me know if you get some helpful advice from the group.
Thanks,
Stefka

On Mon, 21 Jun 2010 14:00 -0700, "yuchikoshi at ucdavis.edu"
<yt94123 at gmail.com> wrote:
> Hello. I am trying to count MLU using clauses as units, but not
> counting code-switched words or fillers.
> 
> I put in @s for all code-switched words and @i for all fillers.
> 
> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
> I get the type/token for all words minus the code-switched words and
> fillers.
> 
> However, when I do: mlu -c"[^c]" filename.cha
> it counts my code-switched sentences as extra utterances.
> 
> Can someone tell me the command to count MLU using clauses as units,
> but not counting code-switched words or fillers?
> 
> Thank you.
> 
> Sincerely,
> Yuuko Uchikoshi
> 
> -- 
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
> 
> 
_____________________________________________
Stefka H. Marinova-Todd, Assistant Professor
School of Audiology and Speech Sciences 
University of British Columbia 
2177 Wesbrook Mall, Friedman 427
Vancouver, B.C., CANADA V6T 1Z3 
tel: (604) 822-0276 
fax: (604) 822-6569 

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From spektor at andrew.cmu.edu  Tue Jun 22 01:54:06 2010
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Mon, 21 Jun 2010 21:54:06 -0400
Subject: MLU using clauses?
In-Reply-To: <1277156719.5016.1381215919@webmail.messagingengine.com>
Message-ID: <MON.21.JUN.2010.215406.0400.>

 Stefka,

	This is a CLAN programs question. It belongs on chibolts <chibolts at googlegroups.com> mailing list. I am currently trying to help Yuuko to get this working. As soon as I have the final working solution I will post it on chibolts at googlegroups.com.

Leonid.





On Jun 21, 2010, at 17:45, Stefka H. Marinova-Todd wrote:

> Hi Yuuko,
> 
> I am not sure how to answer your specific question, since I have not
> done this type of analysis, and I am not that familiar with CLAN. 
> However, I am wondering, how did you transcribe the narratives, did you
> put each clause on a new line?  If so, then simply doing the freq
> command which excludes the filler and CS words, you should get the
> number of clauses you are looking for.  Basically, what is your unit of
> analysis?
> 
> Anyway, do let me know if you get some helpful advice from the group.
> Thanks,
> Stefka
> 
> On Mon, 21 Jun 2010 14:00 -0700, "yuchikoshi at ucdavis.edu"
> <yt94123 at gmail.com> wrote:
>> Hello. I am trying to count MLU using clauses as units, but not
>> counting code-switched words or fillers.
>> 
>> I put in @s for all code-switched words and @i for all fillers.
>> 
>> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
>> I get the type/token for all words minus the code-switched words and
>> fillers.
>> 
>> However, when I do: mlu -c"[^c]" filename.cha
>> it counts my code-switched sentences as extra utterances.
>> 
>> Can someone tell me the command to count MLU using clauses as units,
>> but not counting code-switched words or fillers?
>> 
>> Thank you.
>> 
>> Sincerely,
>> Yuuko Uchikoshi
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en.
>> 
>> 
> _____________________________________________
> Stefka H. Marinova-Todd, Assistant Professor
> School of Audiology and Speech Sciences 
> University of British Columbia 
> 2177 Wesbrook Mall, Friedman 427
> Vancouver, B.C., CANADA V6T 1Z3 
> tel: (604) 822-0276 
> fax: (604) 822-6569 
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From macw at cmu.edu  Tue Jun 22 10:39:07 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 22 Jun 2010 12:39:07 +0200
Subject: MLU using clauses?
In-Reply-To: <a7475857-ae27-4ec1-b49b-7458563f94ec@y11g2000yqm.googlegroups.com>
Message-ID: <TUE.22.JUN.2010.123907.0200.>

Dear Yuuko,
    You need to post this type of question about the detailed functioning of CLAN programs to chibolts at googlegroups.com instead of info-childes at googlegroups.com.

-- Brian MacWhinney

On Jun 21, 2010, at 11:00 PM, yuchikoshi at ucdavis.edu wrote:

> Hello. I am trying to count MLU using clauses as units, but not
> counting code-switched words or fillers.
> 
> I put in @s for all code-switched words and @i for all fillers.
> 
> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
> I get the type/token for all words minus the code-switched words and
> fillers.
> 
> However, when I do: mlu -c"[^c]" filename.cha
> it counts my code-switched sentences as extra utterances.
> 
> Can someone tell me the command to count MLU using clauses as units,
> but not counting code-switched words or fillers?
> 
> Thank you.
> 
> Sincerely,
> Yuuko Uchikoshi
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From gagarina at zas.gwz-berlin.de  Tue Jun 29 11:05:06 2010
From: gagarina at zas.gwz-berlin.de (Natalia Gagarina)
Date: Tue, 29 Jun 2010 13:05:06 +0200
Subject: Call for papers: Discourse-coherence mechanisms and pronominal
 anaphora in language acquisition
In-Reply-To: <3D482079-2ED7-485F-8ED5-18507093D5F2@cmu.edu>
Message-ID: <TUE.29.JUN.2010.130506.0200.>

CALL FOR PAPERS

WORKSHOP "Discourse-coherence mechanisms and pronominal anaphora in 
language acquisition" during the

ANNUAL MEETING of the German Linguistic Society (Deutsche Gesellschaft 
für Sprachwissenschaft DGfS) in Göttingen

FEBRUARY 23-25, 2011

Many of the preferences and heuristics that guide the use of pronominal 
expressions have been based on the linguistic properties of antecedents 
such as grammatical and thematic roles they fill in the sentence. 
Alternatively, pronominal forms and the strategies for their  
interpretation as discourse anaphora may be explained as contingent on 
the general  coherence strategy of a discourse segment. In other words, 
the mental model of the situation and the morpho-syntactic means for its 
establishment influence the anaphora resolution preferences.   A 
situation description involving a telic predicate biases the general 
discourse expectation towards the goal/result of the action and promotes 
co-reference establishment to non-subject referents. Parallelism between 
depicted event structures endorses as a general coherence mechanism an 
analogous co-reference establishment strategy - pronominal forms are 
resolved to antecedents occupying the same grammatical roles. The 
acquisition of anaphora resolution strategies requires that children 
consider various properties of discourse structure and mayor mechanisms 
of coherence establishment such as resemblance, contiguity in time and 
space and causality. In this workshop we want to explore questions 
concerning  the influence of the situation model in terms of temporal 
and causal characteristics of the depicted events on the use of 
pronominal anaphora.  

Questions to be addressed in the workshop include:
1. Do children consider the structure and the temporal specifications of 
depicted events as cues for anaphora resolution in the same way as adult 
native speakers (transitivity, aspectual and temporal markers of verbal 
predicates)?
2. Do children exploit the parallelism of linguistic structures for 
reference assignment between anaphora and antecedents occupying parallel 
grammatical and thematic roles?
3. In which respects are the effects of the coherence establishing 
mechanism similar or different in the production and comprehension of 
pronominal anaphora?

ORGANIZERS:
Natalia Gagarina, Centre for General Linguistics (ZAS) Berlin
Milena Kuehnast, Centre for General Linguistics (ZAS) Berlin

SUBMISSION of abstracts:
Anonymous abstracts no longer than *300 words* should be sent to Milena 
Kuehnast (kuehnast at zas.gwz-berlin.de) and Natalia Gagarina 
(gagarina at zas.gwz-berlin.de) with the mail subject “DGfS 2011 Abstract”

The abstract should be in plain text or in PDF format; in English only. 
Please include the following information in the body of the email: 
author's name(s), affiliation, email address, title of the abstract.

The normal time alotted for presentation is 20 minutes plus 10 minutes 
for discussion.

Important DATES:
DEADLINE for abstract submission: 23 August 2010
NOTIFICATION of acceptance and more information: 13 September 2010
Provisional PROGRAM: 15 December 2010
DGfS CONFERENCE: 23-25 February 2011, Göttingen, Germany




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From sara.cie at gmail.com  Tue Jun 29 12:01:50 2010
From: sara.cie at gmail.com (Sara)
Date: Tue, 29 Jun 2010 05:01:50 -0700
Subject: CHILDES data coded for directives?
Message-ID: <TUE.29.JUN.2010.050150.0700.>

Hi everyone,

I'm doing a PhD study of Sherpa children and directive sequences, and
would like to compare my data to other languages (and especially
English). Does anyone know if there is a CHILDES data set that's been
coded for directives?

Thank you!
Sara Ciesielski

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From macw at cmu.edu  Tue Jun 29 12:07:05 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 29 Jun 2010 14:07:05 +0200
Subject: CHILDES data coded for directives?
In-Reply-To: <581e3e20-200f-4d52-80f6-dcc6c9b3d0ae@t10g2000yqg.googlegroups.com>
Message-ID: <TUE.29.JUN.2010.140705.0200.>

Dear Sara,

People have coded directives as a part of a larger speech act coding scheme.  Specifically, data that use the Snow-Ninio INCA system, such as the Rollins or New England corpora have this type of info.  Also the Montreal corpus in French has this in a different format, although it is for older children doing role play.  None of this may be exactly what you are looking for, but it is worth taking a look.

-- Brian MacWhinney

On Jun 29, 2010, at 2:01 PM, Sara wrote:

> 
> Hi everyone,
> 
> I'm doing a PhD study of Sherpa children and directive sequences, and
> would like to compare my data to other languages (and especially
> English). Does anyone know if there is a CHILDES data set that's been
> coded for directives?
> 
> Thank you!
> Sara Ciesielski
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From sara.cie at gmail.com  Wed Jun 30 23:22:41 2010
From: sara.cie at gmail.com (Sara)
Date: Wed, 30 Jun 2010 16:22:41 -0700
Subject: CHILDES data coded for directives?
In-Reply-To: <762E0C2C-CD8C-483D-9C16-105EF9AF63E1@cmu.edu>
Message-ID: <WED.30.JUN.2010.162241.0700.>

Great - thanks for this!

I've had a look at the INCA system and some of the corpora, and it
definitely looks like a good place to start.

Sara


On Jun 29, 10:07 pm, Brian MacWhinney <m... at cmu.edu> wrote:
> Dear Sara,
>
> People have coded directives as a part of a larger speech act coding scheme.  Specifically, data that use the Snow-Ninio INCA system, such as the Rollins or New England corpora have this type of info.  Also the Montreal corpus in French has this in a different format, although it is for older children doing role play.  None of this may be exactly what you are looking for, but it is worth taking a look.
>
> -- Brian MacWhinney
>
> On Jun 29, 2010, at 2:01 PM, Sara wrote:
>
>
>
> > Hi everyone,
>
> > I'm doing a PhD study of Sherpa children and directive sequences, and
> > would like to compare my data to other languages (and especially
> > English). Does anyone know if there is a CHILDES data set that's been
> > coded for directives?
>
> > Thank you!
> > Sara Ciesielski
>
> > --
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> > For more options, visit this group athttp://groups.google.com/group/info-childes?hl=en.

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From girbau7 at gmail.com  Wed Jun  2 07:20:43 2010
From: girbau7 at gmail.com (Dolors Girbau)
Date: Wed, 2 Jun 2010 09:20:43 +0200
Subject: Flip video
In-Reply-To: <42EFDD8C-F114-4E8E-A98F-387BDFF4B372@cmu.edu>
Message-ID: <WED.2.JUN.2010.092043.0200.>

Hi,

Does anyone know of any good software for clip arts with REAL pictures
(if possible, with scenes for sentences)? Any information would be
helpful.

Thanks,
DG

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From rusnakes at gmail.com  Wed Jun  2 14:10:23 2010
From: rusnakes at gmail.com (Emily Rusnak)
Date: Wed, 2 Jun 2010 10:10:23 -0400
Subject: Flip video
In-Reply-To: <AANLkTikHxdqjF9M4h2TbsSF9TZ24LWO3uluyT5iQ_PV3@mail.gmail.com>
Message-ID: <WED.2.JUN.2010.101023.0400.>

Hi there. We use photo clipart for our priming research and have had great
success with several internet sites.  First, there used to be some CDs out
there that offered excellent photos of items and scenes, but I haven't seen
any for sale in quite some time.  You might try some place like Staples,
OfficeMax, etc., if you are interested in purchasing one.  However, the
choices with packaged clip art products can be rather limited.

Now, you can get a wider assortment of photos online through Getty photos,
iStock, and similar websites. They offer fee-based photographs, which vary
in price based on the size of the photo, among other factors. Microsoft also
offers some photo clip art for free, but there are not a ton of photos there
from which you can choose.  I alway check on Microsoft first to see if
there's something for free, and then head off to iStock to purchase the
remainder of what I need.  The search options on the fee-based sites are
excellent, too!  Microsoft is rather lacking in that respect.

Good luck with your search.


Emily

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Rusnak, M.A., CCC-SLP
Doctoral Candidate
Speech-Language Pathologist
Bowling Green State University
Department of Communication Sciences and Disorders
200 Health Center Building
Bowling Green, OH 43403
734-891-4151 (cell--best to reach)
419-372-4320 (BGSU office)
Rusnakes at gmail.com
Erusnak at bgsu.edu


On Wed, Jun 2, 2010 at 3:20 AM, Dolors Girbau <girbau7 at gmail.com> wrote:

> Hi,
>
> Does anyone know of any good software for clip arts with REAL pictures
> (if possible, with scenes for sentences)? Any information would be
> helpful.
>
> Thanks,
> DG
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> To unsubscribe from this group, send email to
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> .
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> http://groups.google.com/group/info-childes?hl=en.
>
>

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From k.j.alcock at lancaster.ac.uk  Wed Jun  2 14:31:19 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 2 Jun 2010 15:31:19 +0100
Subject: Flip video
In-Reply-To: <AANLkTimE9H62KBYWZs8lQVxPw0zHaxxgebBvYJzvMBn2@mail.gmail.com>
Message-ID: <WED.2.JUN.2010.153119.0100.>

For single items, I have used Dorling Kindersley clip-art ? the style of
pictures is very clear, on a nice white background.

They wouldn?t have suitable scenes though.



From: Emily Rusnak <rusnakes at gmail.com>
Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Wed, 2 Jun 2010 10:10:23 -0400
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Subject: Re: Flip video

Hi there. We use photo clipart for our priming research and have had great
success with several internet sites. ?First, there used to be some CDs out
there that offered excellent photos of items and scenes, but I haven't seen
any for sale in quite some time. ?You might try some place like Staples,
OfficeMax, etc., if you are interested in purchasing one. ?However, the
choices with packaged clip art products can be rather limited. ?

Now, you can get a wider assortment of photos online through Getty photos,
iStock, and similar websites. They offer fee-based photographs, which vary
in price based on the size of the photo, among other factors. Microsoft also
offers some photo clip art for free, but there are not a ton of photos there
from which you can choose. ?I alway check on Microsoft first to see if
there's something for free, and then head off to iStock to purchase the
remainder of what I need. ?The search options on the fee-based sites are
excellent, too! ?Microsoft is rather lacking in that respect.

Good luck with your search.


Emily

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Emily Rusnak, M.A., CCC-SLP
Doctoral Candidate
Speech-Language Pathologist
Bowling Green State University
Department of Communication Sciences and Disorders
200 Health Center Building
Bowling Green, OH 43403
734-891-4151 (cell--best to reach)
419-372-4320 (BGSU office)
Rusnakes at gmail.com
Erusnak at bgsu.edu


On Wed, Jun 2, 2010 at 3:20 AM, Dolors Girbau <girbau7 at gmail.com> wrote:
> Hi,
> 
> Does anyone know of any good software for clip arts with REAL pictures
> (if possible, with scenes for sentences)? Any information would be
> helpful.
> 
> Thanks,
> DG
> 
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From Laida.Restrepo at asu.edu  Thu Jun  3 21:51:33 2010
From: Laida.Restrepo at asu.edu (Laida Restrepo)
Date: Thu, 3 Jun 2010 14:51:33 -0700
Subject: Position announcement - ELL coordinator
In-Reply-To: <LYRIS-307013-654508-2010.06.03-00.00.05--laida.restrepo#asu.edu@lists.asha.org>
Message-ID: <THU.3.JUN.2010.145133.0700.>

English Language Learner (ELL) Project Coordinator

Arizona State University's Department of Speech and Hearing Science is
recruiting a full time project coordinator for a U.S. Department of
Education funded five-year research grant entitled "The Language Bases
of Reading". The grant focuses on improving reading comprehension in
bilingual and monolingual children in preschool through third grade.
Minimum requirements include (a) a bachelor's degree in education,
speech and hearing science, or a closely related field, (b) three years
experience working in schools with children ages 3-8, (c) expertise
using Microsoft Office software applications, and (c) high levels of
proficiency in oral and written Spanish. A master's degree in education,
speech and hearing science, communication disorders, or a closely
related field is preferred. Experience with staff coordination and
supervision, database management, college student supervision and
training, and experience assessing young children is a plus. The project
coordinator must demonstrate excellent management and organization
skills and the ability to interact well with school personnel, students,
and parents. This position will oversee the day-to-day management of the
ELL portion of the project. The project coordinator will work closely
with the principal investigator, co-investigator, and other project
coordinators to ensure that the program is implemented successfully. The
salary range for the full time position with benefits is $45,000-
$50,000 depending on qualifications and experience. For more information
please contact Laida Restrepo at (480) 727-8795 or
laida.restrepo at asu.edu. To apply, email your curriculum vitae or  resume
and names and contact information (phone, e-mail, and address) for three
references to laida.restrepo at asu.edu. The application deadline is June
11 or every Friday therafter until the search is closed. Visit
www.asu.edu/clas/shs for department information. A background check is
required for employment.  ASU is an EO/AA employer.

 

 

M. Adelaida Restrepo, Ph.D. 

Associate Professor

Dep. of Speech and Hearing Science and Applied Linguistics

Arizona State University 

 

 

-----

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From t.marinis at reading.ac.uk  Fri Jun  4 18:55:37 2010
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Fri, 4 Jun 2010 19:55:37 +0100
Subject: Lecturer (Assistant Professor)/Senior Lecturer (Associate
 Professor) in Language Development/Impairment,
 University of Reading, UK
Message-ID: <FRI.4.JUN.2010.195537.0100.>

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From pul8 at psu.edu  Mon Jun  7 21:15:14 2010
From: pul8 at psu.edu (Ping Li)
Date: Mon, 7 Jun 2010 17:15:14 -0400
Subject: developmental neuroscience positions at Penn State
Message-ID: <MON.7.JUN.2010.171514.0400.>

The Departments of Human Development and Family Studies, Nutritional
Sciences and Food Science, and Psychology announce three open rank tenure
track positions in adolescent developmental neuroscience. These positions
will be co-funded by the Children, Youth and Family Consortium (CYFC) at
Penn State University (*http://www.cyfc.psu.edu*) a unit of Penn State's
Social Science Research Institute (*http://www.ssri.psu.edu*). We seek
colleagues whose research interests and expertise fit within the broad area
of brain development and function during adolescence. The University has
made substantial investments in the neurosciences over the past five years.
These include new faculty lines in existing strength areas such as cognitive
and affective neuroscience, neural engineering, prevention research, and
developmental behavioral genetics. Additionally, the Social, Life, and
Engineering Sciences Imaging Center (SLEIC) opened in 2009. It houses a new
Siemens 3T MRI scanner, two high field MRI scanners suitable for animal
research, and a Human Electrophysiology Facility (*
http://www.imaging.psu.edu*). The cluster hire will build on a long
tradition of developmental research at Penn State, as well as emerging
opportunities for collaboration with faculty in programs such as the Penn
State Institute of the Neurosciences, Huck Institutes of the Life Sciences,
Penn State College of Medicine, Prevention Research Center, Center for
Neural Engineering, and Center for Childhood Obesity. The applicant must
demonstrate his/her potential to procure external funding, and aptitude to
teach and mentor students. Salaries are competitive, commensurate with
background and experience, and an attractive benefits package is available.
Start-up funds and significant time in the neural imaging facilities are
available to support the research programs of new faculty. Review of
applications and nominations will begin immediately and will continue to be
accepted until the positions are filled. Women and ethnic and racial
minority members are especially encouraged to apply. Penn State is committed
to affirmative action, equal opportunity and the diversity of its workforce.
We encourage applicants to review all positions and consider applying to all
those that are of interest.

Further details are available at:

http://chronicle.com/jobs/0000634974-01





-- 
-----------------------------------------------
Ping Li, Ph.D.
Professor of Psychology, Linguistics, Information Sciences & Technology
Department of Psychology and Center for Language Science
Pennsylvania State University
University Park, PA 16802, USA
Email: pul8 at psu.edu
http://cogsci.psu.edu
-----------------------------------------------

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From cameron-faulknerT at cardiff.ac.uk  Wed Jun  9 08:19:40 2010
From: cameron-faulknerT at cardiff.ac.uk (Thea Cameron)
Date: Wed, 9 Jun 2010 01:19:40 -0700
Subject: Halliday's Phase II functions
Message-ID: <WED.9.JUN.2010.011940.0700.>

Dear all,

Does anyone know of studies which incorporate Halliday's Phase II
functions (i.e. mathetic and pragmatic)? There seem to be quite a
number of studies which use Phase I categories but so far I haven't
found many that look at Phase II.

Any help would be gratefully received.

Thea Cameron

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From Eugene.Flaherty at umassmed.edu  Wed Jun  9 20:44:59 2010
From: Eugene.Flaherty at umassmed.edu (Eugene)
Date: Wed, 9 Jun 2010 13:44:59 -0700
Subject: Research Technician Shriver Center UMass Medical School
Message-ID: <WED.9.JUN.2010.134459.0700.>

Research Technician
Shriver Center
UMass Medical School

The Shriver Center within UMass Medical School?s Commonwealth Medicine
is seeking a Research Technician.  Under the supervision of the
Research Coordinator or designee the Research Technician is
responsible for performing both routine and special technique and
method experiments in support of complex research protocols.

The ideal candidate will have the following qualifications:

Bachelor?s degree in a scientific or health care field or equivalent
experience

Prior experience working with children with autism or other
developmental disabilities is required

Experience using computer-based tools, including Word, Excel, Access,
PowerPoint, and data analysis programs, such as SPSS

Oral and written communication skills

Excellent organization, analytical, and interpersonal skills required

For additional information, please go to www.umassmed.edu and search
for requisition 18285 within our Careers page or click on this link:
https://www.hrapply.com/umm/AppJobView.jsp?link=17316&page=AppJobList.jsp&op=reset

Developed and operated by the University of Massachusetts Medical
School, Commonwealth Medicine (CWM) offers access to an unparalleled
depth and breadth of academic, research, management and clinical
resources. CWM's programs have been instrumental in assisting
Massachusetts' health care agencies increase the value and quality of
health care expenditures, and improve access and delivery of car to at-
risk and uninsured populations.  CWM is made up of an array of
programs that collaborate with various state and local agencies on
health care initiatives.

As an equal opportunity and affirmative action employer, UMMS
recognizes the power of a diverse community and encourages
applications from individuals with varied experiences, perspectives
and backgrounds.

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From henny.yeung at gmail.com  Wed Jun  9 23:57:12 2010
From: henny.yeung at gmail.com (Henny Yeung)
Date: Wed, 9 Jun 2010 16:57:12 -0700
Subject: High-Amplitude Sucking (HAS) Dissemination
Message-ID: <WED.9.JUN.2010.165712.0700.>

Hi everyone,

Our group (Infant Studies Centre at UBC Psychology) has developed an
easy-to-use MATLAB implementation of a high-amplitude sucking (HAS)
paradigm. We are eager to share this code, as well as the technical
details of cheap and highly accurate pressures transducers, and other
recommendations on how to implement HAS in a laboratory.

What are your opinions on how best to publicize this? It's not a new
method, but we think it's a vast improvement over existing custom-made
packages, and it's now in a very easy and graphically friendly
interface.

We'd like to try publishing it in a journal somewhere that
developmental psychologists would have access to. Do you think that
this is the kind of thing that the journal "Infancy" might take? If
so, then is empirical data needed as well? We also thought about,
perhaps, Behavior Research Methods (Psychonomic Society Pub).

Just getting people's opinions on this.... thanks in advance for your
replies!

cheers,
Henny Yeung
UBC Psychology (Grad Student)


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From macw at cmu.edu  Sat Jun 19 06:23:47 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 19 Jun 2010 08:23:47 +0200
Subject: Editors of JCL
Message-ID: <SAT.19.JUN.2010.082347.0200.>

Cambridge University Press is inviting applications for two positions of Co-editor of Journal of Child Language.

Journal of Child Language, published by Cambridge University Press, was launched in 1974 by Professor David Crystal. Since then it has established itself as a leading international journal publishing original research on all aspects of the scientific study of language behaviour in children. The journal has successfully forged links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study. In addition to articles, the journal contains a Brief Research Reports section and an occasional section containing a review article plus commentaries by a range of other researchers.

Professors Philip Dale and Edith Bavin will be stepping down as editors over the course of 2011. In order to ensure a smooth transition, we are now inviting applications from those interested in taking on the editorship of the journal from any time after 1st January 2011 (exact start date open to negotiation), for an initial term of five years. The new Editor(s) will ?shadow? Edith and Philip from autumn 2010 so they might familiarise themselves with the working practices. All submissions are handled using the online peer-review system ScholarOne Manuscripts. The Editors are supported by an experienced Editorial Assistant and a team of six Associate Editors (http://journals.cambridge.org/action/displayMoreInfo?jid=JCL&type=eb). 

Financial support in the form of an annual stipend will be available from Cambridge University Press. Attention to detail, excellent people skills and the ability to meet deadlines are essential. We are open to applications from individuals or editorial partnerships (based in North America, the UK or elsewhere).
Interested applicants are invited to send a brief CV and covering letter to Cambridge University Press at the email addresses below. Covering letters should outline how the applicant(s) would approach the editorship, including:
?	thoughts on the future content and strategic direction of Journal of Child Language, development of the journal?s international profile and aims and scope
?	the day to day running of the journal editorial office
?	any institutional support available, including financial support and time allowed for
journal work 
?	details of any prior journals experience
The total document should comprise no more than five pages. 

Applications (by e-mail) are welcome at any time up until 31st July 2010 and should be submitted to Martine Walsh at Cambridge University Press, e-mail: mwalsh at cambridge.org 

Any potential applicants who wish to discuss the role informally with the present editors should contact Professor Edith Bavin (e.bavin at latrobe.edu.au) or Professor Philip Dale (dalep at unm.edu)

Enquiries about editorial, financial or contractual issues, may be made to Martine Walsh (mwalsh at cambridge.org).

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From ervintripp at gmail.com  Sun Jun 20 22:57:50 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 15:57:50 -0700
Subject: schedule conflicts
In-Reply-To: <a5d1318a-92bf-427c-8755-fbae4a5c3e23@o28g2000yqh.googlegroups.com>
Message-ID: <SUN.20.JUN.2010.155750.0700.>

It is very hard to be interested in child pragmatics since the meetings completely
overlap next year. Apparently the organizers of IPRA and IASCL don't communicate in
planning meeting dates.

Susan Ervin-Tripp

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From aliyah.morgenstern at gmail.com  Mon Jun 21 04:45:42 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 21 Jun 2010 06:45:42 +0200
Subject: schedule conflicts
In-Reply-To: <05917837-8DBD-45D7-B65F-E0FD0C1FEE1C@gmail.com>
Message-ID: <MON.21.JUN.2010.064542.0200.>

Dear Susan,
they don't overlap, IPRA is from 3 to 8th July in Manchester and IASCL  
is from 18 to 24th of July in Montreal.
But of course, you need quite a lot of money and energy to go to both...
Best,
Aliyah MORGENSTERN

Professeur de linguistique
Universit? Sorbonne Nouvelle - Paris 3
Institut du Monde Anglophone
5 rue de l'Ecole de M?decine
75006 Paris




Le 21 juin 10 ? 00:57, Susan Ervin-Tripp a ?crit :

> It is very hard to be interested in child pragmatics since the  
> meetings completely
> overlap next year. Apparently the organizers of IPRA and IASCL don't  
> communicate in
> planning meeting dates.
>
> Susan Ervin-Tripp
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com 
> .
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en 
> .
>

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From ervintripp at gmail.com  Mon Jun 21 05:50:27 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 22:50:27 -0700
Subject: schedule conflicts
In-Reply-To: <81A970C5-2B3A-4A21-A91B-DBAB31DDACA7@gmail.com>
Message-ID: <SUN.20.JUN.2010.225027.0700.>

Thank you, I had them wrong in my calendar. Perhaps there was a change ages ago, or perhaps
I just wrote them wrong ages ago. Thanks for the correction. I remember making a complaint about
some overlap a few years ago.

I am so glad you corrected me. I have not been at conferences for a while because of the falls that
come with old age. I advise everyone to start around 50 doing balance exercises, so be warned.

Susan



On Jun 20, 2010, at 9:45 PM, Aliyah MORGENSTERN wrote:

> Dear Susan,
> they don't overlap, IPRA is from 3 to 8th July in Manchester and IASCL is from 18 to 24th of July in Montreal.
> But of course, you need quite a lot of money and energy to go to both...
> Best,
> Aliyah MORGENSTERN
> 
> Professeur de linguistique
> Universit? Sorbonne Nouvelle - Paris 3
> Institut du Monde Anglophone
> 5 rue de l'Ecole de M?decine
> 75006 Paris
> 
> 
> 
> 
> Le 21 juin 10 ? 00:57, Susan Ervin-Tripp a ?crit :
> 
>> It is very hard to be interested in child pragmatics since the meetings completely
>> overlap next year. Apparently the organizers of IPRA and IASCL don't communicate in
>> planning meeting dates.
>> 
>> Susan Ervin-Tripp
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
>> 
> 
> -- 
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> 

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From ervintripp at gmail.com  Mon Jun 21 05:54:37 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Sun, 20 Jun 2010 22:54:37 -0700
Subject: Halliday's Phase II functions
In-Reply-To: <f8687218-7725-490b-8c9b-e2d561f2422e@d37g2000yqm.googlegroups.com>
Message-ID: <SUN.20.JUN.2010.225437.0700.>

There has been quite a lot of work on pragmatic functions, but I am not sure what you want them
to be incorporated into.


Susan Ervin-Tripp     (510) 642-5292*(msgs)
Professor Emerita          fax (510)642-6393
Psychology Dept   #1650
University of California
Berkeley CA 94720-1650
ervintripp at berkeley.edu
http://socrates.berkeley.edu/~ervintrp





On Jun 9, 2010, at 1:19 AM, Thea Cameron wrote:

> Dear all,
> 
> Does anyone know of studies which incorporate Halliday's Phase II
> functions (i.e. mathetic and pragmatic)? There seem to be quite a
> number of studies which use Phase I categories but so far I haven't
> found many that look at Phase II.
> 
> Any help would be gratefully received.
> 
> Thea Cameron
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 

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From Cameron-FaulknerT at cardiff.ac.uk  Mon Jun 21 08:13:46 2010
From: Cameron-FaulknerT at cardiff.ac.uk (Thea Cameron-Faulkner)
Date: Mon, 21 Jun 2010 09:13:46 +0100
Subject: Halliday's Phase II functions
In-Reply-To: <60A0B880-AD5D-4480-B47E-01D627888AD5@berkeley.edu>
Message-ID: <MON.21.JUN.2010.091346.0100.>

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From yt94123 at gmail.com  Mon Jun 21 21:00:37 2010
From: yt94123 at gmail.com (yuchikoshi@ucdavis.edu)
Date: Mon, 21 Jun 2010 14:00:37 -0700
Subject: MLU using clauses?
Message-ID: <MON.21.JUN.2010.140037.0700.>

Hello. I am trying to count MLU using clauses as units, but not
counting code-switched words or fillers.

I put in @s for all code-switched words and @i for all fillers.

When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
I get the type/token for all words minus the code-switched words and
fillers.

However, when I do: mlu -c"[^c]" filename.cha
it counts my code-switched sentences as extra utterances.

Can someone tell me the command to count MLU using clauses as units,
but not counting code-switched words or fillers?

Thank you.

Sincerely,
Yuuko Uchikoshi

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From marinova at interchange.ubc.ca  Mon Jun 21 21:45:19 2010
From: marinova at interchange.ubc.ca (Stefka H. Marinova-Todd)
Date: Mon, 21 Jun 2010 14:45:19 -0700
Subject: MLU using clauses?
In-Reply-To: <28972_1277154055_1277154055_a7475857-ae27-4ec1-b49b-7458563f94ec@y11g2000yqm.googlegroups.com>
Message-ID: <MON.21.JUN.2010.144519.0700.>

Hi Yuuko,

I am not sure how to answer your specific question, since I have not
done this type of analysis, and I am not that familiar with CLAN. 
However, I am wondering, how did you transcribe the narratives, did you
put each clause on a new line?  If so, then simply doing the freq
command which excludes the filler and CS words, you should get the
number of clauses you are looking for.  Basically, what is your unit of
analysis?

Anyway, do let me know if you get some helpful advice from the group.
Thanks,
Stefka

On Mon, 21 Jun 2010 14:00 -0700, "yuchikoshi at ucdavis.edu"
<yt94123 at gmail.com> wrote:
> Hello. I am trying to count MLU using clauses as units, but not
> counting code-switched words or fillers.
> 
> I put in @s for all code-switched words and @i for all fillers.
> 
> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
> I get the type/token for all words minus the code-switched words and
> fillers.
> 
> However, when I do: mlu -c"[^c]" filename.cha
> it counts my code-switched sentences as extra utterances.
> 
> Can someone tell me the command to count MLU using clauses as units,
> but not counting code-switched words or fillers?
> 
> Thank you.
> 
> Sincerely,
> Yuuko Uchikoshi
> 
> -- 
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_____________________________________________
Stefka H. Marinova-Todd, Assistant Professor
School of Audiology and Speech Sciences 
University of British Columbia 
2177 Wesbrook Mall, Friedman 427
Vancouver, B.C., CANADA V6T 1Z3 
tel: (604) 822-0276 
fax: (604) 822-6569 

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From spektor at andrew.cmu.edu  Tue Jun 22 01:54:06 2010
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Mon, 21 Jun 2010 21:54:06 -0400
Subject: MLU using clauses?
In-Reply-To: <1277156719.5016.1381215919@webmail.messagingengine.com>
Message-ID: <MON.21.JUN.2010.215406.0400.>

 Stefka,

	This is a CLAN programs question. It belongs on chibolts <chibolts at googlegroups.com> mailing list. I am currently trying to help Yuuko to get this working. As soon as I have the final working solution I will post it on chibolts at googlegroups.com.

Leonid.





On Jun 21, 2010, at 17:45, Stefka H. Marinova-Todd wrote:

> Hi Yuuko,
> 
> I am not sure how to answer your specific question, since I have not
> done this type of analysis, and I am not that familiar with CLAN. 
> However, I am wondering, how did you transcribe the narratives, did you
> put each clause on a new line?  If so, then simply doing the freq
> command which excludes the filler and CS words, you should get the
> number of clauses you are looking for.  Basically, what is your unit of
> analysis?
> 
> Anyway, do let me know if you get some helpful advice from the group.
> Thanks,
> Stefka
> 
> On Mon, 21 Jun 2010 14:00 -0700, "yuchikoshi at ucdavis.edu"
> <yt94123 at gmail.com> wrote:
>> Hello. I am trying to count MLU using clauses as units, but not
>> counting code-switched words or fillers.
>> 
>> I put in @s for all code-switched words and @i for all fillers.
>> 
>> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
>> I get the type/token for all words minus the code-switched words and
>> fillers.
>> 
>> However, when I do: mlu -c"[^c]" filename.cha
>> it counts my code-switched sentences as extra utterances.
>> 
>> Can someone tell me the command to count MLU using clauses as units,
>> but not counting code-switched words or fillers?
>> 
>> Thank you.
>> 
>> Sincerely,
>> Yuuko Uchikoshi
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
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>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en.
>> 
>> 
> _____________________________________________
> Stefka H. Marinova-Todd, Assistant Professor
> School of Audiology and Speech Sciences 
> University of British Columbia 
> 2177 Wesbrook Mall, Friedman 427
> Vancouver, B.C., CANADA V6T 1Z3 
> tel: (604) 822-0276 
> fax: (604) 822-6569 
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From macw at cmu.edu  Tue Jun 22 10:39:07 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 22 Jun 2010 12:39:07 +0200
Subject: MLU using clauses?
In-Reply-To: <a7475857-ae27-4ec1-b49b-7458563f94ec@y11g2000yqm.googlegroups.com>
Message-ID: <TUE.22.JUN.2010.123907.0200.>

Dear Yuuko,
    You need to post this type of question about the detailed functioning of CLAN programs to chibolts at googlegroups.com instead of info-childes at googlegroups.com.

-- Brian MacWhinney

On Jun 21, 2010, at 11:00 PM, yuchikoshi at ucdavis.edu wrote:

> Hello. I am trying to count MLU using clauses as units, but not
> counting code-switched words or fillers.
> 
> I put in @s for all code-switched words and @i for all fillers.
> 
> When I do freq  +t*CHI -s"<@s>" -s"<@i>" filename*.cha
> I get the type/token for all words minus the code-switched words and
> fillers.
> 
> However, when I do: mlu -c"[^c]" filename.cha
> it counts my code-switched sentences as extra utterances.
> 
> Can someone tell me the command to count MLU using clauses as units,
> but not counting code-switched words or fillers?
> 
> Thank you.
> 
> Sincerely,
> Yuuko Uchikoshi
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From gagarina at zas.gwz-berlin.de  Tue Jun 29 11:05:06 2010
From: gagarina at zas.gwz-berlin.de (Natalia Gagarina)
Date: Tue, 29 Jun 2010 13:05:06 +0200
Subject: Call for papers: Discourse-coherence mechanisms and pronominal
 anaphora in language acquisition
In-Reply-To: <3D482079-2ED7-485F-8ED5-18507093D5F2@cmu.edu>
Message-ID: <TUE.29.JUN.2010.130506.0200.>

CALL FOR PAPERS

WORKSHOP "Discourse-coherence mechanisms and pronominal anaphora in 
language acquisition" during the

ANNUAL MEETING of the German Linguistic Society (Deutsche Gesellschaft 
f?r Sprachwissenschaft DGfS) in G?ttingen

FEBRUARY 23-25, 2011

Many of the preferences and heuristics that guide the use of pronominal 
expressions have been based on the linguistic properties of antecedents 
such as grammatical and thematic roles they fill in the sentence. 
Alternatively, pronominal forms and the strategies for their  
interpretation as discourse anaphora may be explained as contingent on 
the general  coherence strategy of a discourse segment. In other words, 
the mental model of the situation and the morpho-syntactic means for its 
establishment influence the anaphora resolution preferences.   A 
situation description involving a telic predicate biases the general 
discourse expectation towards the goal/result of the action and promotes 
co-reference establishment to non-subject referents. Parallelism between 
depicted event structures endorses as a general coherence mechanism an 
analogous co-reference establishment strategy - pronominal forms are 
resolved to antecedents occupying the same grammatical roles. The 
acquisition of anaphora resolution strategies requires that children 
consider various properties of discourse structure and mayor mechanisms 
of coherence establishment such as resemblance, contiguity in time and 
space and causality. In this workshop we want to explore questions 
concerning  the influence of the situation model in terms of temporal 
and causal characteristics of the depicted events on the use of 
pronominal anaphora.  

Questions to be addressed in the workshop include:
1. Do children consider the structure and the temporal specifications of 
depicted events as cues for anaphora resolution in the same way as adult 
native speakers (transitivity, aspectual and temporal markers of verbal 
predicates)?
2. Do children exploit the parallelism of linguistic structures for 
reference assignment between anaphora and antecedents occupying parallel 
grammatical and thematic roles?
3. In which respects are the effects of the coherence establishing 
mechanism similar or different in the production and comprehension of 
pronominal anaphora?

ORGANIZERS:
Natalia Gagarina, Centre for General Linguistics (ZAS) Berlin
Milena Kuehnast, Centre for General Linguistics (ZAS) Berlin

SUBMISSION of abstracts:
Anonymous abstracts no longer than *300 words* should be sent to Milena 
Kuehnast (kuehnast at zas.gwz-berlin.de) and Natalia Gagarina 
(gagarina at zas.gwz-berlin.de) with the mail subject ?DGfS 2011 Abstract?

The abstract should be in plain text or in PDF format; in English only. 
Please include the following information in the body of the email: 
author's name(s), affiliation, email address, title of the abstract.

The normal time alotted for presentation is 20 minutes plus 10 minutes 
for discussion.

Important DATES:
DEADLINE for abstract submission: 23 August 2010
NOTIFICATION of acceptance and more information: 13 September 2010
Provisional PROGRAM: 15 December 2010
DGfS CONFERENCE: 23-25 February 2011, G?ttingen, Germany




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From sara.cie at gmail.com  Tue Jun 29 12:01:50 2010
From: sara.cie at gmail.com (Sara)
Date: Tue, 29 Jun 2010 05:01:50 -0700
Subject: CHILDES data coded for directives?
Message-ID: <TUE.29.JUN.2010.050150.0700.>

Hi everyone,

I'm doing a PhD study of Sherpa children and directive sequences, and
would like to compare my data to other languages (and especially
English). Does anyone know if there is a CHILDES data set that's been
coded for directives?

Thank you!
Sara Ciesielski

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From macw at cmu.edu  Tue Jun 29 12:07:05 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 29 Jun 2010 14:07:05 +0200
Subject: CHILDES data coded for directives?
In-Reply-To: <581e3e20-200f-4d52-80f6-dcc6c9b3d0ae@t10g2000yqg.googlegroups.com>
Message-ID: <TUE.29.JUN.2010.140705.0200.>

Dear Sara,

People have coded directives as a part of a larger speech act coding scheme.  Specifically, data that use the Snow-Ninio INCA system, such as the Rollins or New England corpora have this type of info.  Also the Montreal corpus in French has this in a different format, although it is for older children doing role play.  None of this may be exactly what you are looking for, but it is worth taking a look.

-- Brian MacWhinney

On Jun 29, 2010, at 2:01 PM, Sara wrote:

> 
> Hi everyone,
> 
> I'm doing a PhD study of Sherpa children and directive sequences, and
> would like to compare my data to other languages (and especially
> English). Does anyone know if there is a CHILDES data set that's been
> coded for directives?
> 
> Thank you!
> Sara Ciesielski
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From sara.cie at gmail.com  Wed Jun 30 23:22:41 2010
From: sara.cie at gmail.com (Sara)
Date: Wed, 30 Jun 2010 16:22:41 -0700
Subject: CHILDES data coded for directives?
In-Reply-To: <762E0C2C-CD8C-483D-9C16-105EF9AF63E1@cmu.edu>
Message-ID: <WED.30.JUN.2010.162241.0700.>

Great - thanks for this!

I've had a look at the INCA system and some of the corpora, and it
definitely looks like a good place to start.

Sara


On Jun 29, 10:07?pm, Brian MacWhinney <m... at cmu.edu> wrote:
> Dear Sara,
>
> People have coded directives as a part of a larger speech act coding scheme. ?Specifically, data that use the Snow-Ninio INCA system, such as the Rollins or New England corpora have this type of info. ?Also the Montreal corpus in French has this in a different format, although it is for older children doing role play. ?None of this may be exactly what you are looking for, but it is worth taking a look.
>
> -- Brian MacWhinney
>
> On Jun 29, 2010, at 2:01 PM, Sara wrote:
>
>
>
> > Hi everyone,
>
> > I'm doing a PhD study of Sherpa children and directive sequences, and
> > would like to compare my data to other languages (and especially
> > English). Does anyone know if there is a CHILDES data set that's been
> > coded for directives?
>
> > Thank you!
> > Sara Ciesielski
>
> > --
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> > For more options, visit this group athttp://groups.google.com/group/info-childes?hl=en.

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