From k.j.alcock at lancaster.ac.uk  Mon Mar  1 10:39:44 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Mon, 1 Mar 2010 10:39:44 +0000
Subject: Your Baby Can Read....Research?
In-Reply-To: <Gophermail.2.0.1002281721430.22598@vs-a.tc.umn.edu>
Message-ID: <MON.1.MAR.2010.103944.0000.>

Recent interventions with children who have Down Syndrome suggest that yes,
it is possible for a child whose functioning is overall at a level of about
16 months to learn to match visual words, to associate visual words with
objects, and to associate visual words with spoken words.

The early indications are this is very helpful for children whose visual
skills are a strength and whose articulation is not great - but I'm not
quite sure why - apart from curiosity/the Everest factor - you'd want to do
this with typically developing children.


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

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From slornat at psi.ucm.es  Mon Mar  1 12:29:52 2010
From: slornat at psi.ucm.es (Susana Lopez Ornat)
Date: Mon, 1 Mar 2010 13:29:52 +0100
Subject: Your Baby Can Read....Research?
Message-ID: <MON.1.MAR.2010.132952.0100.>

Chris, I loved your sensible message

Dra.Susana López Ornat

Dpto. Psicología Básica II
Facultad de Psicología
Universidad Complutense de Madrid
Madrid 28223



----- Original Message ----- 
From: <wing0050 at umn.edu>
To: <info-childes at googlegroups.com>
Sent: Monday, March 01, 2010 12:21 AM
Subject: Re: Your Baby Can Read....Research?


Hi, Liz:

I am guessing that you are the wonderful type of parent who will provide a
stimulating environment for your child in a myriad of ways, and so my sense
is that whether you include early reading in this stimulating environment
or not, your child will do well. I have been asked this and similar
questions (re electronic programs, Baby Einstein, signing, early reading,
etc.) by a significant number of parents, and my response is generally that
given the gestalt of supportive and stimulating parenting that will occur
under your tutelage, you child will do well with or without early reading.
However, having said that, my own bias is that there is not much to be
gained by this pursuit. Generally, research on preschool readers indicates
that they tend to join a well-educated cohort at the same reading level by
grade 3. My own bias, having reviewed the sensorimotor literature and
worked with a good number of sensorimotor therapists over the course of my
career as an SLP, is to prioritize for young children hands-on and
multi-sensory experiences, accompanied by the appropriate oral language, as
the best foundation for future learning. (I also read that one of the
causative factors in our immune deficiency-prone society is our lack of
exposure to good old dirt and other nasty substances at an early age.)
While I emphasize pre-literacy and literacy skills to my low SES (and
wonderful) cohort of prschool children and parents, my advice to
well-educated and middle income and beyond cohorts is to sit back, talk to
your child, and get dirty.
Chris Wing,
Doctoral Candidate
Speech-Language-Hearing Sciences
University of Minnesota
United States of America


On Feb 28 2010, Aliyah MORGENSTERN wrote:

>Dear Liz,
>I don't know the program, so I can't judge but I'm a bit amazed. We  want 
>babies to baby-sign at 9 months (which isn't acquiring sign  language in a 
>signing environment) and now to read at 16 months...  Maybe it is important 
>that children be kept in a non literate world  for a few years and use 
>their ears (when they can) before entering  language through reading 
>skills. Reading is extremely important, but  literacy does change our 
>perspective on language and I'm personally  glad we all spend a few years 
>developing our oral language, our  gestures, ou prosody, and all that comes 
>with the vocal modality. I do  think that literacy changes our whole 
>perspective onclangauge. We gain  a new world, we lose what cultures 
>without a writing system did  maintain. But I'm not a specialist in that 
>field. It seems to me that  reading too soon could get them focussed on 
>different skills and they  might not use their natural capacities and the 
>specific cognitive and  mostly interactional or social skills as much. But 
>I might be wrong,  we all code-switch between two languages, some of us 
>from birth, maybe  that is just the same. It might just bring more to them 
>and be an  enrichment. I was glad my kids learned to play music at four 
>where  some of my friends found that it was totally crazy...
>If you decide to go ahead, let me know what you think of it.
>
>Best,
>Aliyah MORGENSTERN
>
>Professeur de linguistique
>Université Sorbonne Nouvelle - Paris 3
>Institut du Monde Anglophone
>5 rue de l'Ecole de Médecine
>75006 Paris
>
>
>
>
>Le 28 févr. 10 à 22:53, Liz P. a écrit :
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> -- 
>> You received this message because you are subscribed to the Google 
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to 
>> info-childes+unsubscribe at googlegroups.com
>> .
>> For more options, visit this group at 
>> http://groups.google.com/group/info-childes?hl=en
>> .
>>
>
>

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From wing0050 at umn.edu  Mon Mar  1 13:12:06 2010
From: wing0050 at umn.edu (wing0050 at umn.edu)
Date: Mon, 1 Mar 2010 07:12:06 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <E4C9826DC52641CAA793BF1A68C6A799@equipo>
Message-ID: <MON.1.MAR.2010.071206.0600.>

Thank you, Dr. Ornat. Chris 


On Mar 1 2010, Susana Lopez Ornat wrote:

>Chris, I loved your sensible message
>
>Dra.Susana López Ornat
>
>Dpto. Psicología Básica II
>Facultad de Psicología
>Universidad Complutense de Madrid
>Madrid 28223
>
>
>
>----- Original Message ----- 
>From: <wing0050 at umn.edu>
>To: <info-childes at googlegroups.com>
>Sent: Monday, March 01, 2010 12:21 AM
>Subject: Re: Your Baby Can Read....Research?
>
>
>Hi, Liz:
>
>I am guessing that you are the wonderful type of parent who will provide a
>stimulating environment for your child in a myriad of ways, and so my sense
>is that whether you include early reading in this stimulating environment
>or not, your child will do well. I have been asked this and similar
>questions (re electronic programs, Baby Einstein, signing, early reading,
>etc.) by a significant number of parents, and my response is generally that
>given the gestalt of supportive and stimulating parenting that will occur
>under your tutelage, you child will do well with or without early reading.
>However, having said that, my own bias is that there is not much to be
>gained by this pursuit. Generally, research on preschool readers indicates
>that they tend to join a well-educated cohort at the same reading level by
>grade 3. My own bias, having reviewed the sensorimotor literature and
>worked with a good number of sensorimotor therapists over the course of my
>career as an SLP, is to prioritize for young children hands-on and
>multi-sensory experiences, accompanied by the appropriate oral language, as
>the best foundation for future learning. (I also read that one of the
>causative factors in our immune deficiency-prone society is our lack of
>exposure to good old dirt and other nasty substances at an early age.)
>While I emphasize pre-literacy and literacy skills to my low SES (and
>wonderful) cohort of prschool children and parents, my advice to
>well-educated and middle income and beyond cohorts is to sit back, talk to
>your child, and get dirty.
>Chris Wing,
>Doctoral Candidate
>Speech-Language-Hearing Sciences
>University of Minnesota
>United States of America
>
>
>On Feb 28 2010, Aliyah MORGENSTERN wrote:
>
>>Dear Liz,
>>I don't know the program, so I can't judge but I'm a bit amazed. We  want 
>> babies to baby-sign at 9 months (which isn't acquiring sign language in 
>> a
>> signing environment) and now to read at 16 months... Maybe it is 
>> important
>>that children be kept in a non literate world  for a few years and use 
>>their ears (when they can) before entering  language through reading 
>>skills. Reading is extremely important, but  literacy does change our 
>>perspective on language and I'm personally  glad we all spend a few years 
>> developing our oral language, our gestures, ou prosody, and all that 
>> comes
>>with the vocal modality. I do  think that literacy changes our whole 
>>perspective onclangauge. We gain  a new world, we lose what cultures 
>>without a writing system did  maintain. But I'm not a specialist in that 
>>field. It seems to me that  reading too soon could get them focussed on 
>>different skills and they  might not use their natural capacities and the 
>> specific cognitive and mostly interactional or social skills as much. 
>> But
>>I might be wrong,  we all code-switch between two languages, some of us 
>> from birth, maybe that is just the same. It might just bring more to 
>> them
>>and be an  enrichment. I was glad my kids learned to play music at four 
>>where  some of my friends found that it was totally crazy...
>>If you decide to go ahead, let me know what you think of it.
>>
>>Best,
>>Aliyah MORGENSTERN
>>
>>Professeur de linguistique
>>Université Sorbonne Nouvelle - Paris 3
>>Institut du Monde Anglophone
>>5 rue de l'Ecole de Médecine
>>75006 Paris
>>
>>
>>
>>
>>Le 28 févr. 10 à 22:53, Liz P. a écrit :
>>
>>> Hello Everybody,
>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>> Baby Can Read Program, but when i started watching it, it seems too
>>> good to be true, and i was asking my Language Acquisition professor
>>> and she suggested that i inquire within to see if anyone knows the
>>> research behind this program and if there are any down falls or
>>> reasons why i shouldnt continue with the program with my daughter. I
>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>> what would the Cons be. Thank you so much for your time. Any comments
>>> will be appreciated
>>>
>>> Liz Pattison
>>>
>>> -- 
>>> You received this message because you are subscribed to the Google 
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to 
>>> info-childes+unsubscribe at googlegroups.com
>>> .
>>> For more options, visit this group at 
>>> http://groups.google.com/group/info-childes?hl=en
>>> .
>>>
>>
>>
>
>

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From luckhurst at lasalle.edu  Mon Mar  1 13:24:47 2010
From: luckhurst at lasalle.edu (Luckhurst, Joan)
Date: Mon, 1 Mar 2010 08:24:47 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <Gophermail.2.0.1002281721430.22598@vs-a.tc.umn.edu>
Message-ID: <MON.1.MAR.2010.082447.0500.>

Dear Liz & others, 
Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
Joan
Joan A. Luckhurst, Ph.D., CCC-SLP
Assistant Professor
La Salle University
Benilde 2216
1900 W. Olney Ave.
Philadelphia, Pa  19141
(215) 951-1609

The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
intended purpose is prohibited.  If you have received this transmission in error, please contact the sender.
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
Sent: Sunday, February 28, 2010 6:21 PM
To: info-childes at googlegroups.com
Subject: Re: Your Baby Can Read....Research?

Hi, Liz:

I am guessing that you are the wonderful type of parent who will provide a
stimulating environment for your child in a myriad of ways, and so my sense
is that whether you include early reading in this stimulating environment
or not, your child will do well. I have been asked this and similar
questions (re electronic programs, Baby Einstein, signing, early reading,
etc.) by a significant number of parents, and my response is generally that
given the gestalt of supportive and stimulating parenting that will occur
under your tutelage, you child will do well with or without early reading.
However, having said that, my own bias is that there is not much to be
gained by this pursuit. Generally, research on preschool readers indicates
that they tend to join a well-educated cohort at the same reading level by
grade 3. My own bias, having reviewed the sensorimotor literature and
worked with a good number of sensorimotor therapists over the course of my
career as an SLP, is to prioritize for young children hands-on and
multi-sensory experiences, accompanied by the appropriate oral language, as
the best foundation for future learning. (I also read that one of the
causative factors in our immune deficiency-prone society is our lack of
exposure to good old dirt and other nasty substances at an early age.)
While I emphasize pre-literacy and literacy skills to my low SES (and
wonderful) cohort of prschool children and parents, my advice to
well-educated and middle income and beyond cohorts is to sit back, talk to
your child, and get dirty.
Chris Wing,
Doctoral Candidate
Speech-Language-Hearing Sciences
University of Minnesota
United States of America


On Feb 28 2010, Aliyah MORGENSTERN wrote:

>Dear Liz,
>I don't know the program, so I can't judge but I'm a bit amazed. We
>want babies to baby-sign at 9 months (which isn't acquiring sign
>language in a signing environment) and now to read at 16 months...
>Maybe it is important that children be kept in a non literate world
>for a few years and use their ears (when they can) before entering
>language through reading skills. Reading is extremely important, but
>literacy does change our perspective on language and I'm personally
>glad we all spend a few years developing our oral language, our
>gestures, ou prosody, and all that comes with the vocal modality. I do
>think that literacy changes our whole perspective onclangauge. We gain
>a new world, we lose what cultures without a writing system did
>maintain. But I'm not a specialist in that field. It seems to me that
>reading too soon could get them focussed on different skills and they
>might not use their natural capacities and the specific cognitive and
>mostly interactional or social skills as much. But I might be wrong,
>we all code-switch between two languages, some of us from birth, maybe
>that is just the same. It might just bring more to them and be an
>enrichment. I was glad my kids learned to play music at four where
>some of my friends found that it was totally crazy...
>If you decide to go ahead, let me know what you think of it.
>
>Best,
>Aliyah MORGENSTERN
>
>Professeur de linguistique
>Université Sorbonne Nouvelle - Paris 3
>Institut du Monde Anglophone
>5 rue de l'Ecole de Médecine
>75006 Paris
>
>
>
>
>Le 28 févr. 10 à 22:53, Liz P. a écrit :
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com
>> .
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en
>> .
>>
>
>

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From khirshpa at temple.edu  Mon Mar  1 13:57:03 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Mon, 1 Mar 2010 08:57:03 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <45D4449FE9C32848B85D9DA9CF703340336D6405D9@mail-srv2.email.local>
Message-ID: <MON.1.MAR.2010.085703.0500.>

Liz and others:

I could not agree more with Joan and have been troubled by the claims Dr. Robert Titzer makes for some time. HIs blog self identifies Titzer as a "Recognized expert and infant researcher."   He goes on to say, " His research on reading during infant and toddler years captured the interest of educators, researchers, parents, government agencies, and the media worldwide. Dr. Titzer has been published in scientific journals, including the prestigious Psychological Review." ( http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of language and literacy, I have yet to come across any research that he has done. In fact, the prestigious Psychology Review paper that Titzer mentions was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the context of acting: The Task dynamics of the A-not-B error" published in 1999 with no reference at all to reading. Titzer's PhD according to his own report is from the Department of Human Performance at the University of Indiana, which on their lab site is a school of "health, physical education and recreation."  It would be interesting to see what he studied for his dissertation. 

Early reading and language development are areas where we really do have a lot of data.  In fact the recent review of early reading research by the National Early Literacy Panel (September 2009) along with responses to that report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy. National Institute for Early Education Research website: http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of where the literature is right now.   We have for many years known that children can memorize written symbols and associate them with meaning (very young children know the double arches are associated with McDonalds).  But becoming a real reader requires much more.  And for young children, building a strong base in language and a love for books is probably a better use of time than investing in unproven programs that are more commercially than data-driven. 

Kathy







On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:

> Dear Liz & others, 
> Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
> Joan
> Joan A. Luckhurst, Ph.D., CCC-SLP
> Assistant Professor
> La Salle University
> Benilde 2216
> 1900 W. Olney Ave.
> Philadelphia, Pa  19141
> (215) 951-1609
> 
> The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
> intended purpose is prohibited.  If you have received this transmission in error, please contact the sender.
> ________________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
> Sent: Sunday, February 28, 2010 6:21 PM
> To: info-childes at googlegroups.com
> Subject: Re: Your Baby Can Read....Research?
> 
> Hi, Liz:
> 
> I am guessing that you are the wonderful type of parent who will provide a
> stimulating environment for your child in a myriad of ways, and so my sense
> is that whether you include early reading in this stimulating environment
> or not, your child will do well. I have been asked this and similar
> questions (re electronic programs, Baby Einstein, signing, early reading,
> etc.) by a significant number of parents, and my response is generally that
> given the gestalt of supportive and stimulating parenting that will occur
> under your tutelage, you child will do well with or without early reading.
> However, having said that, my own bias is that there is not much to be
> gained by this pursuit. Generally, research on preschool readers indicates
> that they tend to join a well-educated cohort at the same reading level by
> grade 3. My own bias, having reviewed the sensorimotor literature and
> worked with a good number of sensorimotor therapists over the course of my
> career as an SLP, is to prioritize for young children hands-on and
> multi-sensory experiences, accompanied by the appropriate oral language, as
> the best foundation for future learning. (I also read that one of the
> causative factors in our immune deficiency-prone society is our lack of
> exposure to good old dirt and other nasty substances at an early age.)
> While I emphasize pre-literacy and literacy skills to my low SES (and
> wonderful) cohort of prschool children and parents, my advice to
> well-educated and middle income and beyond cohorts is to sit back, talk to
> your child, and get dirty.
> Chris Wing,
> Doctoral Candidate
> Speech-Language-Hearing Sciences
> University of Minnesota
> United States of America
> 
> 
> On Feb 28 2010, Aliyah MORGENSTERN wrote:
> 
>> Dear Liz,
>> I don't know the program, so I can't judge but I'm a bit amazed. We
>> want babies to baby-sign at 9 months (which isn't acquiring sign
>> language in a signing environment) and now to read at 16 months...
>> Maybe it is important that children be kept in a non literate world
>> for a few years and use their ears (when they can) before entering
>> language through reading skills. Reading is extremely important, but
>> literacy does change our perspective on language and I'm personally
>> glad we all spend a few years developing our oral language, our
>> gestures, ou prosody, and all that comes with the vocal modality. I do
>> think that literacy changes our whole perspective onclangauge. We gain
>> a new world, we lose what cultures without a writing system did
>> maintain. But I'm not a specialist in that field. It seems to me that
>> reading too soon could get them focussed on different skills and they
>> might not use their natural capacities and the specific cognitive and
>> mostly interactional or social skills as much. But I might be wrong,
>> we all code-switch between two languages, some of us from birth, maybe
>> that is just the same. It might just bring more to them and be an
>> enrichment. I was glad my kids learned to play music at four where
>> some of my friends found that it was totally crazy...
>> If you decide to go ahead, let me know what you think of it.
>> 
>> Best,
>> Aliyah MORGENSTERN
>> 
>> Professeur de linguistique
>> Université Sorbonne Nouvelle - Paris 3
>> Institut du Monde Anglophone
>> 5 rue de l'Ecole de Médecine
>> 75006 Paris
>> 
>> 
>> 
>> 
>> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>> 
>>> Hello Everybody,
>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>> Baby Can Read Program, but when i started watching it, it seems too
>>> good to be true, and i was asking my Language Acquisition professor
>>> and she suggested that i inquire within to see if anyone knows the
>>> research behind this program and if there are any down falls or
>>> reasons why i shouldnt continue with the program with my daughter. I
>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>> what would the Cons be. Thank you so much for your time. Any comments
>>> will be appreciated
>>> 
>>> Liz Pattison
>>> 
>>> --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to
>>> info-childes+unsubscribe at googlegroups.com
>>> .
>>> For more options, visit this group at
>>> http://groups.google.com/group/info-childes?hl=en
>>> .
>>> 
>> 
>> 
> 
> --
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> -- 
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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 pgordon at tc.columbia.edu  Mon Mar  1 02:14:34 2010
From: pgordon at tc.columbia.edu (Peter Gordon)
Date: Sun, 28 Feb 2010 21:14:34 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com>
Message-ID: <SUN.28.FEB.2010.211434.0500.>

Liz,

Although I have not investigated this program, I have seen it on TV too.  It
seems clear that babies are not "reading" in the sense of acquiring a
grapheme to phoneme correspondence for alphabetic symbols, but instead are
associating the whole word-shape with its sound.  So the skill could not
transfer, say, to novel type faces and it would definitely not transfer to
novel words that have not been taught already. In a way, this would be
similar to an animal learning a conditioned response to seeing a particular
configuration of lines and arcs.  Imagine, if you will, a rat who is trained
to press a lever when it sees the word-shape "PRESS" light up on a screen.
Or, for example, I'm sure that you could learn to associate a word-shape in,
say, Arabic script with the sound of the word, but without understanding the
compositionality of the symbols, you are not really reading.  You might as
well be sounding out the word in English.

In this sense, the pros would not include learning to read or expanding
vocabulary (in any real sense), but the cons might include thinking your
baby can read already and not bothering to teach reading the harder way.
However, your baby will have learned a neat party trick, which is still very
impressive.

Regards,

Peter Gordon


Peter Gordon, Associate Professor
Biobehavioral Sciences Department
Teachers College, Columbia University
525 W 120th St. Box 180
New York, NY 10027

E-mail: pgordon at tc.edu
Phone:  212 678-8162 (Office)
        212 678-8169 (Lab)
        212 678-8233 (Fax)

Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328









On 2/28/10 4:53 PM, "Liz P." <lizspeedvelmag at gmail.com> wrote:

> Hello Everybody,
> I have a 16 month old baby girl, and i just recently acquired the Your
> Baby Can Read Program, but when i started watching it, it seems too
> good to be true, and i was asking my Language Acquisition professor
> and she suggested that i inquire within to see if anyone knows the
> research behind this program and if there are any down falls or
> reasons why i shouldnt continue with the program with my daughter. I
> can see the Pros (shell learn to read and expand her vocabulary) but
> what would the Cons be. Thank you so much for your time. Any comments
> will be appreciated
> 
> Liz Pattison

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From bpearson at research.umass.edu  Mon Mar  1 15:22:57 2010
From: bpearson at research.umass.edu (bpearson at research.umass.edu)
Date: Mon, 1 Mar 2010 10:22:57 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <A9D0DE12-2F98-4864-8047-1F5A0579E5A4@temple.edu>
Message-ID: <MON.1.MAR.2010.102257.0500.>

Right on, Kathy!
(I thought right away of your "Einstein/ flashcards" book.)
Thanks for the references.

Best,
Barbara

And thanks for including Susan Linn on your message.  I just read her  
book, Consuming Kids, and it was chilling (although the advertising  
about baby cognition was not the worst of it).


Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:

> Liz and others:
>
> I could not agree more with Joan and have been troubled by the  
> claims Dr. Robert Titzer makes for some time. HIs blog self  
> identifies Titzer as a "Recognized expert and infant researcher."    
> He goes on to say, " His research on reading during infant and  
> toddler years captured the interest of educators, researchers,  
> parents, government agencies, and the media worldwide. Dr. Titzer  
> has been published in scientific journals, including the prestigious  
> Psychological Review." ( http://www.infantlearning.com/DrTitzer/).   
> As a researcher in the field of language and literacy, I have yet to  
> come across any research that he has done. In fact, the prestigious  
> Psychology Review paper that Titzer mentions was by Linda Smith,  
> Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in  
> the context of acting: The Task dynamics of the A-not-B error"  
> published in 1999 with no reference at all to reading. Titzer's PhD  
> according to his own report is from the Department of Human  
> Performance at the University of Indiana, which on their lab site is  
> a school of "health, physical education and recreation."  It would  
> be interesting to see what he studied for his dissertation.
>
> Early reading and language development are areas where we really do  
> have a lot of data.  In fact the recent review of early reading  
> research by the National Early Literacy Panel (September 2009) along  
> with responses to that report ( see Dickinson, D., Golinkoff, R. M.,  
> Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of  
> emergent literacy: A response to the National Institute for Literacy  
> Report on Early Literacy. National Institute for Early Education  
> Research website: http://nieer.org/docs/index.php?DocID=252)) can  
> give you a real sense of where the literature is right now.   We  
> have for many years known that children can memorize written symbols  
> and associate them with meaning (very young children know the double  
> arches are associated with McDonalds).  But becoming a real reader  
> requires much more.  And for young children, building a strong base  
> in language and a love for books is probably a better use of time  
> than investing in unproven programs that are more commercially than  
> data-driven.
>
> Kathy
>
>
>
>
>
>
>
> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>
>> Dear Liz & others,
>> Chris is exactly on target with her advice. In relation to the  
>> evidence base for these kinds of programs, I have yet to find any  
>> that is supportive. The only "evidence" appears to be from the  
>> anecdotal information provided by the author/publisher.  I have yet  
>> to see any independent, unbiased evidence. As Chris so aptly  
>> pointed out, early development, including linguistic development  
>> involves hands-on, functional and concrete experiences.  The  
>> foundation for later literacy, whether it occur early or a bit  
>> later is dependent upon these early learning experiences.  
>> Unfortunately, there are many opportunists out there who take  
>> advantage of parents' eagerness and concern over their children's  
>> welfare.
>> Joan
>> Joan A. Luckhurst, Ph.D., CCC-SLP
>> Assistant Professor
>> La Salle University
>> Benilde 2216
>> 1900 W. Olney Ave.
>> Philadelphia, Pa  19141
>> (215) 951-1609
>>
>> The information contained in this electronic transmission and any  
>> attachments hereto is considered proprietary and confidential.   
>> Distribution of this material to anyone other than the addressed is  
>> prohibited.  Any disclosure, copying, distribution or use of the  
>> contents of this transmission or any attachments hereto for any  
>> reason other than their
>> intended purpose is prohibited.  If you have received this  
>> transmission in error, please contact the sender.
>> ________________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com]  
>> On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>> Sent: Sunday, February 28, 2010 6:21 PM
>> To: info-childes at googlegroups.com
>> Subject: Re: Your Baby Can Read....Research?
>>
>> Hi, Liz:
>>
>> I am guessing that you are the wonderful type of parent who will provide a
>> stimulating environment for your child in a myriad of ways, and so my sense
>> is that whether you include early reading in this stimulating environment
>> or not, your child will do well. I have been asked this and similar
>> questions (re electronic programs, Baby Einstein, signing, early reading,
>> etc.) by a significant number of parents, and my response is generally that
>> given the gestalt of supportive and stimulating parenting that will occur
>> under your tutelage, you child will do well with or without early reading.
>> However, having said that, my own bias is that there is not much to be
>> gained by this pursuit. Generally, research on preschool readers indicates
>> that they tend to join a well-educated cohort at the same reading level by
>> grade 3. My own bias, having reviewed the sensorimotor literature and
>> worked with a good number of sensorimotor therapists over the course of my
>> career as an SLP, is to prioritize for young children hands-on and
>> multi-sensory experiences, accompanied by the appropriate oral language, as
>> the best foundation for future learning. (I also read that one of the
>> causative factors in our immune deficiency-prone society is our lack of
>> exposure to good old dirt and other nasty substances at an early age.)
>> While I emphasize pre-literacy and literacy skills to my low SES (and
>> wonderful) cohort of prschool children and parents, my advice to
>> well-educated and middle income and beyond cohorts is to sit back, talk to
>> your child, and get dirty.
>> Chris Wing,
>> Doctoral Candidate
>> Speech-Language-Hearing Sciences
>> University of Minnesota
>> United States of America
>>
>>
>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>
>>> Dear Liz,
>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>> language in a signing environment) and now to read at 16 months...
>>> Maybe it is important that children be kept in a non literate world
>>> for a few years and use their ears (when they can) before entering
>>> language through reading skills. Reading is extremely important, but
>>> literacy does change our perspective on language and I'm personally
>>> glad we all spend a few years developing our oral language, our
>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>> think that literacy changes our whole perspective onclangauge. We gain
>>> a new world, we lose what cultures without a writing system did
>>> maintain. But I'm not a specialist in that field. It seems to me that
>>> reading too soon could get them focussed on different skills and they
>>> might not use their natural capacities and the specific cognitive and
>>> mostly interactional or social skills as much. But I might be wrong,
>>> we all code-switch between two languages, some of us from birth, maybe
>>> that is just the same. It might just bring more to them and be an
>>> enrichment. I was glad my kids learned to play music at four where
>>> some of my friends found that it was totally crazy...
>>> If you decide to go ahead, let me know what you think of it.
>>>
>>> Best,
>>> Aliyah MORGENSTERN
>>>
>>> Professeur de linguistique
>>> Université Sorbonne Nouvelle - Paris 3
>>> Institut du Monde Anglophone
>>> 5 rue de l'Ecole de Médecine
>>> 75006 Paris
>>>
>>>
>>>
>>>
>>> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>>>
>>>> Hello Everybody,
>>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>> good to be true, and i was asking my Language Acquisition professor
>>>> and she suggested that i inquire within to see if anyone knows the
>>>> research behind this program and if there are any down falls or
>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>> will be appreciated
>>>>
>>>> Liz Pattison
>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email to info-childes at googlegroups.com.
>>>> To unsubscribe from this group, send email to
>>>> info-childes+unsubscribe at googlegroups.com
>>>> .
>>>> For more options, visit this group at
>>>> http://groups.google.com/group/info-childes?hl=en
>>>> .
>>>>
>>>
>>>
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to  
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at  
>> http://groups.google.com/group/info-childes?hl=en.
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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.
>
>



****************************************
Barbara Zurer Pearson, Ph.D
Research Associate
Depts. of Linguistics and Communication
     Disorders

University of Massachusetts Amherst
Amherst MA 01003
413-545-5023
bpearson at research.umass.edu
http://www.umass.edu/aae/bp_indexold.htm

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From t.marinis at reading.ac.uk  Mon Mar  1 17:54:49 2010
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Mon, 1 Mar 2010 17:54:49 +0000
Subject: Lectureship in Speech and Language Therapy,
 University of Reading, UK
Message-ID: <MON.1.MAR.2010.175449.0000.>

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From corrigan at csd.uwm.edu  Mon Mar  1 19:30:28 2010
From: corrigan at csd.uwm.edu (RCorrigan)
Date: Mon, 1 Mar 2010 11:30:28 -0800
Subject: deadline extension for Society for Text and Discourse
Message-ID: <MON.1.MAR.2010.113028.0800.>

----- Forwarded Message -----
From: std at uic.edu
Sent: Monday, March 1, 2010 12:02:34 PM GMT -06:00 US/Canada Central
Subject: ST&D 2010: Submissions Deadline Extended

Dear ST&D Members,

The Deadline for Submissions to the 20th Anniversary Meeting of the
Society for Text & Discourse has been extended to March 6, 2010.

The conference announcement is at http://www.societyfortextanddiscourse.org/conferences/index.html
Proposals should be submitted online at http://std2010.lsri.uic.edu/openconf.php

We hope to see you all in Chicago this August!

Cheers,
Jenny Wiley and Susan Goldman
2010 Program Chairs


--
Professor Roberta Corrigan
Departments of Linguistics and Educational Psychology


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From khirshpa at temple.edu  Mon Mar  1 19:53:08 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Mon, 1 Mar 2010 14:53:08 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <20100301102257.63955n63cy80drdd@umail.oit.umass.edu>
Message-ID: <MON.1.MAR.2010.145308.0500.>

Linda Smith asked me to post her e-mail on the listserve for her.  The following is from her. 

kathy

>> Hi,
>> 
>> I would like you to share these comments with all who are part of this discussion.  Bob Titzer got his phD in kinesiology at IU and worked under Esther Thelen.  He contributed and is co-author of the Psych Review paper on a not b.  He did a wonderful dissertation on learning about transparency through actions in infants (never published because he became interested --as you are aware --in other things).  These are facts, he has every right to state them and legally there is nothing I can do about it.
>> 
>> I in no way condone, support, or believe in his teaching infants to read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly none done at IU or with IRB approval or published.  He began by subjecting his own children to this. He believes in it, that I know but I certainly do not.  I think there are serious issues here and I resent my name being associated with it.  I have talked to lawyers once, maybe I need to talk to them again.  Their recommendation was to let it go (basically ignore), that unless he actually stated a falsehood concerning me, I had no grounds for legal action.  
>> 
>> I am not at all happy (very unhappy) that my name, that esther's name, that   Indiana University is associated with this.  As an aside he was a tenure track assit professor at LSU (I think need to check ) and they asked him to leave over this.  
>> 
>> Anyway, I would love to spread wide and far, that yes I know, but I think his whole endeavor is wrong, wrong headed, not supported by research, and most certainly not supported by me.

	Linda


On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu wrote:

> Right on, Kathy!
> (I thought right away of your "Einstein/ flashcards" book.)
> Thanks for the references.
> 
> Best,
> Barbara
> 
> And thanks for including Susan Linn on your message.  I just read her book, Consuming Kids, and it was chilling (although the advertising about baby cognition was not the worst of it).
> 
> 
> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:
> 
>> Liz and others:
>> 
>> I could not agree more with Joan and have been troubled by the claims Dr. Robert Titzer makes for some time. HIs blog self identifies Titzer as a "Recognized expert and infant researcher."   He goes on to say, " His research on reading during infant and toddler years captured the interest of educators, researchers, parents, government agencies, and the media worldwide. Dr. Titzer has been published in scientific journals, including the prestigious Psychological Review." ( http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of language and literacy, I have yet to come across any research that he has done. In fact, the prestigious Psychology Review paper that Titzer mentions was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the context of acting: The Task dynamics of the A-not-B error" published in 1999 with no reference at all to reading. Titzer's PhD according to his own report is from the Department of Human Performance at the University of Indiana, which on their lab site is a school of "health, physical education and recreation."  It would be interesting to see what he studied for his dissertation.
>> 
>> Early reading and language development are areas where we really do have a lot of data.  In fact the recent review of early reading research by the National Early Literacy Panel (September 2009) along with responses to that report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy. National Institute for Early Education Research website: http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of where the literature is right now.   We have for many years known that children can memorize written symbols and associate them with meaning (very young children know the double arches are associated with McDonalds).  But becoming a real reader requires much more.  And for young children, building a strong base in language and a love for books is probably a better use of time than investing in unproven programs that are more commercially than data-driven.
>> 
>> Kathy
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>> 
>>> Dear Liz & others,
>>> Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
>>> Joan
>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>> Assistant Professor
>>> La Salle University
>>> Benilde 2216
>>> 1900 W. Olney Ave.
>>> Philadelphia, Pa  19141
>>> (215) 951-1609
>>> 
>>> The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
>>> intended purpose is prohibited.  If you have received this transmission in error, please contact the sender.
>>> ________________________________________
>>> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>>> Sent: Sunday, February 28, 2010 6:21 PM
>>> To: info-childes at googlegroups.com
>>> Subject: Re: Your Baby Can Read....Research?
>>> 
>>> Hi, Liz:
>>> 
>>> I am guessing that you are the wonderful type of parent who will provide a
>>> stimulating environment for your child in a myriad of ways, and so my sense
>>> is that whether you include early reading in this stimulating environment
>>> or not, your child will do well. I have been asked this and similar
>>> questions (re electronic programs, Baby Einstein, signing, early reading,
>>> etc.) by a significant number of parents, and my response is generally that
>>> given the gestalt of supportive and stimulating parenting that will occur
>>> under your tutelage, you child will do well with or without early reading.
>>> However, having said that, my own bias is that there is not much to be
>>> gained by this pursuit. Generally, research on preschool readers indicates
>>> that they tend to join a well-educated cohort at the same reading level by
>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>> worked with a good number of sensorimotor therapists over the course of my
>>> career as an SLP, is to prioritize for young children hands-on and
>>> multi-sensory experiences, accompanied by the appropriate oral language, as
>>> the best foundation for future learning. (I also read that one of the
>>> causative factors in our immune deficiency-prone society is our lack of
>>> exposure to good old dirt and other nasty substances at an early age.)
>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>> wonderful) cohort of prschool children and parents, my advice to
>>> well-educated and middle income and beyond cohorts is to sit back, talk to
>>> your child, and get dirty.
>>> Chris Wing,
>>> Doctoral Candidate
>>> Speech-Language-Hearing Sciences
>>> University of Minnesota
>>> United States of America
>>> 
>>> 
>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>> 
>>>> Dear Liz,
>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>> language in a signing environment) and now to read at 16 months...
>>>> Maybe it is important that children be kept in a non literate world
>>>> for a few years and use their ears (when they can) before entering
>>>> language through reading skills. Reading is extremely important, but
>>>> literacy does change our perspective on language and I'm personally
>>>> glad we all spend a few years developing our oral language, our
>>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>>> think that literacy changes our whole perspective onclangauge. We gain
>>>> a new world, we lose what cultures without a writing system did
>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>> reading too soon could get them focussed on different skills and they
>>>> might not use their natural capacities and the specific cognitive and
>>>> mostly interactional or social skills as much. But I might be wrong,
>>>> we all code-switch between two languages, some of us from birth, maybe
>>>> that is just the same. It might just bring more to them and be an
>>>> enrichment. I was glad my kids learned to play music at four where
>>>> some of my friends found that it was totally crazy...
>>>> If you decide to go ahead, let me know what you think of it.
>>>> 
>>>> Best,
>>>> Aliyah MORGENSTERN
>>>> 
>>>> Professeur de linguistique
>>>> Université Sorbonne Nouvelle - Paris 3
>>>> Institut du Monde Anglophone
>>>> 5 rue de l'Ecole de Médecine
>>>> 75006 Paris
>>>> 
>>>> 
>>>> 
>>>> 
>>>> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>>>> 
>>>>> Hello Everybody,
>>>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>> research behind this program and if there are any down falls or
>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>>> will be appreciated
>>>>> 
>>>>> Liz Pattison
>>>>> 
>>>>> --
>>>>> You received this message because you are subscribed to the Google
>>>>> Groups "Info-CHILDES" group.
>>>>> To post to this group, send email to info-childes at googlegroups.com.
>>>>> To unsubscribe from this group, send email to
>>>>> info-childes+unsubscribe at googlegroups.com
>>>>> .
>>>>> For more options, visit this group at
>>>>> http://groups.google.com/group/info-childes?hl=en
>>>>> .
>>>>> 
>>>> 
>>>> 
>>> 
>>> --
>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
>>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
>>> 
>>> --
>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send 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.
>> 
>> 
> 
> 
> 
> ****************************************
> Barbara Zurer Pearson, Ph.D
> Research Associate
> Depts. of Linguistics and Communication
>    Disorders
> 
> University of Massachusetts Amherst
> Amherst MA 01003
> 413-545-5023
> bpearson at research.umass.edu
> http://www.umass.edu/aae/bp_indexold.htm
> 
> -- 
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From lauragaytan at gmail.com  Mon Mar  1 20:29:02 2010
From: lauragaytan at gmail.com (Laura Gaytan)
Date: Mon, 1 Mar 2010 14:29:02 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <MON.1.MAR.2010.142902.0600.>

Hi Liz:
I have been following this interesting discussion and I want to give you my
opinion. It is all about the definition of "reading". To read is to
understand the meaning of words and their relationship and it is deeply
based on semantic and morphosyntaxic knowledge, which you adquire as a
native speaker.
I work with profound deaf children from an oralist approach and I can assure
you that deaf children have to learn to speak first in order to begin to
learn to read. Even a well-oralized deaf adult may have trouble in
understanding texts that contain linguistical structures and vocabulary that
he does not understand. You can teach your baby to associate words with
pictures; that  ablility may enhance her visual attention, but that is not
reading. Many years ago when I was a student, this issue was very popular
and the person behind it was Doman Delacato.

Laura Gaytan, Master in Hearing and Language Pathology
Instituto Mexicano de la Audición y el Lenguaje
Mexico City

On Mon, Mar 1, 2010 at 1:53 PM, Kathy Hirsh-Pasek <khirshpa at temple.edu>wrote:

> Linda Smith asked me to post her e-mail on the listserve for her.  The
> following is from her.
>
> kathy
>
> Hi,
>
> I would like you to share these comments *with all *who are part of this
> discussion.  Bob Titzer got his phD in kinesiology at IU and worked under
> Esther Thelen.  He contributed and is co-author of the Psych Review paper on
> a not b.  He did a wonderful dissertation on learning about transparency
> through actions in infants (never published because he became interested
> --as you are aware --in other things).  These are facts, he has every right
> to state them and legally there is nothing I can do about it.
>
> I in no way condone, support, or believe in his teaching infants to read.
> THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly none done at
> IU or with IRB approval or published.  He began by subjecting his own
> children to this. He believes in it, that I know but I certainly do not.  I
> think there are serious issues here and I resent my name being associated
> with it.  I have talked to lawyers once, maybe I need to talk to them again.
>  Their recommendation was to let it go (basically ignore), that unless he
> actually stated a falsehood concerning me, I had no grounds for legal
> action.
>
> I am not at all happy (very unhappy) that my name, that esther's name, that
>   Indiana University is associated with this.  As an aside he was a tenure
> track assit professor at LSU (I think need to check ) and they asked him to
> leave over this.
>
> Anyway, I would love to spread wide and far, that yes I know, but I think
> his whole endeavor is wrong, wrong headed, not supported by research, and
> most certainly not supported by me.
>
>
> Linda
>
>
> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu wrote:
>
> Right on, Kathy!
> (I thought right away of your "Einstein/ flashcards" book.)
> Thanks for the references.
>
> Best,
> Barbara
>
> And thanks for including Susan Linn on your message.  I just read her book,
> Consuming Kids, and it was chilling (although the advertising about baby
> cognition was not the worst of it).
>
>
> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:
>
> Liz and others:
>
>
> I could not agree more with Joan and have been troubled by the claims Dr.
> Robert Titzer makes for some time. HIs blog self identifies Titzer as a
> "Recognized expert and infant researcher."   He goes on to say, " His
> research on reading during infant and toddler years captured the interest of
> educators, researchers, parents, government agencies, and the media
> worldwide. Dr. Titzer has been published in scientific journals, including
> the prestigious Psychological Review." (
> http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of
> language and literacy, I have yet to come across any research that he has
> done. In fact, the prestigious Psychology Review paper that Titzer mentions
> was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled,
> "Knowing in the context of acting: The Task dynamics of the A-not-B error"
> published in 1999 with no reference at all to reading. Titzer's PhD
> according to his own report is from the Department of Human Performance at
> the University of Indiana, which on their lab site is a school of "health,
> physical education and recreation."  It would be interesting to see what he
> studied for his dissertation.
>
>
> Early reading and language development are areas where we really do have a
> lot of data.  In fact the recent review of early reading research by the
> National Early Literacy Panel (September 2009) along with responses to that
> report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., &
> Burchinal, P. (2009). The language of emergent literacy: A response to the
> National Institute for Literacy Report on Early Literacy. National Institute
> for Early Education Research website:
> http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of
> where the literature is right now.   We have for many years known that
> children can memorize written symbols and associate them with meaning (very
> young children know the double arches are associated with McDonalds).  But
> becoming a real reader requires much more.  And for young children, building
> a strong base in language and a love for books is probably a better use of
> time than investing in unproven programs that are more commercially than
> data-driven.
>
>
> Kathy
>
>
>
>
>
>
>
>
> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>
>
> Dear Liz & others,
>
> Chris is exactly on target with her advice. In relation to the evidence
> base for these kinds of programs, I have yet to find any that is supportive.
> The only "evidence" appears to be from the anecdotal information provided by
> the author/publisher.  I have yet to see any independent, unbiased evidence.
> As Chris so aptly pointed out, early development, including linguistic
> development involves hands-on, functional and concrete experiences.  The
> foundation for later literacy, whether it occur early or a bit later is
> dependent upon these early learning experiences. Unfortunately, there are
> many opportunists out there who take advantage of parents' eagerness and
> concern over their children's welfare.
>
> Joan
>
> Joan A. Luckhurst, Ph.D., CCC-SLP
>
> Assistant Professor
>
> La Salle University
>
> Benilde 2216
>
> 1900 W. Olney Ave.
>
> Philadelphia, Pa  19141
>
> (215) 951-1609
>
>
> The information contained in this electronic transmission and any
> attachments hereto is considered proprietary and confidential.  Distribution
> of this material to anyone other than the addressed is prohibited.  Any
> disclosure, copying, distribution or use of the contents of this
> transmission or any attachments hereto for any reason other than their
>
> intended purpose is prohibited.  If you have received this transmission in
> error, please contact the sender.
>
> ________________________________________
>
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>
> Sent: Sunday, February 28, 2010 6:21 PM
>
> To: info-childes at googlegroups.com
>
> Subject: Re: Your Baby Can Read....Research?
>
>
> Hi, Liz:
>
>
> I am guessing that you are the wonderful type of parent who will provide a
>
> stimulating environment for your child in a myriad of ways, and so my sense
>
> is that whether you include early reading in this stimulating environment
>
> or not, your child will do well. I have been asked this and similar
>
> questions (re electronic programs, Baby Einstein, signing, early reading,
>
> etc.) by a significant number of parents, and my response is generally that
>
> given the gestalt of supportive and stimulating parenting that will occur
>
> under your tutelage, you child will do well with or without early reading.
>
> However, having said that, my own bias is that there is not much to be
>
> gained by this pursuit. Generally, research on preschool readers indicates
>
> that they tend to join a well-educated cohort at the same reading level by
>
> grade 3. My own bias, having reviewed the sensorimotor literature and
>
> worked with a good number of sensorimotor therapists over the course of my
>
> career as an SLP, is to prioritize for young children hands-on and
>
> multi-sensory experiences, accompanied by the appropriate oral language, as
>
> the best foundation for future learning. (I also read that one of the
>
> causative factors in our immune deficiency-prone society is our lack of
>
> exposure to good old dirt and other nasty substances at an early age.)
>
> While I emphasize pre-literacy and literacy skills to my low SES (and
>
> wonderful) cohort of prschool children and parents, my advice to
>
> well-educated and middle income and beyond cohorts is to sit back, talk to
>
> your child, and get dirty.
>
> Chris Wing,
>
> Doctoral Candidate
>
> Speech-Language-Hearing Sciences
>
> University of Minnesota
>
> United States of America
>
>
>
> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>
>
> Dear Liz,
>
> I don't know the program, so I can't judge but I'm a bit amazed. We
>
> want babies to baby-sign at 9 months (which isn't acquiring sign
>
> language in a signing environment) and now to read at 16 months...
>
> Maybe it is important that children be kept in a non literate world
>
> for a few years and use their ears (when they can) before entering
>
> language through reading skills. Reading is extremely important, but
>
> literacy does change our perspective on language and I'm personally
>
> glad we all spend a few years developing our oral language, our
>
> gestures, ou prosody, and all that comes with the vocal modality. I do
>
> think that literacy changes our whole perspective onclangauge. We gain
>
> a new world, we lose what cultures without a writing system did
>
> maintain. But I'm not a specialist in that field. It seems to me that
>
> reading too soon could get them focussed on different skills and they
>
> might not use their natural capacities and the specific cognitive and
>
> mostly interactional or social skills as much. But I might be wrong,
>
> we all code-switch between two languages, some of us from birth, maybe
>
> that is just the same. It might just bring more to them and be an
>
> enrichment. I was glad my kids learned to play music at four where
>
> some of my friends found that it was totally crazy...
>
> If you decide to go ahead, let me know what you think of it.
>
>
> Best,
>
> Aliyah MORGENSTERN
>
>
> Professeur de linguistique
>
> Université Sorbonne Nouvelle - Paris 3
>
> Institut du Monde Anglophone
>
> 5 rue de l'Ecole de Médecine
>
> 75006 Paris
>
>
>
>
>
> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>
>
> Hello Everybody,
>
> I have a 16 month old baby girl, and i just recently acquired the Your
>
> Baby Can Read Program, but when i started watching it, it seems too
>
> good to be true, and i was asking my Language Acquisition professor
>
> and she suggested that i inquire within to see if anyone knows the
>
> research behind this program and if there are any down falls or
>
> reasons why i shouldnt continue with the program with my daughter. I
>
> can see the Pros (shell learn to read and expand her vocabulary) but
>
> what would the Cons be. Thank you so much for your time. Any comments
>
> will be appreciated
>
>
> Liz Pattison
>
>
> --
>
> You received this message because you are subscribed to the Google
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> Groups "Info-CHILDES" group.
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> .
>
>
>
>
>
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> --
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> You received this message because you are subscribed to the Google Groups
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>
>
>
>
> ****************************************
> Barbara Zurer Pearson, Ph.D
> Research Associate
> Depts. of Linguistics and Communication
>    Disorders
>
> University of Massachusetts Amherst
> Amherst MA 01003
> 413-545-5023
> bpearson at research.umass.edu
> http://www.umass.edu/aae/bp_indexold.htm
>
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> You received this message because you are subscribed to the Google Groups
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From gleason at bu.edu  Mon Mar  1 21:16:15 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Mon, 1 Mar 2010 16:16:15 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <MON.1.MAR.2010.161615.0500.>

Hi  this is a very interesting discussion and thanks to all who have 
contributed.  I'd just like to add a couple of simple things.

1. You can teach your baby to read in the same sense that you can teach 
your dog to read.  There are some very popular dog training books out 
that also use association between words and printed cards.  See, for 
instance:

http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X

Very useful if you want to leave a sign on the couch for your pup that 
says "Keep off" when you're not home.  Not clear what kind of notes you 
might want to leave for Muffy (the kid).

2. Assuming you do teach your baby a bunch of sight words, is there 
something out there she wants to read?  If the baby has no use for the 
'reading', then it is mostly a trick you're teaching that will certainly 
impress others, but may not be of intrinsic use to the baby. It's 
probably not harmful if the baby is having a reasonably good time and 
gets to engage in the usual baby activities like having dates with other 
babies, hearing lots of appropriate-level baby directed language, etc.   
But it won't make the baby a genius, any more than teaching your Yorkie 
to read will make her into a research scientist.

Cheers from SnowLess Boston,

Jean

Jean Berko Gleason, Professor Emerita
Department of Psychology
Boston University

http://www.bu.edu/psych/faculty/gleason/



Kathy Hirsh-Pasek wrote:
> Linda Smith asked me to post her e-mail on the listserve for her.  The 
> following is from her. 
>
> kathy
>
>>> Hi,
>>>
>>> I would like you to share these comments *with all *who are part of 
>>> this discussion.  Bob Titzer got his phD in kinesiology at IU and 
>>> worked under Esther Thelen.  He contributed and is co-author of the 
>>> Psych Review paper on a not b.  He did a wonderful dissertation on 
>>> learning about transparency through actions in infants (never 
>>> published because he became interested --as you are aware --in other 
>>> things).  These are facts, he has every right to state them and 
>>> legally there is nothing I can do about it.
>>>
>>> I in no way condone, support, or believe in his teaching infants to 
>>> read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly 
>>> none done at IU or with IRB approval or published.  He began by 
>>> subjecting his own children to this. He believes in it, that I know 
>>> but I certainly do not.  I think there are serious issues here and I 
>>> resent my name being associated with it.  I have talked to lawyers 
>>> once, maybe I need to talk to them again.  Their recommendation was 
>>> to let it go (basically ignore), that unless he actually stated a 
>>> falsehood concerning me, I had no grounds for legal action.  
>>>
>>> I am not at all happy (very unhappy) that my name, that esther's 
>>> name, that   Indiana University is associated with this.  As an 
>>> aside he was a tenure track assit professor at LSU (I think need to 
>>> check ) and they asked him to leave over this.  
>>>
>>> Anyway, I would love to spread wide and far, that yes I know, but I 
>>> think his whole endeavor is wrong, wrong headed, not supported by 
>>> research, and most certainly not supported by me.
>
> Linda
>
>
> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu 
> <mailto:bpearson at research.umass.edu> wrote:
>
>> Right on, Kathy!
>> (I thought right away of your "Einstein/ flashcards" book.)
>> Thanks for the references.
>>
>> Best,
>> Barbara
>>
>> And thanks for including Susan Linn on your message.  I just read her 
>> book, Consuming Kids, and it was chilling (although the advertising 
>> about baby cognition was not the worst of it).
>>
>>
>> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu 
>> <mailto:khirshpa at temple.edu>>:
>>
>>> Liz and others:
>>>
>>> I could not agree more with Joan and have been troubled by the 
>>> claims Dr. Robert Titzer makes for some time. HIs blog self 
>>> identifies Titzer as a "Recognized expert and infant researcher." 
>>>   He goes on to say, " His research on reading during infant and 
>>> toddler years captured the interest of educators, researchers, 
>>> parents, government agencies, and the media worldwide. Dr. Titzer 
>>> has been published in scientific journals, including the prestigious 
>>> Psychological Review." ( http://www.infantlearning.com/DrTitzer/). 
>>>  As a researcher in the field of language and literacy, I have yet 
>>> to come across any research that he has done. In fact, the 
>>> prestigious Psychology Review paper that Titzer mentions was by 
>>> Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, 
>>> "Knowing in the context of acting: The Task dynamics of the A-not-B 
>>> error" published in 1999 with no reference at all to reading. 
>>> Titzer's PhD according to his own report is from the Department of 
>>> Human Performance at the University of Indiana, which on their lab 
>>> site is a school of "health, physical education and recreation."  It 
>>> would be interesting to see what he studied for his dissertation.
>>>
>>> Early reading and language development are areas where we really do 
>>> have a lot of data.  In fact the recent review of early reading 
>>> research by the National Early Literacy Panel (September 2009) along 
>>> with responses to that report ( see Dickinson, D., Golinkoff, R. M., 
>>> Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of 
>>> emergent literacy: A response to the National Institute for Literacy 
>>> Report on Early Literacy. National Institute for Early Education 
>>> Research website: http://nieer.org/docs/index.php?DocID=252)) can 
>>> give you a real sense of where the literature is right now.   We 
>>> have for many years known that children can memorize written symbols 
>>> and associate them with meaning (very young children know the double 
>>> arches are associated with McDonalds).  But becoming a real reader 
>>> requires much more.  And for young children, building a strong base 
>>> in language and a love for books is probably a better use of time 
>>> than investing in unproven programs that are more commercially than 
>>> data-driven.
>>>
>>> Kathy
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>>>
>>>> Dear Liz & others,
>>>> Chris is exactly on target with her advice. In relation to the 
>>>> evidence base for these kinds of programs, I have yet to find any 
>>>> that is supportive. The only "evidence" appears to be from the 
>>>> anecdotal information provided by the author/publisher.  I have yet 
>>>> to see any independent, unbiased evidence. As Chris so aptly 
>>>> pointed out, early development, including linguistic development 
>>>> involves hands-on, functional and concrete experiences.  The 
>>>> foundation for later literacy, whether it occur early or a bit 
>>>> later is dependent upon these early learning experiences. 
>>>> Unfortunately, there are many opportunists out there who take 
>>>> advantage of parents' eagerness and concern over their children's 
>>>> welfare.
>>>> Joan
>>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>>> Assistant Professor
>>>> La Salle University
>>>> Benilde 2216
>>>> 1900 W. Olney Ave.
>>>> Philadelphia, Pa  19141
>>>> (215) 951-1609
>>>>
>>>> The information contained in this electronic transmission and any 
>>>> attachments hereto is considered proprietary and confidential. 
>>>>  Distribution of this material to anyone other than the addressed 
>>>> is prohibited.  Any disclosure, copying, distribution or use of the 
>>>> contents of this transmission or any attachments hereto for any 
>>>> reason other than their
>>>> intended purpose is prohibited.  If you have received this 
>>>> transmission in error, please contact the sender.
>>>> ________________________________________
>>>> From: info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com> 
>>>> [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu 
>>>> <mailto:wing0050 at umn.edu> [wing0050 at umn.edu]
>>>> Sent: Sunday, February 28, 2010 6:21 PM
>>>> To: info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com>
>>>> Subject: Re: Your Baby Can Read....Research?
>>>>
>>>> Hi, Liz:
>>>>
>>>> I am guessing that you are the wonderful type of parent who will 
>>>> provide a
>>>> stimulating environment for your child in a myriad of ways, and so 
>>>> my sense
>>>> is that whether you include early reading in this stimulating 
>>>> environment
>>>> or not, your child will do well. I have been asked this and similar
>>>> questions (re electronic programs, Baby Einstein, signing, early 
>>>> reading,
>>>> etc.) by a significant number of parents, and my response is 
>>>> generally that
>>>> given the gestalt of supportive and stimulating parenting that will 
>>>> occur
>>>> under your tutelage, you child will do well with or without early 
>>>> reading.
>>>> However, having said that, my own bias is that there is not much to be
>>>> gained by this pursuit. Generally, research on preschool readers 
>>>> indicates
>>>> that they tend to join a well-educated cohort at the same reading 
>>>> level by
>>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>>> worked with a good number of sensorimotor therapists over the 
>>>> course of my
>>>> career as an SLP, is to prioritize for young children hands-on and
>>>> multi-sensory experiences, accompanied by the appropriate oral 
>>>> language, as
>>>> the best foundation for future learning. (I also read that one of the
>>>> causative factors in our immune deficiency-prone society is our lack of
>>>> exposure to good old dirt and other nasty substances at an early age.)
>>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>>> wonderful) cohort of prschool children and parents, my advice to
>>>> well-educated and middle income and beyond cohorts is to sit back, 
>>>> talk to
>>>> your child, and get dirty.
>>>> Chris Wing,
>>>> Doctoral Candidate
>>>> Speech-Language-Hearing Sciences
>>>> University of Minnesota
>>>> United States of America
>>>>
>>>>
>>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>>>
>>>>> Dear Liz,
>>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>>> language in a signing environment) and now to read at 16 months...
>>>>> Maybe it is important that children be kept in a non literate world
>>>>> for a few years and use their ears (when they can) before entering
>>>>> language through reading skills. Reading is extremely important, but
>>>>> literacy does change our perspective on language and I'm personally
>>>>> glad we all spend a few years developing our oral language, our
>>>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>>>> think that literacy changes our whole perspective onclangauge. We gain
>>>>> a new world, we lose what cultures without a writing system did
>>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>>> reading too soon could get them focussed on different skills and they
>>>>> might not use their natural capacities and the specific cognitive and
>>>>> mostly interactional or social skills as much. But I might be wrong,
>>>>> we all code-switch between two languages, some of us from birth, maybe
>>>>> that is just the same. It might just bring more to them and be an
>>>>> enrichment. I was glad my kids learned to play music at four where
>>>>> some of my friends found that it was totally crazy...
>>>>> If you decide to go ahead, let me know what you think of it.
>>>>>
>>>>> Best,
>>>>> Aliyah MORGENSTERN
>>>>>
>>>>> Professeur de linguistique
>>>>> Université Sorbonne Nouvelle - Paris 3
>>>>> Institut du Monde Anglophone
>>>>> 5 rue de l'Ecole de Médecine
>>>>> 75006 Paris
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>>>>>
>>>>>> Hello Everybody,
>>>>>> I have a 16 month old baby girl, and i just recently acquired the 
>>>>>> Your
>>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>>> research behind this program and if there are any down falls or
>>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>>>> will be appreciated
>>>>>>
>>>>>> Liz Pattison
>>>>>>
>>>>>> --
>>>>>> You received this message because you are subscribed to the Google
>>>>>> Groups "Info-CHILDES" group.
>>>>>> To post to this group, send email to 
>>>>>> info-childes at googlegroups.com <mailto:info-childes at googlegroups.com>.
>>>>>> To unsubscribe from this group, send email to
>>>>>> info-childes+unsubscribe at googlegroups.com 
>>>>>> <mailto: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 
>>>> <mailto:info-childes at googlegroups.com>.
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>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google 
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email to info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com>.
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>>>> <mailto:info-childes+unsubscribe at googlegroups.com>.
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>>>>
>>>
>>> --
>>> You received this message because you are subscribed to the Google 
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com 
>>> <mailto:info-childes at googlegroups.com>.
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>>>
>>>
>>
>>
>>
>> ****************************************
>> Barbara Zurer Pearson, Ph.D
>> Research Associate
>> Depts. of Linguistics and Communication
>>    Disorders
>>
>> University of Massachusetts Amherst
>> Amherst MA 01003
>> 413-545-5023
>> bpearson at research.umass.edu <mailto:bpearson at research.umass.edu>
>> http://www.umass.edu/aae/bp_indexold.htm
>>
>> -- 
>> You received this message because you are subscribed to the Google 
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>>
>
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From gleason at bu.edu  Tue Mar  2 01:48:36 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Mon, 1 Mar 2010 20:48:36 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C5782.8060307@uaq.mx>
Message-ID: <MON.1.MAR.2010.204836.0500.>

Hi Donna  ... thanks..  I couldn't resist.....

Jean 



Donna Jackson wrote:
> thank-you...this was the best comment ever!
> Donna Jackson-Maldonado
>
> Jean Berko Gleason escribió:
>> Hi  this is a very interesting
>

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From djackson at uaq.mx  Tue Mar  2 00:10:42 2010
From: djackson at uaq.mx (Donna Jackson)
Date: Mon, 1 Mar 2010 18:10:42 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C2E9F.3020707@bu.edu>
Message-ID: <MON.1.MAR.2010.181042.0600.>

thank-you...this was the best comment ever!
Donna Jackson-Maldonado

Jean Berko Gleason escribió:
> Hi  this is a very interesting discussion and thanks to all who have 
> contributed.  I'd just like to add a couple of simple things.
>
> 1. You can teach your baby to read in the same sense that you can 
> teach your dog to read.  There are some very popular dog training 
> books out that also use association between words and printed cards.  
> See, for instance:
>
> http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X
>
> Very useful if you want to leave a sign on the couch for your pup that 
> says "Keep off" when you're not home.  Not clear what kind of notes 
> you might want to leave for Muffy (the kid).
>
> 2. Assuming you do teach your baby a bunch of sight words, is there 
> something out there she wants to read?  If the baby has no use for the 
> 'reading', then it is mostly a trick you're teaching that will 
> certainly impress others, but may not be of intrinsic use to the baby. 
> It's probably not harmful if the baby is having a reasonably good time 
> and gets to engage in the usual baby activities like having dates with 
> other babies, hearing lots of appropriate-level baby directed 
> language, etc.   But it won't make the baby a genius, any more than 
> teaching your Yorkie to read will make her into a research scientist.
>
> Cheers from SnowLess Boston,
>
> Jean
> Jean Berko Gleason, Professor Emerita
> Department of Psychology
> Boston University
>
> http://www.bu.edu/psych/faculty/gleason/
>   
>
>
> Kathy Hirsh-Pasek wrote:
>> Linda Smith asked me to post her e-mail on the listserve for her. 
>>  The following is from her. 
>>
>> kathy
>>
>>>> Hi,
>>>>
>>>> I would like you to share these comments *with all *who are part of 
>>>> this discussion.  Bob Titzer got his phD in kinesiology at IU and 
>>>> worked under Esther Thelen.  He contributed and is co-author of the 
>>>> Psych Review paper on a not b.  He did a wonderful dissertation on 
>>>> learning about transparency through actions in infants (never 
>>>> published because he became interested --as you are aware --in 
>>>> other things).  These are facts, he has every right to state them 
>>>> and legally there is nothing I can do about it.
>>>>
>>>> I in no way condone, support, or believe in his teaching infants to 
>>>> read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF 
>>>> certainly none done at IU or with IRB approval or published.  He 
>>>> began by subjecting his own children to this. He believes in it, 
>>>> that I know but I certainly do not.  I think there are serious 
>>>> issues here and I resent my name being associated with it.  I have 
>>>> talked to lawyers once, maybe I need to talk to them again.  Their 
>>>> recommendation was to let it go (basically ignore), that unless he 
>>>> actually stated a falsehood concerning me, I had no grounds for 
>>>> legal action.  
>>>>
>>>> I am not at all happy (very unhappy) that my name, that esther's 
>>>> name, that   Indiana University is associated with this.  As an 
>>>> aside he was a tenure track assit professor at LSU (I think need to 
>>>> check ) and they asked him to leave over this.  
>>>>
>>>> Anyway, I would love to spread wide and far, that yes I know, but I 
>>>> think his whole endeavor is wrong, wrong headed, not supported by 
>>>> research, and most certainly not supported by me.
>>
>> Linda
>>
>>
>> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu 
>> <mailto:bpearson at research.umass.edu> wrote:
>>
>>> Right on, Kathy!
>>> (I thought right away of your "Einstein/ flashcards" book.)
>>> Thanks for the references.
>>>
>>> Best,
>>> Barbara
>>>
>>> And thanks for including Susan Linn on your message.  I just read 
>>> her book, Consuming Kids, and it was chilling (although the 
>>> advertising about baby cognition was not the worst of it).
>>>
>>>
>>> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu 
>>> <mailto:khirshpa at temple.edu>>:
>>>
>>>> Liz and others:
>>>>
>>>> I could not agree more with Joan and have been troubled by the 
>>>> claims Dr. Robert Titzer makes for some time. HIs blog self 
>>>> identifies Titzer as a "Recognized expert and infant researcher." 
>>>>   He goes on to say, " His research on reading during infant and 
>>>> toddler years captured the interest of educators, researchers, 
>>>> parents, government agencies, and the media worldwide. Dr. Titzer 
>>>> has been published in scientific journals, including the 
>>>> prestigious Psychological Review." ( 
>>>> http://www.infantlearning.com/DrTitzer/).  As a researcher in the 
>>>> field of language and literacy, I have yet to come across any 
>>>> research that he has done. In fact, the prestigious Psychology 
>>>> Review paper that Titzer mentions was by Linda Smith, Esther 
>>>> Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the 
>>>> context of acting: The Task dynamics of the A-not-B error" 
>>>> published in 1999 with no reference at all to reading. Titzer's PhD 
>>>> according to his own report is from the Department of Human 
>>>> Performance at the University of Indiana, which on their lab site 
>>>> is a school of "health, physical education and recreation."  It 
>>>> would be interesting to see what he studied for his dissertation.
>>>>
>>>> Early reading and language development are areas where we really do 
>>>> have a lot of data.  In fact the recent review of early reading 
>>>> research by the National Early Literacy Panel (September 2009) 
>>>> along with responses to that report ( see Dickinson, D., Golinkoff, 
>>>> R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The 
>>>> language of emergent literacy: A response to the National Institute 
>>>> for Literacy Report on Early Literacy. National Institute for Early 
>>>> Education Research website: 
>>>> http://nieer.org/docs/index.php?DocID=252)) can give you a real 
>>>> sense of where the literature is right now.   We have for many 
>>>> years known that children can memorize written symbols and 
>>>> associate them with meaning (very young children know the double 
>>>> arches are associated with McDonalds).  But becoming a real reader 
>>>> requires much more.  And for young children, building a strong base 
>>>> in language and a love for books is probably a better use of time 
>>>> than investing in unproven programs that are more commercially than 
>>>> data-driven.
>>>>
>>>> Kathy
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>>>>
>>>>> Dear Liz & others,
>>>>> Chris is exactly on target with her advice. In relation to the 
>>>>> evidence base for these kinds of programs, I have yet to find any 
>>>>> that is supportive. The only "evidence" appears to be from the 
>>>>> anecdotal information provided by the author/publisher.  I have 
>>>>> yet to see any independent, unbiased evidence. As Chris so aptly 
>>>>> pointed out, early development, including linguistic development 
>>>>> involves hands-on, functional and concrete experiences.  The 
>>>>> foundation for later literacy, whether it occur early or a bit 
>>>>> later is dependent upon these early learning experiences. 
>>>>> Unfortunately, there are many opportunists out there who take 
>>>>> advantage of parents' eagerness and concern over their children's 
>>>>> welfare.
>>>>> Joan
>>>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>>>> Assistant Professor
>>>>> La Salle University
>>>>> Benilde 2216
>>>>> 1900 W. Olney Ave.
>>>>> Philadelphia, Pa  19141
>>>>> (215) 951-1609
>>>>>
>>>>> The information contained in this electronic transmission and any 
>>>>> attachments hereto is considered proprietary and confidential. 
>>>>>  Distribution of this material to anyone other than the addressed 
>>>>> is prohibited.  Any disclosure, copying, distribution or use of 
>>>>> the contents of this transmission or any attachments hereto for 
>>>>> any reason other than their
>>>>> intended purpose is prohibited.  If you have received this 
>>>>> transmission in error, please contact the sender.
>>>>> ________________________________________
>>>>> From: info-childes at googlegroups.com 
>>>>> <mailto:info-childes at googlegroups.com> 
>>>>> [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu 
>>>>> <mailto:wing0050 at umn.edu> [wing0050 at umn.edu]
>>>>> Sent: Sunday, February 28, 2010 6:21 PM
>>>>> To: info-childes at googlegroups.com 
>>>>> <mailto:info-childes at googlegroups.com>
>>>>> Subject: Re: Your Baby Can Read....Research?
>>>>>
>>>>> Hi, Liz:
>>>>>
>>>>> I am guessing that you are the wonderful type of parent who will 
>>>>> provide a
>>>>> stimulating environment for your child in a myriad of ways, and so 
>>>>> my sense
>>>>> is that whether you include early reading in this stimulating 
>>>>> environment
>>>>> or not, your child will do well. I have been asked this and similar
>>>>> questions (re electronic programs, Baby Einstein, signing, early 
>>>>> reading,
>>>>> etc.) by a significant number of parents, and my response is 
>>>>> generally that
>>>>> given the gestalt of supportive and stimulating parenting that 
>>>>> will occur
>>>>> under your tutelage, you child will do well with or without early 
>>>>> reading.
>>>>> However, having said that, my own bias is that there is not much to be
>>>>> gained by this pursuit. Generally, research on preschool readers 
>>>>> indicates
>>>>> that they tend to join a well-educated cohort at the same reading 
>>>>> level by
>>>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>>>> worked with a good number of sensorimotor therapists over the 
>>>>> course of my
>>>>> career as an SLP, is to prioritize for young children hands-on and
>>>>> multi-sensory experiences, accompanied by the appropriate oral 
>>>>> language, as
>>>>> the best foundation for future learning. (I also read that one of the
>>>>> causative factors in our immune deficiency-prone society is our 
>>>>> lack of
>>>>> exposure to good old dirt and other nasty substances at an early age.)
>>>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>>>> wonderful) cohort of prschool children and parents, my advice to
>>>>> well-educated and middle income and beyond cohorts is to sit back, 
>>>>> talk to
>>>>> your child, and get dirty.
>>>>> Chris Wing,
>>>>> Doctoral Candidate
>>>>> Speech-Language-Hearing Sciences
>>>>> University of Minnesota
>>>>> United States of America
>>>>>
>>>>>
>>>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>>>>
>>>>>> Dear Liz,
>>>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>>>> language in a signing environment) and now to read at 16 months...
>>>>>> Maybe it is important that children be kept in a non literate world
>>>>>> for a few years and use their ears (when they can) before entering
>>>>>> language through reading skills. Reading is extremely important, but
>>>>>> literacy does change our perspective on language and I'm personally
>>>>>> glad we all spend a few years developing our oral language, our
>>>>>> gestures, ou prosody, and all that comes with the vocal modality. 
>>>>>> I do
>>>>>> think that literacy changes our whole perspective onclangauge. We 
>>>>>> gain
>>>>>> a new world, we lose what cultures without a writing system did
>>>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>>>> reading too soon could get them focussed on different skills and they
>>>>>> might not use their natural capacities and the specific cognitive and
>>>>>> mostly interactional or social skills as much. But I might be wrong,
>>>>>> we all code-switch between two languages, some of us from birth, 
>>>>>> maybe
>>>>>> that is just the same. It might just bring more to them and be an
>>>>>> enrichment. I was glad my kids learned to play music at four where
>>>>>> some of my friends found that it was totally crazy...
>>>>>> If you decide to go ahead, let me know what you think of it.
>>>>>>
>>>>>> Best,
>>>>>> Aliyah MORGENSTERN
>>>>>>
>>>>>> Professeur de linguistique
>>>>>> Université Sorbonne Nouvelle - Paris 3
>>>>>> Institut du Monde Anglophone
>>>>>> 5 rue de l'Ecole de Médecine
>>>>>> 75006 Paris
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> Le 28 févr. 10 à 22:53, Liz P. a écrit :
>>>>>>
>>>>>>> Hello Everybody,
>>>>>>> I have a 16 month old baby girl, and i just recently acquired 
>>>>>>> the Your
>>>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>>>> research behind this program and if there are any down falls or
>>>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>>>> what would the Cons be. Thank you so much for your time. Any 
>>>>>>> comments
>>>>>>> will be appreciated
>>>>>>>
>>>>>>> Liz Pattison
>>>>>>>
>>>>>>> --
>>>>>>> You received this message because you are subscribed to the Google
>>>>>>> Groups "Info-CHILDES" group.
>>>>>>> To post to this group, send email to 
>>>>>>> info-childes at googlegroups.com 
>>>>>>> <mailto:info-childes at googlegroups.com>.
>>>>>>> To unsubscribe from this group, send email to
>>>>>>> info-childes+unsubscribe at googlegroups.com 
>>>>>>> <mailto: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 
>>>>> <mailto:info-childes at googlegroups.com>.
>>>>> To unsubscribe from this group, send email to 
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>>>>> <mailto:info-childes+unsubscribe at googlegroups.com>.
>>>>> For more options, visit this group at 
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>>>>>
>>>>> --
>>>>> You received this message because you are subscribed to the Google 
>>>>> Groups "Info-CHILDES" group.
>>>>> To post to this group, send email to info-childes at googlegroups.com 
>>>>> <mailto:info-childes at googlegroups.com>.
>>>>> To unsubscribe from this group, send email to 
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>>>>> <mailto:info-childes+unsubscribe at googlegroups.com>.
>>>>> For more options, visit this group at 
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>>>>>
>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google 
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email to info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com>.
>>>> To unsubscribe from this group, send email to 
>>>> info-childes+unsubscribe at googlegroups.com 
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>>>> For more options, visit this group at 
>>>> http://groups.google.com/group/info-childes?hl=en.
>>>>
>>>>
>>>
>>>
>>>
>>> ****************************************
>>> Barbara Zurer Pearson, Ph.D
>>> Research Associate
>>> Depts. of Linguistics and Communication
>>>    Disorders
>>>
>>> University of Massachusetts Amherst
>>> Amherst MA 01003
>>> 413-545-5023
>>> bpearson at research.umass.edu <mailto:bpearson at research.umass.edu>
>>> http://www.umass.edu/aae/bp_indexold.htm
>>>
>>> -- 
>>> You received this message because you are subscribed to the Google 
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to 
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>>> For more options, visit this group at 
>>> http://groups.google.com/group/info-childes?hl=en.
>>>
>>
>> -- 
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-- 
Dr. Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Autónoma de Querétaro
Querétaro, México
tel & fax: (52) 442 2180264
office: (52) 442 1921200 x. 6120/6114
web: www.donnajackson.weebly.com
e-mail: djackson at uaq.mx or djacksonmal at hotmail.com

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From kohne005 at umn.edu  Tue Mar  2 16:13:25 2010
From: kohne005 at umn.edu (Kathryn Kohnert)
Date: Tue, 2 Mar 2010 10:13:25 -0600
Subject: Conference on Language Impairment in Monolingual and
 Bilingual: Denmark
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <TUE.2.MAR.2010.101325.0600.>

*** FIRST ANNOUNCEMENT and CALL FOR ABSTRACTS ***

 

 

LIMoBiS 2010

Language Impairment in Monolingual and Bilingual Society

 

Speakers:

 

*Senior Lecturer Sharon Artom-Lotem, Bar-Ilan University 

*Professor Dorothy V. M. Bishop, Oxford University 

*Reader Nicola Botting, City University London 

*Daniela Brizzolara, University of Pisa Medical School 

*Professor Kathryn Kohnert, University of Minnesota 

*Professor Jan de Jong, University of Amsterdam 

*Professor Laurice Anne Tuller, Université François Rabelais 

*Reader Theodoros Marinis, University of Reading

 

 

Dates: 27th September – 1st October, 2010

Venue: Aalborg, Denmark

 

Web site: http://limobis.aau.dk/speakers.html

 

Language Impairment in Monolingual and Bilingual Society is an
interdisciplinary conference that brings together psychologists,
linguistics, and speech and language professionals who work on language
acquisition and cognition in children with typical and atypical language
development and who are acquiring one language or more. The goal of the
conference is to integrate knowledge about typical and atypical language
development in monolingual and bilingual environments.

 

All topics related to language impairment in monolingual and multilingual
populations are welcomed.

 

 

For more information, please contact the local organizers:

 

limobis at hum.aau.dk

 

 

This conference is supported by:

Cognitive Psychology Unit & NASUD

Doctoral Programme in Human Centered Communication and Informatics

Department of Communication and Psychology, Aalborg University

 

 

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From serratrice at manchester.ac.uk  Tue Mar  2 18:17:22 2010
From: serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Tue, 2 Mar 2010 18:17:22 +0000
Subject: New Journal: Linguistic Approaches to Bilingualism
Message-ID: <TUE.2.MAR.2010.181722.0000.>

John Benjamins Publishing is please to announce a new journal to be  
published in 2011: Linguistic Approaches to Bilingualism (LAB)

Over the past few decades there has been a sharp increase in the  
scientific precision and complexity of the linguistic study of  
bilingualism. This journal will contribute to this general program,  
assuming a broad definition of bilingualism including:

adult L2 acquisition
simultaneous child bilingualism
child L2 acquisition
adult heritage speaker competence
L1 attrition in L2/Ln environments
adult L3/Ln acquisition.

Linguistic Approaches to Bilingualism will provide an outlet for  
cutting-edge, contemporary studies on bilingualism, exclusively from  
formal linguistic and cognitive science approaches. The journal will  
solicit high-quality articles of original research assuming any  
cognitive science approach to understanding the mental representation  
of bilingual language competence and performance, including cognitive  
linguistic theories, emergentism/connectionism, generative theories,  
psycholinguistic and processing accounts, and covering typical and  
atypical populations (e.g., SLI and other linguistic disorders). Four  
types of articles will appear in LAB.

General Research articles: 8,000-10,000 word articles that present  
original empirical research pertinent to the study of  
cognitive-linguistic bilingualism.
www.benjamins.com/jbp/series/LAB/guidelines.pdf  
<http://www.benjamins.com/jbp/series/LAB/guidelines.pdf> .

Squibs and Research Reports: These articles should not exceed 5,000  
words and should present research on ongoing theoretical projects or  
subsets of data sets making significant contributions that are time  
sensitive.

Epistemological Topics: these articles on topics of general  
epistemological interest in the sub-disciplines that contribute  
research to the journal will be between 8,000 and 12,000 words and  
will be by invitation only.

Spotlight issue: Annually, one Spotlight issue will be published  
focusing on research of one particular language, language family or a  
cohort of articles addressing the same theoretical questions within  
the remit of the journal.  Proposals to guest edit this issue should  
be no longer than 3 pages and sent to the editors

Please address inquiries to the general editors, Jason Rothman or  
Roumyana Slabakova by e-mailing them at the journal e-mail  
LABjournal at uiowa.edu and/or visit http://benjamins.com/catalog/lab.

General Editors:
Jason Rothman (University of Iowa, USA)
Roumyana Slabakova (University of Iowa, USA)

  Associate editors (Squibs and Research Reports)
Theo Marinis (University of Reading, UK)
Ludovica Serratrice (University of Manchester, UK)

Associate editor: (Epistemological Topics)
Silvina Montrul (University of Illinois, Urbana-Champaign, USA)

Editorial Board:
Camilla Bardel (Stockholm)
Rakesh Bhatt (Illinois)
David Birdsong (Texas-Austin)
Kees de Bot (Groningen)
Joyce Bruhn de Garavito (W.Ontario)
Susanne Carroll (Calgary)
Martha Crago (Dalhousie)
Laurent Dekydtspotter (Indiana)
Paola Dussias (Penn State)
Nick Ellis (Michigan)
Claudia Felser (Essex)
María del Pilar García Mayo (Basque Country)
Susan Gass (Michigan State)
Virgina Gathercole (Bangor)
Aafke Hulk (Amsterdam)
Kenneth Hyltenstam (Stockholm)
Alan Juffs (Pittsburgh)
Judith Kroll (Penn State)
Tanja Kupisch (Hamburg)
Donna Lardiere (Georgetown)
Juana Liceras (Ottawa)
Conxita Lleó (Hamburg)
Michael Long (Maryland)
Jürgen M. Meisel (Hamburg)
Natascha Müller (Wuppertal)
Elena Nicoladis (Alberta)
William O'Grady (Hawaii)
Amanda Owen (Iowa)
Johanne Paradis (Alberta)
Maria Polinsky (Harvard)
Philippe Prévost (Tours)
Leah Roberts (Max-Planck)
Monika Schmid (Groningen)
Bonnie Schwartz (Hawaii)
Michael Sharwood Smith (Heriot-Watt)
Antonella Sorace (Edinburgh
Ianthi Tsimpli (Aristotle-Thessaloniki)
Michael Ullman (Georgetown)
Bill VanPatten (Texas Tech)
Lydia White (McGill)
Martha Young-Scholten (Newcastle)

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From aliyah.morgenstern at gmail.com  Tue Mar  2 21:18:44 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 2 Mar 2010 22:18:44 +0100
Subject: New Journal: Linguistic Approaches to Bilingualism
In-Reply-To: <20100302181722.11704asbo4hg68tu@webmail.manchester.ac.uk>
Message-ID: <TUE.2.MAR.2010.221844.0100.>

This is great news Ludovica!
My very 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 2 mars 10 à 19:17, Ludovica Serratrice a écrit :

> John Benjamins Publishing is please to announce a new journal to be  
> published in 2011: Linguistic Approaches to Bilingualism (LAB)
>
> Over the past few decades there has been a sharp increase in the  
> scientific precision and complexity of the linguistic study of  
> bilingualism. This journal will contribute to this general program,  
> assuming a broad definition of bilingualism including:
>
> adult L2 acquisition
> simultaneous child bilingualism
> child L2 acquisition
> adult heritage speaker competence
> L1 attrition in L2/Ln environments
> adult L3/Ln acquisition.
>
> Linguistic Approaches to Bilingualism will provide an outlet for  
> cutting-edge, contemporary studies on bilingualism, exclusively from  
> formal linguistic and cognitive science approaches. The journal will  
> solicit high-quality articles of original research assuming any  
> cognitive science approach to understanding the mental  
> representation of bilingual language competence and performance,  
> including cognitive linguistic theories, emergentism/connectionism,  
> generative theories, psycholinguistic and processing accounts, and  
> covering typical and atypical populations (e.g., SLI and other  
> linguistic disorders). Four types of articles will appear in LAB.
>
> General Research articles: 8,000-10,000 word articles that present  
> original empirical research pertinent to the study of cognitive- 
> linguistic bilingualism.
> www.benjamins.com/jbp/series/LAB/guidelines.pdf <http://www.benjamins.com/jbp/series/LAB/guidelines.pdf 
> > .
>
> Squibs and Research Reports: These articles should not exceed 5,000  
> words and should present research on ongoing theoretical projects or  
> subsets of data sets making significant contributions that are time  
> sensitive.
>
> Epistemological Topics: these articles on topics of general  
> epistemological interest in the sub-disciplines that contribute  
> research to the journal will be between 8,000 and 12,000 words and  
> will be by invitation only.
>
> Spotlight issue: Annually, one Spotlight issue will be published  
> focusing on research of one particular language, language family or  
> a cohort of articles addressing the same theoretical questions  
> within the remit of the journal.  Proposals to guest edit this issue  
> should be no longer than 3 pages and sent to the editors
>
> Please address inquiries to the general editors, Jason Rothman or  
> Roumyana Slabakova by e-mailing them at the journal e-mail LABjournal at uiowa.edu 
>  and/or visit http://benjamins.com/catalog/lab.
>
> General Editors:
> Jason Rothman (University of Iowa, USA)
> Roumyana Slabakova (University of Iowa, USA)
>
> Associate editors (Squibs and Research Reports)
> Theo Marinis (University of Reading, UK)
> Ludovica Serratrice (University of Manchester, UK)
>
> Associate editor: (Epistemological Topics)
> Silvina Montrul (University of Illinois, Urbana-Champaign, USA)
>
> Editorial Board:
> Camilla Bardel (Stockholm)
> Rakesh Bhatt (Illinois)
> David Birdsong (Texas-Austin)
> Kees de Bot (Groningen)
> Joyce Bruhn de Garavito (W.Ontario)
> Susanne Carroll (Calgary)
> Martha Crago (Dalhousie)
> Laurent Dekydtspotter (Indiana)
> Paola Dussias (Penn State)
> Nick Ellis (Michigan)
> Claudia Felser (Essex)
> María del Pilar García Mayo (Basque Country)
> Susan Gass (Michigan State)
> Virgina Gathercole (Bangor)
> Aafke Hulk (Amsterdam)
> Kenneth Hyltenstam (Stockholm)
> Alan Juffs (Pittsburgh)
> Judith Kroll (Penn State)
> Tanja Kupisch (Hamburg)
> Donna Lardiere (Georgetown)
> Juana Liceras (Ottawa)
> Conxita Lleó (Hamburg)
> Michael Long (Maryland)
> Jürgen M. Meisel (Hamburg)
> Natascha Müller (Wuppertal)
> Elena Nicoladis (Alberta)
> William O'Grady (Hawaii)
> Amanda Owen (Iowa)
> Johanne Paradis (Alberta)
> Maria Polinsky (Harvard)
> Philippe Prévost (Tours)
> Leah Roberts (Max-Planck)
> Monika Schmid (Groningen)
> Bonnie Schwartz (Hawaii)
> Michael Sharwood Smith (Heriot-Watt)
> Antonella Sorace (Edinburgh
> Ianthi Tsimpli (Aristotle-Thessaloniki)
> Michael Ullman (Georgetown)
> Bill VanPatten (Texas Tech)
> Lydia White (McGill)
> Martha Young-Scholten (Newcastle)
>
> -- 
> 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 lizspeedvelmag at gmail.com  Tue Mar  2 22:43:53 2010
From: lizspeedvelmag at gmail.com (Liz P.)
Date: Tue, 2 Mar 2010 14:43:53 -0800
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C6E74.3070108@bu.edu>
Message-ID: <TUE.2.MAR.2010.144353.0800.>

I really Appreciate that you all took to time to inform me and give me
your opinions on the subject matter. I knew it seemed to good to be
true and that is why i preferred to ask Professionals and experts in
Language before i continued with it. I love my daughter and I agree
that after reading all of your input it would be just a trick that you
are teaching the child. I do read to her every day, and in three
languages, so im hoping her language comes soon for she only says
simple words like Agua, Mama, Dada, Teta Etc.
But once again thank you so much for easing my worries by sharing with
me all of your wonderful knowledge.

Sincerely,
Liz Pattison
Undergraduate Research Assistant
University of Texas at El Paso

On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
> Hi Donna  ... thanks..  I couldn't resist.....
>
> Jean
>
> Donna Jackson wrote:
> > thank-you...this was the best comment ever!
> > Donna Jackson-Maldonado
>
> > Jean Berko Gleason escribi�:
> >> Hi  this is a very interesting

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From James_Morgan at brown.edu  Tue Mar  2 23:05:01 2010
From: James_Morgan at brown.edu (James Morgan)
Date: Tue, 2 Mar 2010 18:05:01 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <5d988673-986b-4823-9fb0-870685a00ee3@y7g2000prc.googlegrou
 ps.com>
Message-ID: <TUE.2.MAR.2010.180501.0500.>

Hi Liz,

I hope that you will also follow the wise advice to enjoy your baby and not 
get too anxious about whether she is meeting artificial developmental 
deadlines. You daughter is 16 months old and using one-word utterances - 
that is well within the norms. I remember that when my own daughter was 19 
months, she had a total vocabulary of four words: mama, dada, wawa ("dog") 
and yaya ("doll"). The average productive vocabulary size at that age is 
about 80, so we were starting to get a bit worried about her. For no good 
reason, as it turned out. She soon started talking much more and using 
sentences, not just one word at a time. After I took her for her check up 
just before her second birthday, on the way out to the car, she said to me 
"Dad, you know what I like about going to the doctor's office is getting to 
play with all the toys in the waiting room." Quite a sentence! She is now a 
highly verbal young adult.

Children follow different developmental pathways. I suspect that trying to 
force any child down any pre-planned route is never optimal.

Best,
   Jim Morgan

At 05:43 PM 3/2/2010, you wrote:
>I really Appreciate that you all took to time to inform me and give me
>your opinions on the subject matter. I knew it seemed to good to be
>true and that is why i preferred to ask Professionals and experts in
>Language before i continued with it. I love my daughter and I agree
>that after reading all of your input it would be just a trick that you
>are teaching the child. I do read to her every day, and in three
>languages, so im hoping her language comes soon for she only says
>simple words like Agua, Mama, Dada, Teta Etc.
>But once again thank you so much for easing my worries by sharing with
>me all of your wonderful knowledge.
>
>Sincerely,
>Liz Pattison
>Undergraduate Research Assistant
>University of Texas at El Paso
>
>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
> > Hi Donna  ... thanks..  I couldn't resist.....
> >
> > Jean
> >
> > Donna Jackson wrote:
> > > thank-you...this was the best comment ever!
> > > Donna Jackson-Maldonado
> >
> > > Jean Berko Gleason escribi�:
> > >> Hi  this is a very interesting
>
>--
>You received this message because you are subscribed to the Google Groups 
>"Info-CHILDES" group.
>To post to this group, send email to info-childes at googlegroups.com.
>To unsubscribe from this group, send 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 k1n at psu.edu  Wed Mar  3 02:11:28 2010
From: k1n at psu.edu (Keith Nelson)
Date: Tue, 2 Mar 2010 21:11:28 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <6.0.3.0.2.20100302175220.02ab1da0@email.brown.edu>
Message-ID: <TUE.2.MAR.2010.211128.0500.>

Hi Liz,   I agree with these comments from Jim, 
as well as most you have received.   My own 
daughter too was not an especially quick starter, 
but once she got into sentences she just 
blossomed and blossomed and was so marvelous to 
observe and enjoy.

	Really fluent exposure to 3 languages 
even if they are not equal in hours  per week is 
a great deal your daughter is getting as a great 
bonus for her language flexibility, and probably 
also for her thinking flexibility.  So, yes, 
enjoy, follow her interests and enthusiasms, and 
have fun in ordinary circumstances away from too 
much technology and as often as possible out in 
nature.

	Best regards,  Keith Nelson


At 6:05 PM -0500 3/2/10, James Morgan wrote:
>Hi Liz,
>
>I hope that you will also follow the wise advice 
>to enjoy your baby and not get too anxious about 
>whether she is meeting artificial developmental 
>deadlines. You daughter is 16 months old and 
>using one-word utterances - that is well within 
>the norms. I remember that when my own daughter 
>was 19 months, she had a total vocabulary of 
>four words: mama, dada, wawa ("dog") and yaya 
>("doll"). The average productive vocabulary size 
>at that age is about 80, so we were starting to 
>get a bit worried about her. For no good reason, 
>as it turned out. She soon started talking much 
>more and using sentences, not just one word at a 
>time. After I took her for her check up just 
>before her second birthday, on the way out to 
>the car, she said to me "Dad, you know what I 
>like about going to the doctor's office is 
>getting to play with all the toys in the waiting 
>room." Quite a sentence! She is now a highly 
>verbal young adult.
>
>Children follow different developmental 
>pathways. I suspect that trying to force any 
>child down any pre-planned route is never 
>optimal.
>
>Best,
>   Jim Morgan
>
>At 05:43 PM 3/2/2010, you wrote:
>>I really Appreciate that you all took to time to inform me and give me
>>your opinions on the subject matter. I knew it seemed to good to be
>>true and that is why i preferred to ask Professionals and experts in
>>Language before i continued with it. I love my daughter and I agree
>>that after reading all of your input it would be just a trick that you
>>are teaching the child. I do read to her every day, and in three
>>languages, so im hoping her language comes soon for she only says
>>simple words like Agua, Mama, Dada, Teta Etc.
>>But once again thank you so much for easing my worries by sharing with
>>me all of your wonderful knowledge.
>>
>>Sincerely,
>>Liz Pattison
>>Undergraduate Research Assistant
>>University of Texas at El Paso
>>
>>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
>>>  Hi Donna  ... thanks..  I couldn't resist.....
>>>
>>>  Jean
>>>
>>>  Donna Jackson wrote:
>>>  > thank-you...this was the best comment ever!
>>>  > Donna Jackson-Maldonado
>>>
>>>  > Jean Berko Gleason escribi�:
>>>  >> Hi  this is a very interesting
>>
>>--
>>You received this message because you are 
>>subscribed to the Google Groups "Info-CHILDES" 
>>group.
>>To post to this group, send email to info-childes at googlegroups.com.
>>To unsubscribe from this group, send 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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-- 



Keith Nelson
Professor of Psychology
Penn State University
414 Moore Building
University Park, PA   16802


keithnelsonart at psu.edu

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi  ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From kohne005 at umn.edu  Wed Mar  3 13:16:10 2010
From: kohne005 at umn.edu (kohne005)
Date: Wed, 3 Mar 2010 07:16:10 -0600
Subject: SLIGHT CHANGE Conference on Language Impairment in
 Monolingual and Bilingual: Denmark
In-Reply-To: <018a01caba23$49c66180$dd532480$@edu>
Message-ID: <WED.3.MAR.2010.071610.0600.>

Dear Colleagues,

Please replace the text announcement sent yesterday regarding the Call for
Abstracts for the 2010 conference 'Language Impairment in Monolingual and
Bilingual Society' with the attached announcement in Word. 

 

Thanks! -k

 

 

 

 

 

Dear All,

 

There has been a slight but important change in the Announcement for the
MoBiLIS conference, which means I need to ask all to:

 

1) delete the versions I mailed you yesterday

 

2) substitute any present postings with the version I'm attaching here

 

3) Use the present announcement for any new postings

 

 

I apologize for this inconvience.

 

Best Regards

 

Kristine

 

 

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From mccune at rci.rutgers.edu  Wed Mar  3 14:20:29 2010
From: mccune at rci.rutgers.edu (Lorraine McCune)
Date: Wed, 3 Mar 2010 09:20:29 -0500
Subject: Your Baby Can Read....Research? More on Early Language
 Variability
In-Reply-To: <p06230900c7b37412b191@[192.168.254.100]>
Message-ID: <WED.3.MAR.2010.092029.0500.>

Most norms these days are based on parent report 
measures and do not distinguish between what may 
have been context-limited words such as Jim lists 
and words that generalize. I call them 
"referential words" because they refer to 
situations that are organized with reference to 
some internal sense of meaning to which the child 
refers. (The grouping of meanings under a given 
lexical item may be idiosyncratic for the child.) 
Once children have a couple of these words ... 
and wawa and yaya below had potential for this... 
in my work I have found rapid lexical growth, 
more exponential than linear once the shift to 
referential words occurs. Timing for the shift 
varied from 14 months to 27 months by videotaped 
data. Timing in 20 participants could be 
predicted by cognitive, communicative, and 
phonetic variables that I believe show a dynamic systems organization.

McCune, L (2008) How Children learn to Learn language. Oxford.

Pardon the promotion!

Lorraine


At 09:11 PM 3/2/2010, you wrote:
>Hi Liz,   I agree with these comments from Jim, 
>as well as most you have received.   My own 
>daughter too was not an especially quick 
>starter, but once she got into sentences she 
>just blossomed and blossomed and was so marvelous to observe and enjoy.
>
>         Really fluent exposure to 3 languages 
> even if they are not equal in hours  per week 
> is a great deal your daughter is getting as a 
> great bonus for her language flexibility, and 
> probably also for her thinking 
> flexibility.  So, yes, enjoy, follow her 
> interests and enthusiasms, and have fun in 
> ordinary circumstances away from too much 
> technology and as often as possible out in nature.
>
>         Best regards,  Keith Nelson
>
>
>At 6:05 PM -0500 3/2/10, James Morgan wrote:
>>Hi Liz,
>>
>>I hope that you will also follow the wise 
>>advice to enjoy your baby and not get too 
>>anxious about whether she is meeting artificial 
>>developmental deadlines. You daughter is 16 
>>months old and using one-word utterances - that 
>>is well within the norms. I remember that when 
>>my own daughter was 19 months, she had a total 
>>vocabulary of four words: mama, dada, wawa 
>>("dog") and yaya ("doll"). The average 
>>productive vocabulary size at that age is about 
>>80, so we were starting to get a bit worried 
>>about her. For no good reason, as it turned 
>>out. She soon started talking much more and 
>>using sentences, not just one word at a time. 
>>After I took her for her check up just before 
>>her second birthday, on the way out to the car, 
>>she said to me "Dad, you know what I like about 
>>going to the doctor's office is getting to play 
>>with all the toys in the waiting room." Quite a 
>>sentence! She is now a highly verbal young adult.
>>
>>Children follow different developmental 
>>pathways. I suspect that trying to force any 
>>child down any pre-planned route is never optimal.
>>
>>Best,
>>   Jim Morgan
>>
>>At 05:43 PM 3/2/2010, you wrote:
>>>I really Appreciate that you all took to time to inform me and give me
>>>your opinions on the subject matter. I knew it seemed to good to be
>>>true and that is why i preferred to ask Professionals and experts in
>>>Language before i continued with it. I love my daughter and I agree
>>>that after reading all of your input it would be just a trick that you
>>>are teaching the child. I do read to her every day, and in three
>>>languages, so im hoping her language comes soon for she only says
>>>simple words like Agua, Mama, Dada, Teta Etc.
>>>But once again thank you so much for easing my worries by sharing with
>>>me all of your wonderful knowledge.
>>>
>>>Sincerely,
>>>Liz Pattison
>>>Undergraduate Research Assistant
>>>University of Texas at El Paso
>>>
>>>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
>>>>  Hi Donna  ... thanks..  I couldn't resist.....
>>>>
>>>>  Jean
>>>>
>>>>  Donna Jackson wrote:
>>>>  > thank-you...this was the best comment ever!
>>>>  > Donna Jackson-Maldonado
>>>>
>>>>  > Jean Berko Gleason escribi�:
>>>>  >> Hi  this is a very interesting
>>>
>>>--
>>>You received this message because you are 
>>>subscribed to the Google Groups "Info-CHILDES" group.
>>>To post to this group, send email to info-childes at googlegroups.com.
>>>To unsubscribe from this group, send 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.
>
>
>--
>
>
>
>Keith Nelson
>Professor of Psychology
>Penn State University
>414 Moore Building
>University Park, PA   16802
>
>
>keithnelsonart at psu.edu
>
>814 863 1747
>
>
>
>And what is mind
>and how is it recognized ?
>It is clearly drawn
>in Sumi  ink, the
>sound of breezes drifting through pine.
>
>--Ikkyu Sojun
>Japanese Zen Master    1394-1481
>
>--
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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

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From victoria.murphy at education.ox.ac.uk  Wed Mar  3 15:07:04 2010
From: victoria.murphy at education.ox.ac.uk (Vicki)
Date: Wed, 3 Mar 2010 07:07:04 -0800
Subject: Collocations in L2 child vocabulary
Message-ID: <WED.3.MAR.2010.070704.0800.>

Dear all,

A group of us are about to begin a project investigating children's
collocational knowledge in their L2.  As we are beginning to start
worrying about our tasks we would like to make some principled
decisions about what kinds of collocations would be appropriate to
include.  To that end we are interested in looking at some databases
which might be relevant to children in their L2.  We wondered whether
any of you might have some suggestions as to where we could begin to
search for what collocations we might reasonably expect L2 children to
know?

Many thanks in advance for your suggestions.

Vicki

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From joanne.n.lee at gmail.com  Wed Mar  3 16:55:23 2010
From: joanne.n.lee at gmail.com (Joanne Lee)
Date: Wed, 3 Mar 2010 11:55:23 -0500
Subject: MCDI - Polish version
Message-ID: <WED.3.MAR.2010.115523.0500.>

Hi colleagues,

Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca.

Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From joanne.n.lee at gmail.com  Wed Mar  3 16:55:30 2010
From: joanne.n.lee at gmail.com (Joanne Lee)
Date: Wed, 3 Mar 2010 11:55:30 -0500
Subject: MCDI - Polish version
Message-ID: <WED.3.MAR.2010.115530.0500.>

Hi colleagues,

Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca.

Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From miguel.perez.pereira at usc.es  Wed Mar  3 17:01:19 2010
From: miguel.perez.pereira at usc.es (=?ISO-8859-1?Q?Miguel_P=E9rez_Pereira?=)
Date: Wed, 3 Mar 2010 18:01:19 +0100
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855l56339077yfa1ef5cedb52939c@mail.gmail.com>
Message-ID: <WED.3.MAR.2010.180119.0100.>

Dear Joanne, Can you get in touch with Magdalena Smoczinska? She  
produced the Polish adaptation of the MCDI.
Best wishes
Miguel
Miguel Pérez Pereira
Departamento de Psicoloxía Evolutiva e da Educación
Universidade de Santiago de Compostela
Spain
miguel.perez.pereira at usc.es




El 03/03/2010, a las 17:55, Joanne Lee escribió:

> Hi colleagues,
>
> Does anyone know of a Polish version of the MCDI checklist? Please  
> email me at jlee at wlu.ca.
>
> Many thanks,
> Joanne Lee
> Wilfrid Laurier University
> Department of Psychology
> Waterloo, ON, Canada
>
> -- 
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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 dalep at unm.edu  Wed Mar  3 17:03:40 2010
From: dalep at unm.edu (Philip Dale)
Date: Wed, 3 Mar 2010 10:03:40 -0700
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855w1a454d0evce022b0cf16dcaa8@mail.gmail.com>
Message-ID: <WED.3.MAR.2010.100340.0700.>

For a list of CDI adaptations projects, see our website
http://www.sci.sdsu.edu/cdi/adaptations_ol.htm
The Polish adaptation is complete and normed, btw.
Philip Dale

  _____  

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Joanne Lee
Sent: Wednesday, March 03, 2010 9:55 AM
To: info-childes at googlegroups.com
Subject: MCDI - Polish version


Hi colleagues,
 
Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca. 
 
Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From lieven at eva.mpg.de  Wed Mar  3 19:35:04 2010
From: lieven at eva.mpg.de (elena lieven)
Date: Wed, 3 Mar 2010 19:35:04 +0000
Subject: Collocations in L2 child vocabulary
In-Reply-To: <d592c3c8-ff45-4765-8ab1-eaa1c83026dd@z35g2000yqd.googlegroups.com>
Message-ID: <WED.3.MAR.2010.193504.0000.>

Dear Vicki
In the following study, small children are tested on collocations drawn 
from CDS to L1 learners. This may be of help to you
Bannard, C., & MATTHEWS, D. (2008). Stored Word Sequences in Language 
Learning: The effect of familiarity on children’s repetition of 
four-word combinations. /Psychological Science/, 19, 241-248.
Best wishes
Elena Lieven

Vicki wrote:

>Dear all,
>
>A group of us are about to begin a project investigating children's
>collocational knowledge in their L2.  As we are beginning to start
>worrying about our tasks we would like to make some principled
>decisions about what kinds of collocations would be appropriate to
>include.  To that end we are interested in looking at some databases
>which might be relevant to children in their L2.  We wondered whether
>any of you might have some suggestions as to where we could begin to
>search for what collocations we might reasonably expect L2 children to
>know?
>
>Many thanks in advance for your suggestions.
>
>Vicki
>
>  
>

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From letitia.naigles at uconn.edu  Wed Mar  3 20:28:43 2010
From: letitia.naigles at uconn.edu (letty)
Date: Wed, 3 Mar 2010 12:28:43 -0800
Subject: RA position at UCONN--revised start date
Message-ID: <WED.3.MAR.2010.122843.0800.>

please bring this to the attention of your excellent students--and
note revised start date of summer 2010!

thanks,
letty

REVISED

Research Assistant I
Child Language Lab - Department of Psychology

The Department of Psychology at the University of Connecticut is
seeking applicants to fill a full-time, end-date position as Research
Assistant I on an NIH-supported research project comparing the
processes of language development in typically developing children and
children with autism under the supervision of Dr. Letitia Naigles.
Responsibilities include data collection (off-site at children’s
homes), entry, and analysis; subject recruitment and scheduling;
maintenance of subject files and correspondence; and coordination of
lab activities.

Minimum qualifications:  Bachelor’s degree in speech pathology,
psychology, linguistics, or a related discipline with experience in
the conduct of health or natural/social science research, or an
equivalent combination of education and experience.

Preferred Qualifications:  One or more years of experience working
with children and their families; experience with children on the
autistic spectrum; research experience involving children, computer
skills in statistical software; and excellent organizational and
interpersonal skills.

This position offers full benefits and an exciting work environment.
The position is ideal for anyone who wants to learn more about
children’s language development, developmental disabilities, or
research or for anyone who would enjoy the intellectual stimulation of
working on a university campus.  There may be opportunities to attend
professional conferences.

This is an end-date position renewable yearly for up to three years.
The desired start date is Summer 2010.  Feel free to send inquiries
via e-mail to Letitia.naigles at uconn.edu.

To apply, please send a cover letter describing your interests and
goals, your resume, and contact information for three references to:
Carol Valone, University of Connecticut, Department of Psychology, 406
Babbidge Road, U-1020, Storrs, CT 06269-1020; or via email to:
carol.valone at uconn.edu.  (Search # 2010248)

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From edy.veneziano at paris5.sorbonne.fr  Thu Mar  4 09:02:53 2010
From: edy.veneziano at paris5.sorbonne.fr (edy veneziano)
Date: Thu, 4 Mar 2010 10:02:53 +0100
Subject: REMINDER  :  International Conference in Paris -
 Grammaticalization and Language acquisition -
Message-ID: <THU.4.MAR.2010.100253.0100.>



ANNOUNCEMENT of a Conference in PARIS, France
No registration fees
For organization purposes,
please announce your attendance by just sending an email to georgie.morand at sfl.cnrs.fr



International Conference
Grammaticalization and language acquisition
25 - 26 March 2010
Paris, France
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

This Conference places itself within current debates on the origin and  
nature of children's language competences. The issues addressed  
concern more particularly the emergence and development of two central  
categories of linguistic systems: Nouns and Verbs.

At the end of their first year of life children talk in single word  
utterances to communicate meanings and intentions. Around three years  
of age, they have acquired enough linguistic knowledge to produce  
grammatically appropriate utterances for the same purpose. The  
development of grammaticality - or grammaticalization - of utterances  
is a central process showing that language is not only a way to  
communicate meanings and intentions but has properties specific to an  
organized system. Understanding how the processes of  
grammaticalization take place during the second and third year, and  
how they progress and are enriched by further development, is  
fundamental for a theory of language acquisition in general, and for a  
greater understanding of typical and atypical development, in  
particular.

In this Conference results obtained within two research projects  
supported by the ANR, LANGRAMACQ (directed by D. Bassano) and EMERGRAM  
(directed by E. Veneziano), will be presented and discussed.  The main  
issues will concern the emergence of the Noun and Verb categories  
within a language system under construction, the nature of the  
subject's knowledge at different developmental periods, and of the  
processes of acquisition.  The two projects deal with these issues  
basing themselves on developmental and cross-linguistic approaches.  
They ally the study of early comprehension and production, as well as  
analyses of late developments (first and second language acquisition  
in adult learners). They bring together experimental and fine-grained,  
scientifically-sound methods of analyses of corpora. They plead for  
the usefulness of models, e.g., nonlinear dynamic systems theory, for  
a better understanding of the dynamics of development.

PROGRAM

THURSDAY March 25th

9h30 - 10h
Introduction
D. Bassano & E. Veneziano

Introduction to ANR Langramacq
D. Bassano

10h - 11h
Early comprehension of syntactic constructions: Transitive structures  
in French
M. Kail, D. Bassano,  M. Boibieux et P. Bonnet
	Developmental issues
	Experimental paradigms
	Reversible transitive structures: New results based on the intermodal  
preferential looking paradigm

11h-11h15: Coffee break

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
	A contrastive and dynamic approach to development
	Language typology and determiner systems: French, Dutch, German
	The development of determiner use: Comparing the three children
	Prosodic and lexical influences on determiner acquisition

13h -14h30: Lunch

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
	A dynamic model of adaptation between child directed speech and child  
language
	Applying the model to the study of three variables: MLU, vocabulary,  
determiner use

15h30 – 16h
Looking for input effects: A study on noun grammaticalization in French
D. Bassano, I. Maillochon & P. Bonnet

16h-16h30:  Coffee break

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
	Typological constraints on the expression of motion in first  
language: French, English, German
	Space and temporality in second language acquisition by adults

18h00- 18h30
Discussion
Discussant: J. Weissenborn

FRIDAY March 26th

9h30 - 10h
Introduction to ANR Emergram
E. Veneziano

10h-11h15
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
	Longitudinal development in the production of "Fillers"
	The comprehension of noun and verb grammatical cues in 2 to 4 years old

11h15 -11h30 : Coffee break

11h30 - 12h00
Nouns and Verbs in Spanish : Input and Output from 20 to 25 month
S. López Ornat & S. Nieva

12h00 - 13h00
Verbal morphology: Acquisition, input and conversation in development
	Verb inflections in the single-form verb period: The role of the  
input and of conversational contingencies
	E. Veneziano & C. Parisse
	
	Homophone verb forms and adult's reformulations: The first  
constructions of verb paradigms
	E. V. Clark & Marie-Catherine de Marneffe

  13h -14h30: Lunch

14h30-15h00
Verbal morphology: Acquisition, input and conversation in development  
(cont'ed)
	First Inflection Contrasts in Spanish Verbs: Interaction and Homonymy
	C. Rojas Nieto

15h00-15h45
Transitions towards articulated speech
	Funny Things can Happen on the way to Word Combinations (15h00-15h30)
	A. Peters
	
	A conversational model for the transition to articulated speech: An  
introduction (15h30-15h45)
	E. Veneziano

15h45 - 16h15 Coffee break

16h15 - 17h15
Transitions towards articulated speech (cont'ed)
	Towards word combination in Spanish: the role of conversational  
interaction
	S. Nieva

	Transition to multiword utterances in English
	L. McCune & E. Herr-Israel

17h15 - 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
Discussant : E.V. Clark









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From L.Dominguez at soton.ac.uk  Thu Mar  4 11:27:23 2010
From: L.Dominguez at soton.ac.uk (Dominguez L.)
Date: Thu, 4 Mar 2010 11:27:23 +0000
Subject: BBC4 Radio show on the infant brain
Message-ID: <THU.4.MAR.2010.112723.0000.>

Dear All,

I thought some of you may be interested to know that the UK BBC4 is broadcasting a show today called "The Infant Brain": http://www.bbc.co.uk/programmes/b00r2cn4

Guests:
Usha Goswami, Professor of Education at the University of Cambridge and Director of its Centre for Neuroscience in Education.

Annette Karmiloff-Smith, Professorial Research Fellow at the Centre for Brain and Cognitive Development at the Department of Psychological Sciences, Birkbeck College, University of London.

Denis Mareschal, Professor of Psychology at the Centre for Brain and Cognitive Development at Birkbeck College, University of London.

It's repeated live tonight but it should be accessible anytime through the BBC IPlayer: http://www.bbc.co.uk/iplayer/episode/b00r2cn4/In_Our_Time_The_Infant_Brain/

Cheers,

Laura

Dr. Laura Dominguez
Lecturer in Linguistics
http://www.soton.ac.uk/ml/profiles/dominguez.html
Centre for Applied Language Research
Modern Languages
University of Southampton
Southampton SO17 1BJ
U.K.

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From meh at psych.uw.edu.pl  Thu Mar  4 13:33:14 2010
From: meh at psych.uw.edu.pl (Ewa Haman)
Date: Thu, 4 Mar 2010 05:33:14 -0800
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855w1a454d0evce022b0cf16dcaa8@mail.gmail.com>
Message-ID: <THU.4.MAR.2010.053314.0800.>

Dear Joanne,
THe Polish version of MCDI was prepared by Magdalena Smoczynska from
Jagellonian University (Cracow). It is not officially published yet
but there are norms already. I think you should contact MS directly
(try: masmo at lingua.filg.uj.edu.pl).
Regards,
Ewa Haman
Faculty of Psychology
University of Warsaw

On 3 Mar, 17:55, Joanne Lee <joanne.n.... at gmail.com> wrote:
> Hi colleagues,
>
> Does anyone know of a Polish version of the MCDI checklist? Please email me
> at j... at wlu.ca.
>
> Many thanks,
> Joanne Lee
> Wilfrid Laurier University
> Department of Psychology
> Waterloo, ON, Canada

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From ngoni.chipere at gmail.com  Sat Mar  6 19:42:03 2010
From: ngoni.chipere at gmail.com (Ngoni Chipere)
Date: Sat, 6 Mar 2010 15:42:03 -0400
Subject: Your Baby Can Read....Research?
In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com>
Message-ID: <SAT.6.MAR.2010.154203.0400.>

Dear all

I know this thread is done, but it seems like some research has been carried
out in this general area (in case nobody has mentioned this)

http://www.sciencedaily.com/releases/2010/03/100301165612.htm

Look under Related Stories on the right of the article for more articles on
the issue.

best wishes

Ngoni Chipere

On Sun, Feb 28, 2010 at 5:53 PM, Liz P. <lizspeedvelmag at gmail.com> wrote:

> Hello Everybody,
> I have a 16 month old baby girl, and i just recently acquired the Your
> Baby Can Read Program, but when i started watching it, it seems too
> good to be true, and i was asking my Language Acquisition professor
> and she suggested that i inquire within to see if anyone knows the
> research behind this program and if there are any down falls or
> reasons why i shouldnt continue with the program with my daughter. I
> can see the Pros (shell learn to read and expand her vocabulary) but
> what would the Cons be. Thank you so much for your time. Any comments
> will be appreciated
>
> Liz Pattison
>
> --
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> "Info-CHILDES" group.
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> info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
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> http://groups.google.com/group/info-childes?hl=en.
>
>

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From barriere.isa at gmail.com  Sat Mar  6 20:27:08 2010
From: barriere.isa at gmail.com (isa barriere)
Date: Sat, 6 Mar 2010 15:27:08 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <2b4b69e01003061142x2e4d1c34g300c24954c8d9f95@mail.gmail.com>
Message-ID: <SAT.6.MAR.2010.152708.0500.>

Dear all,

Here is a reference to a relatively recent critical review of the evidence.
The American Acedemics of Pediatrics has successfully prosecuted publishers
of these materials.

Best,
Isabelle Barriere, PhD
  Teaching gestural signs to infants to advance child development: A review
of the evidence *J. Cyne Johnston *

*Andrée Durieux-Smith *

University of Ottawa

*Kathleen Bloom *

University of Waterloo

Should parents be encouraged to teach their hearing infants to communicate
using gestural signs? Does signing in infancy advance child behaviour and
development as claimed by many commercially available products for parents?
To answer these questions, a review was undertaken to evaluate currently
available research studies that examined the effectiveness of
prelingual signing
for normally developing, hearing infants. Databases, reference lists and the
Internet were searched for relevant documents using a pre-determined
search protocol.
Seventeen reports met the review’s inclusion criteria and were retrieved and
evaluated. The review failed to support claims that signing
facilitates language
development, due to insufficiencies in scientific methods and to equivocal
results.

*Key Words:* Gestures • infants • pre-lingual • sign language • review

 First Language, Vol. 25, No. 2, 235-251 (2005)
DOI: 10.1177/0142723705050340


On Sat, Mar 6, 2010 at 2:42 PM, Ngoni Chipere <ngoni.chipere at gmail.com>wrote:

> Dear all
>
> I know this thread is done, but it seems like some research has been
> carried out in this general area (in case nobody has mentioned this)
>
> http://www.sciencedaily.com/releases/2010/03/100301165612.htm
>
> Look under Related Stories on the right of the article for more articles on
> the issue.
>
> best wishes
>
> Ngoni Chipere
>
>
> On Sun, Feb 28, 2010 at 5:53 PM, Liz P. <lizspeedvelmag at gmail.com> wrote:
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> --
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>>
>>
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From lmorett at ucsc.edu  Sun Mar  7 20:21:40 2010
From: lmorett at ucsc.edu (Laura Morett)
Date: Sun, 7 Mar 2010 12:21:40 -0800
Subject: Use of baby signs in children acquiring sign language
Message-ID: <SUN.7.MAR.2010.122140.0800.>

Dear all,
A recent post to another thread reminded me of something I've recently  
been wondering about.  Does anyone know if there is an research on the  
use of baby signs with children acquiring ASL or another actual sign  
language?  I understand that the two are very different beasts, in  
that baby signs are considered more akin to gestures than actual sign  
languages, which have been shown to have all of the characteristics of  
spoken languages.  I also understand that sign language generally  
emerges more quickly than spoken language, due to children's better  
motor control over their hands than their larynx, so perhaps there is  
no need for them to use baby signs at all.  But I was just wondering  
if anyone knows of any research on this at all.

On a related note, do users of sign languages such as ASL gesture?   
Would this be impossible, due to their use of both hands for signing?

Thanks,
Laura Morett



************************************************************************************************
Laura Maribeth Morett
Ph.D. Student
Cognitive Psychology Area
Department of Psychology
University of California, Santa Cruz

Office: Social Sciences 2, Room 419
Lab: Bilingualism & Cognition, SS2 411
Mailstop: Psychology Faculty Services
Phone: (831) 459-4592
Fax: (831) 459-5319
Personal website: http://people.ucsc.edu/~lmorett
Email: lmorett at ucsc.edu

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From Roberta at udel.edu  Sun Mar  7 20:33:02 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Sun, 7 Mar 2010 15:33:02 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <A5EA8F6A-4FE9-4B8A-A589-6F7D085A548F@ucsc.edu>
Message-ID: <SUN.7.MAR.2010.153302.0500.>

See the research by Linda Acredolo at University of CA Davis about baby's
use of "baby sign" and its impact on oral language acquisition.
Best, Roberta Golinkoff

On Sun, Mar 7, 2010 at 3:21 PM, Laura Morett <lmorett at ucsc.edu> wrote:

> Dear all,
> A recent post to another thread reminded me of something I've recently been
> wondering about.  Does anyone know if there is an research on the use of
> baby signs with children acquiring ASL or another actual sign language?  I
> understand that the two are very different beasts, in that baby signs are
> considered more akin to gestures than actual sign languages, which have been
> shown to have all of the characteristics of spoken languages.  I also
> understand that sign language generally emerges more quickly than spoken
> language, due to children's better motor control over their hands than their
> larynx, so perhaps there is no need for them to use baby signs at all.  But
> I was just wondering if anyone knows of any research on this at all.
>
> On a related note, do users of sign languages such as ASL gesture?  Would
> this be impossible, due to their use of both hands for signing?
>
> Thanks,
> Laura Morett
>
>
>
>
> ************************************************************************************************
> Laura Maribeth Morett
> Ph.D. Student
> Cognitive Psychology Area
> Department of Psychology
> University of California, Santa Cruz
>
> Office: Social Sciences 2, Room 419
> Lab: Bilingualism & Cognition, SS2 411
> Mailstop: Psychology Faculty Services
> Phone: (831) 459-4592
> Fax: (831) 459-5319
> Personal website: http://people.ucsc.edu/~lmorett<http://people.ucsc.edu/%7Elmorett>
> Email: lmorett at ucsc.edu
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> .
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>



-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From pgordon at tc.columbia.edu  Sun Mar  7 21:09:28 2010
From: pgordon at tc.columbia.edu (Peter Gordon)
Date: Sun, 7 Mar 2010 16:09:28 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <20100307130142.CYY41334@mail.sdsu.edu>
Message-ID: <SUN.7.MAR.2010.160928.0500.>

It seems that there is a separate issue about whether young infants can
learn to communicate with a simplified sign system (which seems to be the
case) and whether that helps (or hinders) normal language learning (which
seems to be more controversial).   Probably shouldn't throw out the baby
signs with the bathwater, just because it doesn't help with regular language
if some parents find it useful for understanding an infants needs.

Peter Gordon


On 3/7/10 4:01 PM, "reilly1 at mail.sdsu.edu" <reilly1 at mail.sdsu.edu> wrote:

> Hi Laura,
> Karen Emmorey has done work on gesture in ASL if you are interested.
> Cheers
> Judy 

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From reilly1 at mail.sdsu.edu  Sun Mar  7 21:01:42 2010
From: reilly1 at mail.sdsu.edu (reilly1 at mail.sdsu.edu)
Date: Sun, 7 Mar 2010 13:01:42 -0800
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <A5EA8F6A-4FE9-4B8A-A589-6F7D085A548F@ucsc.edu>
Message-ID: <SUN.7.MAR.2010.130142.0800.>

Hi Laura,
Karen Emmorey has done work on gesture in ASL if you are interested.
Cheers
Judy 

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From Roberta at udel.edu  Tue Mar  9 01:48:23 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Mon, 8 Mar 2010 20:48:23 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <C7B98038.7F09%pgordon@tc.columbia.edu>
Message-ID: <MON.8.MAR.2010.204823.0500.>

Hi all! Because I know that Linda Acredolo has something to say on this
issue, I asked her if she wished to respond.  Please if you wish to dialogue
with Linda write directly to her as she is not on this list-serve.
Roberta Golinkoff


Linda Acredolo writes:

I would be delighted to communicate with anyone interested in the research
foundation upon which the “signing with babies” movement is based.  The main
study, funded by NIH, was published in the peer-reviewed *Journal of
Nonverbal Behavior* (2000, 24, 81-103) and provides a solid basis for our
conclusion that signing facilitates language development.  (A detailed
critique of the Johnston & Bloom paper is available upon request from
lpacredolo at ucdavis.edu.)



 More generally, here are the factors we believe account for the
facilitative effect:



   1. *The experience of signing teaches babies useful lessons about how
   language works--lessons that speed up the process of learning to talk once
   words are finally available.  *By enabling a baby to practice learning
   and using symbols to label objects, express needs, and describe feelings,
   and also by helping babies differentiate concepts, signing creates the
   mental framework which makes it easy to incorporate words as soon as a
   baby’s articulatory abilities enable him/her to do so.



   1. *The natural reaction by a parent to their baby’s use of a sign is to
   “bathe” the child with words, and, as we all know, the more words a child
   hears, the faster he or she will learn to talk. *For example, when a baby
   signs “BIRD” while strolling through the park, parents automatically respond
   with something like,  “Oh, you see the bird!  Yes, that’s a bird—and there
   are some more birds over there.  Oh, look, the birds flew away.  Bye bye
   birdies!”.  This exposure to words is exactly what children need to learn
   how to say the words themselves. What’s more, the sign has enabled the baby
   to *choose the topic*, making it very likely that the baby will pay
   attention to the words the parent says. Support for this belief comes from
   Mike Tomasello’s work with word learning which showed that babies learn
   language more rapidly if parents follow a baby’s lead. Using signs results
   in children hearing lots of words and sentences directly relevant
to the*topic they have chosen
   *.



   1. *Just as babies learn to crawl before they can walk, signing gives
   them a developmentally appropriate way to communicate before they can talk.
   *Once children learn to crawl, the excitement they feel at being able to
   get around on their own provides motivation to get around even better—and
   that alternative is walking.  Similarly, once children experience the joy of
   communicating with signs, they are extremely motivated to find even better
   ways to do so—and that alternative is through words.



   1. *Signing increases interest in books, and books expose children to new
   vocabulary.  *Because signs enable a baby to take an active role in
   book-reading at earlier ages (by labeling pictures with signs), babies who
   sign tend to really enjoy book-reading, thereby engaging them in a very
   helpful, language-rich activity.



Linda Acredolo, Ph.D.

Professor Emeritus

University of California, Davis,




On Sun, Mar 7, 2010 at 4:09 PM, Peter Gordon <pgordon at tc.columbia.edu>wrote:

> It seems that there is a separate issue about whether young infants can
> learn to communicate with a simplified sign system (which seems to be the
> case) and whether that helps (or hinders) normal language learning (which
> seems to be more controversial).   Probably shouldn't throw out the baby
> signs with the bathwater, just because it doesn't help with regular
> language
> if some parents find it useful for understanding an infants needs.
>
> Peter Gordon
>
>
> On 3/7/10 4:01 PM, "reilly1 at mail.sdsu.edu" <reilly1 at mail.sdsu.edu> wrote:
>
> > Hi Laura,
> > Karen Emmorey has done work on gesture in ASL if you are interested.
> > Cheers
> > Judy
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
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> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From ekaterina.smyk at gmail.com  Tue Mar  9 17:08:27 2010
From: ekaterina.smyk at gmail.com (Katya)
Date: Tue, 9 Mar 2010 09:08:27 -0800
Subject: Question regarding obligatory contexts of tense morphemes in
 story retells
Message-ID: <TUE.9.MAR.2010.090827.0800.>

Dear all,

What will be the best way to determine obligatory contexts for the
past tense morpheme -ed and the present 3rd person singular morpheme –
s in story retells of children learning English as a second language?

I suppose in the strictest sense, the whole story should be in the
past tense. Many children, however, use the present tense correctly in
the story retell situation, perhaps as a sociolinguistic result of
their past storytelling experiences or perhaps from storytelling
tense transfer from their native language, Spanish. Then there are the
kids that will switch between the two tenses throughout their retell.
This is particularly difficult because if they use both morphemes in
one sample and then proceed to omit the tense morpheme in a certain
utterance, it is hard to determine what tense morpheme they are
omitting.

Overall, should the context be determined by the whole language sample
or at the sentence level?

Any suggestions would be helpful,

Thanks in advance,

Katya

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From macw at cmu.edu  Tue Mar  9 17:25:17 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 9 Mar 2010 12:25:17 -0500
Subject: Question regarding obligatory contexts of tense morphemes in
 story  retells
In-Reply-To: <e408724c-8e2c-4e0b-a421-f8c71ee021e2@m35g2000prh.googlegroups.com>
Message-ID: <TUE.9.MAR.2010.122517.0500.>

Dear Katya,

    My own opinion is that there will be many sentences in narratives  for which it is not possible to determine obligatory context.  If the sentence includes a temporal adverbial such as "yesterday", then an obligatory context is clearly established.  However, it is not possible in the general case to assume that all verbs in a story should be in the past tense.  One can switch temporal perspective to join into the flow of a past action, treating it as if it were a narration of an ongoing activity.  This is a stylistic choice and one might want to assume that it is not available to learners, but I rather doubt that.  In addition, there are other reasons to shift to the present, such as when one describes the habitual functionality of something, as in "the oar only fits into the slot, if you push at an angle".  You have to put this into the present, even if the overall story is in the past.  Furthermore, if you are looking for the morpheme on the main verb, you have to remember that in the past progressive, it shifts to the auxiliary or modal.  But then, do you really want to treat the past progressive as equivalent to the simple past, thereby ignoring verb-specific effects?  
  
   Regarding the 3rd person present marker, the tense issues are roughly parallel, although there is the additional issue of person-number agreement in that case.  However, unless subjects are omitted, that is usually pretty clear.

   Computation of obligatory context is a core problem in the rich literature on the Aspect Hypothesis in both L1 and L2 learning.   I do believe that one could eventually devise a system that reduced the range of these problems, but it would require attention specifically to this issue rather than simply taking some known coding system off the shelf.  I would be more than happy to have info-childes readers correct me on this.

--  Brian MacWhinney, Psychology CMU

On Mar 9, 2010, at 12:08 PM, Katya wrote:

> Dear all,
> 
> What will be the best way to determine obligatory contexts for the
> past tense morpheme -ed and the present 3rd person singular morpheme –
> s in story retells of children learning English as a second language?
> 
> I suppose in the strictest sense, the whole story should be in the
> past tense. Many children, however, use the present tense correctly in
> the story retell situation, perhaps as a sociolinguistic result of
> their past storytelling experiences or perhaps from storytelling
> tense transfer from their native language, Spanish. Then there are the
> kids that will switch between the two tenses throughout their retell.
> This is particularly difficult because if they use both morphemes in
> one sample and then proceed to omit the tense morpheme in a certain
> utterance, it is hard to determine what tense morpheme they are
> omitting.
> 
> Overall, should the context be determined by the whole language sample
> or at the sentence level?
> 
> Any suggestions would be helpful,
> 
> Thanks in advance,
> 
> Katya
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> 
> 

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From shahin at qu.edu.qa  Thu Mar 11 00:02:10 2010
From: shahin at qu.edu.qa (Kimary Shahin)
Date: Wed, 10 Mar 2010 16:02:10 -0800
Subject: website for Arabic acquisition project
Message-ID: <WED.10.MAR.2010.160210.0800.>

The website for the project “Baseline Data for Arabic Acquisition with
Clinical Applications” (بيانات أساسية تتعلق باكتساب اللغة العربية مع
تطبيقات إكلينيكية , I dati di base per acquisizione araba con
applicazioni cliniche, Grundlagendaten zur Aneignung von Arabisch mit
klinischer Anwendung, Données de base pour l'acquisition de la langue
arabe avec applications cliniques ) is now online, at:
http://lughataltefel.qu.edu.qa .

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From aaabrahamsen at gmail.com  Sat Mar 13 02:43:27 2010
From: aaabrahamsen at gmail.com (adele abrahamsen)
Date: Fri, 12 Mar 2010 18:43:27 -0800
Subject: Use of baby signs in children acquiring sign language
Message-ID: <FRI.12.MAR.2010.184327.0800.>

Hello, Laura (and others following this thread), here's another perspective.
Focusing on the type of input parents make available to infants, ASL is, as
you say, quite different than referential gestures ("baby signs"). But if
you examine what the infants themselves produce, for the first several
months the similarities are more striking than the differences. In a 2000
book chapter, I compared infant production data from two studies: Folven and
Bonvillian's 1991 study of hearing babies provided with ASL from birth (plus
gestures, presumably, and varying amounts of spoken English) and Goodwin and
Acredolo's 1993 study of hearing babies for whom parents deliberately
enhanced their use of referential gestures to accompany some of their spoken
English words beginning near 11 months of age.

Focusing just on number of forms (ASL signs or referential gestures), there
was a massive difference in what was provided, but no detectable difference
in age at first manual form meeting symbolic criteria (~12 mo). The first
symbolic spoken word appeared at the same age in both groups (~12 mo). With
symbolic criteria not applied, the first ASL sign was ~8 mo and the tenth
form was attained at 13.5 mo for ASL, 14.1 mo for referential gestures, and
13.3 mo for the latter group's spoken words.  By the end of each study, the
number of manual forms was (only) two to three times as high for the ASL
learners (e.g., median of 31 forms at an estimated average age of 17.4 mo)
as for babies with enhanced exposure to referential gestures (e.g., median
of 16.5 at an average age a bit above 20 mo.).

An initial interpretation is that the early forms for both groups are quite
similar not only in their onset but also in their developmental role -- an
enhancement of the usually more limited, naturally occurring symbolic
gestures. For the ASL learners these morph a few months later into a sign
lexicon and for the other babies declines as they acquire a larger lexicon
of spoken words. The main caveat is that the ASL learners should also be
acquiring phonological knowledge throughout and comprehension of ASL syntax
later in this period, setting them apart in these respects from the others.

Fine-grained longitudinal study of the individual manual forms used by ASL
learners and their parents at 8-24 months would be invaluable. I'd venture
that if it turned out that these parents are like those of Acredolo and
Goodwyn's earliest families (who did not deliberately enhance their
gesturing but naturally arrived at an average of 4 or 5 referential gestures
used symbolically by the babies), in addition to ASL they would be seen to
use a few idiosyncratic forms that get picked up by their babies but later
fall away. From the baby's perspective all the forms could be picked up
initially as vehicles for symbolic gesturing, and the ASL signs would also
offer the opportunity to extract aspects of ASL phonology and syntax.

See Abrahamsen, A. (2000). Explorations of enhanced gestural input to
children in the bimodal
period.<http://crl.ucsd.edu/%7Eadele/publications/abrahamsen_enhancedgesture.pdf>In
K. Emmorey and H. Lane (Eds.),
*The signs of language revisited: An anthology to honor Ursula Bellugi and
Edward Klima* (pp. 357-399). Hillsdale, NJ: Erlbaum. (And please note: I
excluded early talkers from G&A's sample and then adjusted the raw data from
each study to make them as comparable as possible. On certain vocabulary
measures there also was comparable data from two of the babies in my own
Toddler Sign Program - similar in important respects to the baby signing
situation but using forms borrowed from ASL rather than invented forms. The
relation between number of forms and age was similar.)

Adele Abrahamsen
Project Scientist
Center for Research in Language
University of California, San Diego
9500 Gilman Drive, 0526
La Jolla, CA 92093-0526

Email:  adele at crl.ucsd.edu

Homepage: crl.ucsd.edu/~adele
Inquiry website:  inquiry.ucsd.edu



On Mon, Mar 8, 2010 at 4:38 AM,
<info-childes+noreply at googlegroups.com<info-childes%2Bnoreply at googlegroups.com>
> wrote:

>   Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>    - Use of baby signs in children acquiring sign language<#1273dc8754760e81_group_thread_0>[4 Updates]
>
>   Topic: Use of baby signs in children acquiring sign language<http://groups.google.com/group/info-childes/t/dbcd9cd1909bbaf8>
>
>    Laura Morett <lmorett at ucsc.edu> Mar 07 12:21PM -0800 ^<#1273dc8754760e81_digest_top>
>
>    Dear all,
>    A recent post to another thread reminded me of something I've recently
>    been wondering about. Does anyone know if there is an research on the
>    use of baby signs with children acquiring ASL or another actual sign
>    language? I understand that the two are very different beasts, in
>    that baby signs are considered more akin to gestures than actual sign
>    languages, which have been shown to have all of the characteristics of
>    spoken languages. I also understand that sign language generally
>    emerges more quickly than spoken language, due to children's better
>    motor control over their hands than their larynx, so perhaps there is
>    no need for them to use baby signs at all. But I was just wondering
>    if anyone knows of any research on this at all.
>
>    On a related note, do users of sign languages such as ASL gesture?
>    Would this be impossible, due to their use of both hands for signing?
>
>    Thanks,
>    Laura Morett
>
>
>
>
>    ************************************************************************************************
>    Laura Maribeth Morett
>    Ph.D. Student
>    Cognitive Psychology Area
>    Department of Psychology
>    University of California, Santa Cruz
>
>    Office: Social Sciences 2, Room 419
>    Lab: Bilingualism & Cognition, SS2 411
>    Mailstop: Psychology Faculty Services
>    Phone: (831) 459-4592
>    Fax: (831) 459-5319
>    Personal website: http://people.ucsc.edu/~lmorett<http://people.ucsc.edu/%7Elmorett>
>    Email: lmorett at ucsc.edu
>
>
>
>
>    Roberta Golinkoff <Roberta at udel.edu> Mar 07 03:33PM -0500 ^<#1273dc8754760e81_digest_top>
>
>    See the research by Linda Acredolo at University of CA Davis about
>    baby's
>    use of "baby sign" and its impact on oral language acquisition.
>    Best, Roberta Golinkoff
>
>    > .
>    > For more options, visit this group at
>    > http://groups.google.com/group/info-childes?hl=en.
>
>    --
>    Roberta Michnick Golinkoff, Ph. D.
>    H. Rodney Sharp Professor
>    School of Education and Departments of Psychology and Linguistics and
>    Cognitive Science
>    University of Delaware, Newark, DE 19716
>    Office: 302-831-1634; Fax: 302-831-4110
>    Web page: http://udel.edu/~roberta/ <http://udel.edu/%7Eroberta/>
>    Author of "A Mandate for Playful Learning in Preschool: Presenting the
>    Evidence" (Oxford)
>    http://www.mandateforplayfullearning.com/
>    Please check out our doctoral program at
>    http://www.udel.edu/education/graduate/index.html
>    The late Mary Dunn said, "Life is the time we have to learn."
>
>
>
>
>    <reilly1 at mail.sdsu.edu> Mar 07 01:01PM -0800 ^<#1273dc8754760e81_digest_top>
>
>    Hi Laura,
>    Karen Emmorey has done work on gesture in ASL if you are interested.
>    Cheers
>    Judy
>
>
>
>
>    Peter Gordon <pgordon at tc.columbia.edu> Mar 07 04:09PM -0500 ^<#1273dc8754760e81_digest_top>
>
>    It seems that there is a separate issue about whether young infants can
>    learn to communicate with a simplified sign system (which seems to be
>    the
>    case) and whether that helps (or hinders) normal language learning
>    (which
>    seems to be more controversial). Probably shouldn't throw out the baby
>    signs with the bathwater, just because it doesn't help with regular
>    language
>    if some parents find it useful for understanding an infants needs.
>
>    Peter Gordon
>
>
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
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From mariateresa.guasti at unimib.it  Mon Mar 15 09:19:36 2010
From: mariateresa.guasti at unimib.it (Maria Teresa Guasti)
Date: Mon, 15 Mar 2010 10:19:36 +0100
Subject: No subject
Message-ID: <MON.15.MAR.2010.101936.0100.>

Hello,


I am trying to find out when do monolingual children start to learn 
synonymous words in their language? Do bilingual children start to do 
so in one language early than monolingual peers  Could you point out 
to me some reference for this topic.

Best
Teresa

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From mv509 at york.ac.uk  Mon Mar 15 11:14:01 2010
From: mv509 at york.ac.uk (Marilyn Vihman)
Date: Mon, 15 Mar 2010 11:14:01 +0000
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <FBCMCL01B085lRN8aK3000d7995@FBCMCL01B08.fbc.local>
Message-ID: <MON.15.MAR.2010.111401.0000.>

Dear Teresa,

I attempted to address the question of when synonyms come in for a  
bilingual child in my 1985 paper, Language differentiation of a  
bilingual child (JChLg), although it was widely misinterpreted as an  
endorsement of the 'unitary' or 'fused representation' hypothesis of  
Volterra & Taeschner, 1978. In fact, I found that my son began to  
match words in one language with corresponding words in the other very  
early on (from about his 8th word, as I recall); the same can be seen  
in Deuchar & Quay's diary study (2000, OUP).

My paper implied, by its title and some of the discussion, that a  
bilingual child may not be 'differentiating' his two languages, even  
though I did try to show that the vocabularies were overlapping to a  
degree, not made up of complementary words/meanings. At least since  
Mehler et al. 1989 I realise that on the basis of prosody alone it is  
unlikely that a bilingual child would not in some sense have the  
languages marked as separate, although the issue of 'separate systems'  
- much discussed and still disputed in the literature (cf. Vihman  
2002, 'Getting started without a system', Intl. J of BIling) - is  
another issue.

I hope that's helpful!

-marilyn

On 15 Mar 2010, at 09:19, Maria Teresa Guasti wrote:

>
> Hello,
>
>
> I am trying to find out when do monolingual children start to learn  
> synonymous words in their language? Do bilingual children start to  
> do so in one language early than monolingual peers  Could you point  
> out to me some reference for this topic.
>
> Best
> Teresa
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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 bpearson at research.umass.edu  Mon Mar 15 13:31:43 2010
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Mon, 15 Mar 2010 09:31:43 -0400
Subject: within-language synonyms
In-Reply-To: <FBCMCL01B085lRN8aK3000d7995@FBCMCL01B08.fbc.local>
Message-ID: <MON.15.MAR.2010.093143.0400.>

Dear Teresa,

I think your question is asking not about cross-language synonyms (or  
translation equivalents), but about synonyms within a single language.  
Is that right?

I believe Ginny Gathercole in the mid-1990s had at least a  
presentation (at the child language symposium at Stanford) and perhaps  
a paper that was written in response to Eve Clark's claim that the  
principle of contrast kept children from accepting synonyms.  Perhaps  
you could look those up, or maybe Ginny will weigh in here, too, with  
her own and other references.

Ciao,
Barbara

On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:

>
> Hello,
>
>
> I am trying to find out when do monolingual children start to learn  
> synonymous words in their language? Do bilingual children start to  
> do so in one language early than monolingual peers  Could you point  
> out to me some reference for this topic.
>
> Best
> Teresa
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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 margaretmfleck at yahoo.com  Mon Mar 15 14:10:33 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 07:10:33 -0700
Subject: within-language synonyms
In-Reply-To: <3FECCEEE-4C6D-4D73-A790-2E103AE3929F@research.umass.edu>
Message-ID: <MON.15.MAR.2010.071033.0700.>


Admittedly it's only one pair, but there should be lots of data somewhere about
whether and when kids acquire both members of the sofa/couch synonym pair
from the MacArthur CDI.   

Margaret Fleck

--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:

From: Barbara Pearson <bpearson at research.umass.edu>
Subject: Re: within-language synonyms
To: info-childes at googlegroups.com
Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson" <bpearson at research.umass.edu>
Date: Monday, March 15, 2010, 6:31 AM

Dear Teresa,

I think your question is asking not about cross-language synonyms (or translation equivalents), but about synonyms within a single language. Is that right?

I believe Ginny Gathercole in the mid-1990s had at least a presentation (at the child language symposium at Stanford) and perhaps a paper that was written in response to Eve Clark's claim that the principle of contrast kept children from accepting synonyms.  Perhaps you could look those up, or maybe Ginny will weigh in here, too, with her own and other references.

Ciao,
Barbara

On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:

> 
> Hello,
> 
> 
> I am trying to find out when do monolingual children start to learn synonymous words in their language? Do bilingual children start to do so in one language early than monolingual peers  Could you point out to me some reference for this topic.
> 
> Best
> Teresa
> 
> --You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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 elenan at ualberta.ca  Mon Mar 15 20:39:44 2010
From: elenan at ualberta.ca (Elena Nicoladis)
Date: Mon, 15 Mar 2010 14:39:44 -0600
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <A68F6269-996A-4873-8A5B-6DAF54E476A6@york.ac.uk>
Message-ID: <MON.15.MAR.2010.143944.0600.>

Further indirect answers to Teresa's questions. In the two papers listed
below, we showed that bilingual children showed earlier pragmatic
differentiation than lexical differentiation. That is, they first
seemed to learn to speak a language with a particular person and THEN
they learned a bunch of translation equivalents.

While these are small samples so not necessarily generalizable, these
results do lead to the possibility that children can learn synonyms if
they have some pragmatic reason to do so...

Cheers,
Elena

Nicoladis, E. (1998).  First clues to the existence of two input
languages:  Pragmatic and lexical differentiation in a bilingual
child.  Bilingualism: Language and Cognition, 1, 105-116.
Nicoladis, E. & Genesee, F. (1996).  A longitudinal study of
pragmatic differentiation in young bilingual children.  Language
Learning, 46, 439-464.



Quoting "Marilyn Vihman" <mv509 at york.ac.uk>:

> Dear Teresa,
>
> I attempted to address the question of when synonyms come in for a  
> bilingual child in my 1985 paper, Language differentiation of a  
> bilingual child (JChLg), although it was widely misinterpreted as an  
> endorsement of the 'unitary' or 'fused representation' hypothesis of  
> Volterra & Taeschner, 1978. In fact, I found that my son began to  
> match words in one language with corresponding words in the other  
> very early on (from about his 8th word, as I recall); the same can  
> be seen in Deuchar & Quay's diary study (2000, OUP).
>
> My paper implied, by its title and some of the discussion, that a  
> bilingual child may not be 'differentiating' his two languages, even  
> though I did try to show that the vocabularies were overlapping to a  
> degree, not made up of complementary words/meanings. At least since  
> Mehler et al. 1989 I realise that on the basis of prosody alone it  
> is unlikely that a bilingual child would not in some sense have the  
> languages marked as separate, although the issue of 'separate  
> systems' - much discussed and still disputed in the literature (cf.  
> Vihman 2002, 'Getting started without a system', Intl. J of BIling)  
> - is another issue.
>
> I hope that's helpful!
>
> -marilyn
>
> On 15 Mar 2010, at 09:19, Maria Teresa Guasti wrote:
>
>>
>> Hello,
>>
>>
>> I am trying to find out when do monolingual children start to learn  
>> synonymous words in their language? Do bilingual children start to  
>> do so in one language early than monolingual peers  Could you point  
>> out to me some reference for this topic.
>>
>> Best
>> Teresa
>>
>> -- 
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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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> To unsubscribe from this group, send email to  
> info-childes+unsubscribe at googlegroups.com.
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>
>



***************************************
Elena Nicoladis, PhD
Department of Psychology
University of Alberta
P2-17 Biological Sciences Bdg.
Edmonton AB
T6G 2E9
CANADA

"Since all the sciences, and especially psychology, are still immersed  
in such tremendous realms of the uncertain and the unknown, the best  
that any individual scientist, especially any psychologist, can do  
seems to be to follow his own gleam and his own bent, however  
inadequate they may be. In the end, the only sure criterion is to have  
fun."
E. C. Tolman, 1959
***************************************

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From margaretmfleck at yahoo.com  Mon Mar 15 23:53:42 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 16:53:42 -0700
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <20100315143944.45922z6wi13704qo@webmail.ualberta.ca>
Message-ID: <MON.15.MAR.2010.165342.0700.>


One important special case for monolingual children involves thosewho deal regularly with more than one dialect, e.g. father vs. motheror home vs. daycare.    Whether or not they use more than one ofa synonym pair, they need to understand both.
For example, British empire vs. American yields pairs for small kidslike nappy/diaper, trousers/pants, pants/undies, biscuit/cookie, biscuit/scone, chips/fries, crisps/chips.   The biscuit/cookie pairis very important for small kids, because cookies are an extremelyimportant object in their lives.
I'm just looking at some diary data for my middle kid and I have cookiefrom <= 17 months, and biscuit meaning cookie at 18.   
It's really common these days for the parents and the most important coupledaycare providers to represent more than one dialect.    Someone mustsurely have data?
Margaret


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From margaretmfleck at yahoo.com  Tue Mar 16 00:13:52 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 17:13:52 -0700
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <91274.97506.qm@web65707.mail.ac4.yahoo.com>
Message-ID: <MON.15.MAR.2010.171352.0700.>


Notice, by the way, that the two-dialect case is potentially morecomplicated than the bilingual one, because you can't cleanlyassociate each word with a particular adult or a particular surroundinglanguage context.   It's easy to for one adult to entrain the other into usingthe word from the "wrong" dialect.   E.g. if my husband starts aconversation with "biscuit," I'm likely to echo his choice of wordrather than necessarily switching to "cookie."   
Margaret

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From k.j.alcock at lancaster.ac.uk  Tue Mar 16 09:33:35 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Tue, 16 Mar 2010 09:33:35 +0000
Subject: within-language synonyms
In-Reply-To: <712565.34879.qm@web65702.mail.ac4.yahoo.com>
Message-ID: <TUE.16.MAR.2010.093335.0000.>

There are several of these equivalents on some of the CDIs but unless
parents circle the one their child produces and the data is entered with
this information, it won¹t be in everyone¹s database.

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


From: Margaret Fleck <margaretmfleck at yahoo.com>
Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Mon, 15 Mar 2010 14:10:33 -0000
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Cc: Ginny Gathercole <v.c.gathercole at bangor.ac.uk>, Barbara Pearson
<bpearson at research.umass.edu>
Subject: Re: within-language synonyms


Admittedly it's only one pair, but there should be lots of data somewhere
about
whether and when kids acquire both members of the sofa/couch synonym pair
from the MacArthur CDI.

Margaret Fleck

--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:
> 
> From: Barbara Pearson <bpearson at research.umass.edu>
> Subject: Re: within-language synonyms
> To: info-childes at googlegroups.com
> Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson"
> <bpearson at research.umass.edu>
> Date: Monday, March 15, 2010, 6:31 AM
> 
> Dear Teresa,
> 
> I think your question is asking not about cross-language synonyms (or
> translation equivalents), but about synonyms within a single language. Is that
> right?
> 
> I believe Ginny Gathercole in the mid-1990s had at least a presentation (at
> the child language symposium at Stanford) and perhaps a paper that was written
> in response to Eve Clark's claim that the principle of contrast kept children
> from accepting synonyms.  Perhaps you could look those up, or maybe Ginny will
> weigh in here, too, with her own and other references.
> 
> Ciao,
> Barbara
> 
> On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:
> 
>> > 
>> > Hello,
>> > 
>> > 
>> > I am trying to find out when do monolingual children start to learn
>> synonymous words in their language? Do bilingual children start to do so in
>> one language early than monolingual peers  Could you point out to me some
>> reference for this topic.
>> > 
>> > Best
>> > Teresa
>> > 
>> > --You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> > To post to this group, send email to info-childes at googlegroups.com
>> </mc/compose?to=info-childes at googlegroups.com> .
>> > To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com
>> </mc/compose?to=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 margaretmfleck at yahoo.com  Tue Mar 16 15:35:40 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Tue, 16 Mar 2010 08:35:40 -0700
Subject: within-language synonyms
In-Reply-To: <C7C500EF.73B51%k.j.alcock@lancaster.ac.uk>
Message-ID: <TUE.16.MAR.2010.083540.0700.>


The odd thing about couch/sofa is that the two are listed as separate entries,
at least as of fairly recently.  I have *no* idea why they would have done such 
a thing and perhaps it eventually got changed.   But data from the earlier versions
would therefore show which of the two (or both) words kids were using.

Margaret

--- On Tue, 3/16/10, Katie Alcock <k.j.alcock at lancaster.ac.uk> wrote:

From: Katie Alcock <k.j.alcock at lancaster.ac.uk>
Subject: Re: within-language synonyms
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Tuesday, March 16, 2010, 2:33 AM



Re: within-language synonyms
There are several of these equivalents on some of the CDIs but unless parents circle the one their child produces and the data is entered with this information, it won’t be in everyone’s database.



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



From: Margaret Fleck <margaretmfleck at yahoo.com>

Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

Date: Mon, 15 Mar 2010 14:10:33 -0000

To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

Cc: Ginny Gathercole <v.c.gathercole at bangor.ac.uk>, Barbara Pearson <bpearson at research.umass.edu>

Subject: Re: within-language synonyms





Admittedly it's only one pair, but there should be lots of data somewhere about

whether and when kids acquire both members of the sofa/couch synonym pair

from the MacArthur CDI.   



Margaret Fleck



--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:



From: Barbara Pearson <bpearson at research.umass.edu>

Subject: Re: within-language synonyms

To: info-childes at googlegroups.com

Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson" <bpearson at research.umass.edu>

Date: Monday, March 15, 2010, 6:31 AM



Dear Teresa,



I think your question is asking not about cross-language synonyms (or translation equivalents), but about synonyms within a single language. Is that right?



I believe Ginny Gathercole in the mid-1990s had at least a presentation (at the child language symposium at Stanford) and perhaps a paper that was written in response to Eve Clark's claim that the principle of contrast kept children from accepting synonyms.  Perhaps you could look those up, or maybe Ginny will weigh in here, too, with her own and other references.



Ciao,

Barbara



On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:



> 

> Hello,

> 

> 

> I am trying to find out when do monolingual children start to learn synonymous words in their language? Do bilingual children start to do so in one language early than monolingual peers  Could you point out to me some reference for this topic.

> 

> Best

> Teresa

> 

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From khirshpa at temple.edu  Tue Mar 16 20:46:46 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Tue, 16 Mar 2010 16:46:46 -0400
Subject: Summer Internships
Message-ID: <TUE.16.MAR.2010.164646.0400.>

If anyone has brilliant undergrads they want to share, please send them our way. Thanks. Kathy


    TEMPLE UNIVERSITY
      PSYCHOLOGY DEPARTMENT
 
SUMMER INTERNSHIP OPPORTUNITY!!!
 
Are you interested in exploring psychology beyond mere class work? Do you want to go to graduate school?  Do you want hands-on experience with cutting-edge research?
 
If you answered "yes" to any of these questions, then the Temple University Infant Lab or the Temple University Research in Spatial Cognition Lab might be a great place for you to spend your summer vacation!
 
These labs, directed by Professors Kathy Hirsh-Pasek and Nora Newcombe, conduct research on language acquisition, parent-child play interactions, spatial development, memory development, and spatial learning both in theory and application.  We are currently looking for bright, energetic students who are hungry to peer into the world of children and spatial intelligence. In addition to the spectacular experience, we may be able to offer an honorarium.  This is also a specific recruitment effort for underrepresented minority students. 
 
If you are interested in this opportunity, please send the following to our lab coordinator, Katrina Ferrara, (katrina.ferrara at gmail.com):
 
(1)               A resume indicating your academic and volunteer experiences
(2)     Your availability during the summer (e.g., number of hours per week)

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From gudrun.ziegler at web.de  Wed Mar 17 18:55:19 2010
From: gudrun.ziegler at web.de (Gudrun Ziegler)
Date: Wed, 17 Mar 2010 19:55:19 +0100
Subject: Trilingual Master -
 =?windows-1252?Q?=93Learning_and_Development_in_Multilingual_and_Multi?=
 =?windows-1252?Q?cultural_Contexts=94_?= at the University of
 Luxembourg
In-Reply-To: <cdfe4421-5b37-4085-bb64-b2ba015aa7b4@x10g2000prk.googlegroups.com>
Message-ID: <WED.17.MAR.2010.195519.0100.>

For information and dissemination, best regards, Gudrun Ziegler 
--------------
Innovative trilingual master’s programme “Learning and Development in Multilingual and Multicultural Contexts” at the University of Luxembourg
Registration is now open for academic year 2010/2011
 
Luxembourg, 15 March 2010 - During the Open Day at the University of Luxembourg on 20 March 2010 teaching staff as well as students and alumni of the innovative trilingual MA study programme “Learning and Development in Multilingual and Multicultural Contexts” will be presenting core subjects of the programme as well as some of the challenging activities offered by the programme (Saturday, March 20, Campus Walferdange, Room Montessori, 12:00).
 
Launched in 2007, the programme takes in 25 students per academic year, full-time and part-time mode is possible. Currently students from 35 countries participate in this programme in the learning sciences. Prerequisites are a completed three-year degree (or equivalent), the functional mastery of two of the three academic languages (English, French, German) as well as the submission of a personalized application file. Registration is now open for applicants from non-EU and EU-countries.
 
The study programme gives students a unique opportunity to develop their own profile as multilingual learner, actor and innovator in complex, multi facetted development processes. The four pillars of the study programme combine and contrast case-based analyses with regard to media and socio-cultural shaped learning and communication processes, information brokering and information design, multilingualism and its integration into the educational landscape, multimodality and knowledge transfer.
 
Experts from Luxembourg and abroad hold seminars and thus allow students to gain broad knowledge about current research trends and debates in the discussed fields. Furthermore, the academic programme includes international master classes jointly organised with complementary study programmes in the United Kingdom, France and Germany as well as workshops with business partners and educational institutions.
 
Succesful alumni of the programme work in the area of sustainable education, language policies, multicultural mediation and multilingual (language) learning processes, both in the area of pratical application (e.g., NGOs) as well as University based reasearch.
 
Information sessions on the study programme will be held on 28.4. and 9.6., 7 PM, Room Voygotsky, Campus Walferdange.
 
 
Please refer to the web site of the Master "Learning and Development in Multilingual and Multicultural Contexts" http://www.multi-learn.uni.lu for more information on the application procedure, application deadlines, the study programme and a list of courses/topics of the programme.
You can also contact the programme coordinator Marie Delafont marie.delafont at uni.lu or the programme director, Ass.-Prof. Dr. Gudrun Ziegler (gudrun.ziegler at uni.lu), if you have further questions.

 

 

Master innovant trilingue « Learning and Development in Multilingual and Multicultural Contexts » (MA multi-LEARN) à l’Université du Luxembourg

Les inscriptions sont ouvertes pour l’année académique 2010/2011

Luxembourg, 15 mars 2010 - Les Portes Ouvertes de l’Université de Luxembourg, samedi prochain marque l'entrée dans la phase cruciale des inscriptions pour le Master trilingue en sciences de l’éducation « Learning and Development in Multilingual and Multicultural Contexts ». Les enseignants ainsi que les étudiants et alumnis du programme d’études présenteront les activités clés du Master (Samedi, 20 mars, 12h, salle Montessori, Campus Walferdange).

Introduit en 2007, le programme accepte 25 étudiant-e-s par année académique, étudiant à plein temps ou à temps partiel. Provenant de 35 pays différents, les étudiants actuels du programme participent à ce cursus qui figure parmi les plus innovants en Europe, plaçant au centre le développement - individuel et institutionnel - en situations d'apprentissage diversifées, multilingues et multiculturelles. Toutes et tous ont rempli les critères de candidature suivants : un diplôme équivalent à trois années d’études universitaires, la maîtrise fonctionnelle d’au moins deux des trois langues scientifiques officielles du cursus (Allemand, Anglais, Français), ainsi que le dépôt d’un dossier de candidature relatif au profil personnel, académique et profesionnel, de l’étudiant(e). L’inscription est actuellement ouverte aux candidats des pays EU et non-EU.

Le cursus du Master propose à ses étudiant(e)s une possibilité unique en son genre, pour développer son profil en tant qu’apprenant, acteur et retransmetteur au gré de processus de développement complexes et multifactoriels. Les quatre domaines d’activité du cursus, qui invitent régulièrement des experts internationaux au Luxembourg, réunissent et contrastent constamment des analyses imminentes frappées par des aspects médiaux et socioculturels dérivés de processus de développement et de communication, de la médiation et du design d’information, du multilinguisme et de la politique d’intégration, de la multimodalité et de la médiation du savoir et de l'apprentissage.

Des « masterclasses » internationales effectuées en coopération avec des cursus à visée complémentiare, proposés au Royaume Uni, en France et en Allemagne, ainsi que des « workshops » pratiques organisés en étroite coopération avec les partenaires industriels et divers acteurs de cultures scientifiques, techniques et éducatives.

Les alumnis du programme trilingue travaille dans les domaines de l’éducation durable, les politiques linguistiques, la médiation culturelle et les processus d’apprentissage multilingue et du développement, au niveau pratique (cf. ONG) et de la recherche à l’Université.

Les prochaines séances d’information se tiendront les 28.4.2010 et 9.6.2010, 19h, Salle Voygotsky, Campus Walferdange.
 
Le site web du Master « Learning and Development in Multilingual and Multucultural Contexts » présente toutes informations supplémentaires concernant les étapes de la procédure d’admission, les délais de candidature, le programme d’études et les listes de cours/sujets : http://www.multi-learn.uni.lu

Pour toute information contactez la coordinatrice du programme Marie Delafont marie.delafont at uni.lu ou la directrice scientifique du programme Assoc.-Prof. Dr. Gudrun Ziegler gudrun.ziegler at uni.lu

 

Innovativer dreisprachiger Studiengang an der Universität Luxemburg

Master "Learning and Development in Multilingual and Multicultural Contexts" öffnet Einschreibungen für 2010/2011

Luxemburg, den 15. März 2010-  Am Tag der offenen Tür an der Universität Luxemburg am 20. März präsentieren Lehrende wie Studierende Inhalt und Arbeitsweise des innovativen dreisprachigen bildungswissenschaftlichen Masterstudiengangs "Learning and Development in Multilingual and Multicultural Contexts". Interessierte sind um 12 Uhr in den Raum Montessori auf Campus Walferdange gebeten.

Der 2007 lancierte, dreisprachige Master lässt 25 Studierende zum Studim zu und zählt Studierende aus 35 verschiedenen Ländern, die den Studiengang in Vollzeit oder Teilzeit absolvieren. Zugelassungsbedinungen zum innovativen Masterstudiengang, der Lern- und Entwicklungsprozesse in Diversität, Mehrsprachigkeit und Multikulturalität zum Zentrum hat sind sind ein dreijähriger Universitätsabschluss, die funktionale Beherrschung zweier der drei Wissenschaftssprachen des Studiengangs (Deutsch, English, Français) sowie ein profilbezogenes Bewerbungsdossier.

Das Studienprogramm bietet den Studierenden einen in Europa einmaligen Rahmen, um das eigene Profil als Lernender und Akteur und in komplexen und multifaktoriellen Entwicklungsprozessen zu entwickeln. Die vier Arbeitsbereiche des Studiengangs, die regelmäßig internationale Experten nach Luxemburg führen, vereinen und kontrastieren stets fallbezogen Analysen zu medial und soziokulturell geprägten Lern- und Kommunikationsprozessen, zu Informationsvermittlung und -design, Mehrsprachigkeit und Bildungsintegration, Multimodalität und Wissensvermittlung.

Internationale Masterklassen, die zusammen mit komplementären Studiengängen in England, Frankreich und Deutschland durchgeführt werden, sowie Praxisworkshops mit Firmenpartnern und Bildungsträgern ergänzen das akademische Programm.

Absolventinnen und Absolventen des dreisprachigen Studiengangs sind aktiv im Bereich der nachhaltigen Bildungsarbeit, der Sprachpolitik, der Kulturvermittlung, des mehrsprachigen Lernens, der Entwciklugns- und Kooperationsarbeit, sowohl in praktischer (Nicht-Regierungsorganisationen) wie auch wissenschaftlicher Hinsicht (universitäre Forschung).

Informationsveranstaltungen werden auch stattfinden am 28.4.2010 sowie 9.6.2010, jeweils um 19 Uhr, Raum Vygtosky, Campus Walferdange.

Informationen zum Studiengang Master "Learning and Development in Multilingual and Multicultural Contexts" sowie zu Bewerbungsverfahren, Einschreibefristen, Kurslisten und Themen des Studienprogramms finden sich auf http://www.multi-learn.uni.lu

Information erteilt auch das Koordinationsbüro des Programmes, Marie Delafont marie.delafont at uni.lu sowie die Studiendirektion Assoc.-Prof. Dr. Gudrun Ziegler (gudrun.ziegler at uni.lu).

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From papafragou at psych.udel.edu  Thu Mar 18 14:46:16 2010
From: papafragou at psych.udel.edu (Anna Papafragou)
Date: Thu, 18 Mar 2010 07:46:16 -0700
Subject: Post-Doctoral Position in Language and Scene Perception,
 Language and Cognition lab, Department of Psychology,
 University of Delaware
Message-ID: <THU.18.MAR.2010.074616.0700.>

Post-Doctoral Position in Language and Scene Perception, Language and
Cognition lab, Department of Psychology, University of Delaware

One post-doctoral position is available in the Department of
Psychology at the University of Delaware. This post is linked to an
NIH-funded project on Spatial Language and its interface with Spatial
Cognition awarded to Anna Papafragou (University of Delaware) and John
Trueswell (University of Pennsylvania). The postdoctoral researcher
will take a leading role in designing and conducting experimental work
on the acquisition and processing of spatial language and the
relationship of spatial language to scene perception/ spatial
cognition. The researcher will also act as a liaison between the two
collaborating labs at UD and UPenn and will participate in project-
related research meetings at both institutions. A PhD in Psychology,
Linguistics, Cognitive Science or a related field is required.
Technical expertise with eye tracking methodologies and/or a
background in spatial cognition/scene perception are preferred. The
researcher will have access to and be encouraged to use the Tobii eye
tracker in the Language and Cognition Lab. Lab members have access to
on-campus preschool and infant testing facilities.

The postdoctoral researcher is expected to participate fully in the
intellectual life of the Department. The researcher is also expected
to contribute to the interdisciplinary group of cognitive scientists
at UD that includes faculty, postdocs and students in Psychology,
Linguistics, Education and related disciplines. Affiliated facilities
include two ERP labs, three eye tracking labs, and two infant labs.

The position is available in the Summer or Fall of 2010 (starting date
is negotiable) and is for an initial period of one year with potential
extension for an additional year. Salary rates follow NIH pay scales;
a generous benefits package is included. The position is open to non-
US citizens. Candidates should send a CV, samples of written work and
three letters of recommendation to the Director of the Language and
Cognition lab: Anna Papafragou, Wolf Hall, Department of Psychology,
University of Delaware, Newark DE 19716 (papafragou at psych.udel.edu).
Review of materials will begin on April 20th and will continue until
the position is filled.

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From bpearson at research.umass.edu  Thu Mar 18 19:01:47 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Thu, 18 Mar 2010 15:01:47 -0400
Subject: adult frog stories in English
Message-ID: <THU.18.MAR.2010.150147.0400.>

Dear Infochilds,

I am corresponding with a student (and her teacher) in central China.  She was very happy to learn of the link to children's frog stories in English, but wonders if someone has any of them--to share--from adults (or at least teenagers)?

I don't see any listed in the database manual on the CHILDES site.  Does anyone know of any that we could share with her?

Thank you.

Barbara
*************************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Depts of Linguistics & Communication Disorders
RAB, 70 Butterfield Terrace
University of Massachusetts
Amherst MA 01003

Tel: 413-545-5023
Fax: 413-545-2792

bpearson at research.umass.edu
www.umass.edu/aae/bp_indexold.htm 
www.zurer.com/pearson/bilingualchild

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From macw at cmu.edu  Thu Mar 18 20:32:36 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 18 Mar 2010 16:32:36 -0400
Subject: adult frog stories in English
In-Reply-To: <E1NsM9Z-0001On-Lq@cm06fe.ist.berkeley.edu>
Message-ID: <THU.18.MAR.2010.163236.0400.>

Dan,
    Several years back, I tried to put the Berkeley english into CHAT format.  All of the corpora in CHILDES are in CHAT, so having a corpus that is not in that format makes it impossible to run CLAN programs on them.  However, I think that it would make sense to have these data available in their original form and then people can go through them by hand or by using other programs.  So, I will try to find a good place to post them on the web set.  Many thanks.

--Brian

On Mar 18, 2010, at 4:17 PM, Dan I. Slobin wrote:

> Dear Barbara,
> 
> I received a similar email and sent the student our corpus of adult English frog stories.  But I don't understand why the original Berkeley frog story database is no longer on CHILDES.
> I've attached the entire corpus, as it used to appear on CHILDES, in the hope that it can be re-posted for public access.
> 
> Best,
> Dan
> 
> At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:
>> Dear Infochilds,
>>  
>> I am corresponding with a student (and her teacher) in central China.  She was very happy to learn of the link to children's frog stories in English, but wonders if someone has any of them--to share--from adults (or at least teenagers)?
>>  
>> I don't see any listed in the database manual on the CHILDES site.  Does anyone know of any that we could share with her?
>>  
>> Thank you.
>>  
>> Barbara
>> *************************************************************
>> Barbara Zurer Pearson, Ph.D.
>> Research Associate
>> Depts of Linguistics & Communication Disorders
>> RAB, 70 Butterfield Terrace
>> University of Massachusetts
>> Amherst MA 01003
>>  
>> Tel: 413-545-5023
>> Fax: 413-545-2792
>>  
>> bpearson at research.umass.edu
>> www.umass.edu/aae/bp_indexold.htm 
>> www.zurer.com/pearson/bilingualchild
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
> Dan I. Slobin, Professor Emeritus of Psychology and Linguistics
>  
> address:                                                                email: slobin at berkeley.edu
> Department of Psychology                                phone (Dept):  1-510-642-5292
> 3210 Tolman #1650                                       phone (home): 1-510-848-1769
> University of California                                        fax: 1-510-642-5293
> Berkeley, CA 94720-1650, USA                     http://psychology.berkeley.edu/faculty/profiles/dslobin.html
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 
> 
> <ENGLISH.doc>

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From slobin at berkeley.edu  Thu Mar 18 20:17:07 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Thu, 18 Mar 2010 13:17:07 -0700
Subject: adult frog stories in English
In-Reply-To: <76D6BCEA68494AF39D7CA5C88B11DBD7@RESUO.ads.umass.edu>
Message-ID: <THU.18.MAR.2010.131707.0700.>

Dear Barbara,

I received a similar email and sent the student our corpus of adult 
English frog stories.  But I don't understand why the original 
Berkeley frog story database is no longer on CHILDES.
I've attached the entire corpus, as it used to appear on CHILDES, in 
the hope that it can be re-posted for public access.

Best,
Dan

At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:
>Dear Infochilds,
>
>I am corresponding with a student (and her teacher) in central 
>China.  She was very happy to learn of the link to children's frog 
>stories in English, but wonders if someone has any of them--to 
>share--from adults (or at least teenagers)?
>
>I don't see any listed in the database manual on the CHILDES 
>site.  Does anyone know of any that we could share with her?
>
>Thank you.
>
>Barbara
>*************************************************************
>Barbara Zurer Pearson, Ph.D.
>Research Associate
>Depts of Linguistics & Communication Disorders
>RAB, 70 Butterfield Terrace
>University of Massachusetts
>Amherst MA 01003
>
>Tel: 413-545-5023
>Fax: 413-545-2792
>
><mailto:bpearson at research.umass.edu>bpearson at research.umass.edu
>www.umass.edu/aae/bp_indexold.htm
>www.zurer.com/pearson/bilingualchild
>
>--
>You received this message because you are subscribed to the Google 
>Groups "Info-CHILDES" group.
>To post to this group, send email to info-childes at googlegroups.com.
>To unsubscribe from this group, send email to 
>info-childes+unsubscribe at googlegroups.com.
>For more options, visit this group at 
>http://groups.google.com/group/info-childes?hl=en.

 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics

address: 
email: slobin at berkeley.edu
Department of Psychology                                phone 
(Dept):  1-510-642-5292
3210 Tolman #1650                                       phone (home): 
1-510-848-1769
University of California                                        fax: 
1-510-642-5293
Berkeley, CA 94720-1650, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 

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From margaretmfleck at yahoo.com  Fri Mar 19 00:45:41 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Thu, 18 Mar 2010 17:45:41 -0700
Subject: adult frog stories in English
In-Reply-To: <8C7977C2-6D6E-4530-93DE-4CB336B307D0@cmu.edu>
Message-ID: <THU.18.MAR.2010.174541.0700.>


If the original is in Word (like the file Dan Slobin just circulated), then itmight be helpful to also post a plaintext version (if possible).    That makesthe file(s) a lot easier to browse and is a necessary first step for reading itwith a computer program.    Although I just produced myself *a* plaintextversion fairly quickly, it has issues (e.g. unwanted line breaks) that I suspecta practiced Word hacker could avoid.   
Margaret Fleck
--- On Thu, 3/18/10, Brian MacWhinney <macw at cmu.edu> wrote:

From: Brian MacWhinney <macw at cmu.edu>
Subject: Re: adult frog stories in English
To: "CHILDES" <info-childes at googlegroups.com>
Date: Thursday, March 18, 2010, 1:32 PM

Dan,    Several years back, I tried to put the Berkeley english into CHAT format.  All of the corpora in CHILDES are in CHAT, so having a corpus that is not in that format makes it impossible to run CLAN programs on them.  However, I think that it would make sense to have these data available in their original form and then people can go through them by hand or by using other programs.  So, I will try to find a good place to post them on the web set.  Many thanks.
--Brian
On Mar 18, 2010, at 4:17 PM, Dan I. Slobin wrote:

Dear Barbara,


I received a similar email and sent the student our corpus of adult
English frog stories.  But I don't understand why the original
Berkeley frog story database is no longer on CHILDES.

I've attached the entire corpus, as it used to appear on CHILDES, in the
hope that it can be re-posted for public access.


Best,

Dan


At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:

Dear
Infochilds,

 

I am corresponding with a student (and her teacher)
in central China.  She was very happy to learn of the link to
children's frog stories in English, but wonders if someone has any of
them--to share--from adults (or at least teenagers)?

 

I don't see any listed in the database manual on the
CHILDES site.  Does anyone know of any that we could share with
her?

 

Thank you.

 

Barbara

*************************************************************

Barbara Zurer Pearson, Ph.D.

Research Associate

Depts of Linguistics & Communication Disorders

RAB, 70 Butterfield Terrace

University of Massachusetts

Amherst MA 01003

 

Tel: 413-545-5023

Fax: 413-545-2792

 


bpearson at research.umass.edu


www.umass.edu/aae/bp_indexold.htm 


www.zurer.com/pearson/bilingualchild



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>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Dan I. Slobin, Professor Emeritus of Psychology and Linguistics

 


address:                                                 
          
    email: slobin at berkeley.edu

Department of
Psychology                         
       phone
(Dept):  1-510-642-5292

3210 Tolman
#1650                                    
   phone (home): 1-510-848-1769

University of
California                                 
       fax:
1-510-642-5293

Berkeley, CA 94720-1650,
USA                  
   

http://psychology.berkeley.edu/faculty/profiles/dslobin.html

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


 

<ENGLISH.doc>
 



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From dalep at unm.edu  Sun Mar 21 02:50:22 2010
From: dalep at unm.edu (Philip Dale)
Date: Sat, 20 Mar 2010 20:50:22 -0600
Subject: CLEX: A Cross-linguistic lexical norms database
In-Reply-To: <712565.34879.qm@web65702.mail.ac4.yahoo.com>
Message-ID: <SAT.20.MAR.2010.205022.0600.>

Researchers and others interested in early vocabulary development may find
the newly elaborated CLEX website useful. The website
(http://www.cdi-clex.org <http://www.cdi-clex.org/> ) is a collaboration of
the CDI Advisory Board and the Center for Child Language, University of
Southern Denmark. It contains detailed lexical norms for all words included
in the MacArthur-Bates CDI for American English and adaptations of the CDI
into Mexican Spanish, Danish, Swedish, and Croatian. CLEX was inspired by
the collaborative success of the CHILDES system, and it is hoped that
additional language datasets will be incorporated into the system soon. The
website permits a range of query functions, both within and across
languages, including evaluation of user-defined subscales. More information
on the CLEX website is included in an article in the latest (March) issue of
the Journal of Child Language, ‘CLEX: A cross-linguistic lexical norms
database’, by Jørgensen, Dale, Bleses, and Fenson.

 

The abstract is included below:

Parent report has proven a valid and cost-effective means of evaluating

early child language. Norming datasets for these instruments, which

provide the basis for standardized comparisons of individual children

to a population, can also be used to derive norms for the acquisition

of individual words in production and comprehension and also early

gestures and symbolic actions. These lexical norms have a wide range of

uses in basic research, assessment and intervention. In addition,
crosslinguistic

comparisons of lexical development are greatly facilitated by

the availability of norms from diverse languages. This report describes

the development of CLEX, a new web-based cross-linguistic database

for lexical data from adaptations of the MacArthur-Bates Communicative

Development Inventories. CLEX provides tools for a range of

analyses within and across languages. It is designed to incorporate

additional language datasets easily, and to permit users to define

mappings between lexical items in pairs of languages for more specific

cross-linguistic comparisons.

 

Philip Dale

 

 

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From majaroch at gmail.com  Thu Mar 25 14:40:46 2010
From: majaroch at gmail.com (Maja Roch)
Date: Thu, 25 Mar 2010 07:40:46 -0700
Subject: dominant language
Message-ID: <THU.25.MAR.2010.074046.0700.>

Hello,
is anybody familiar with some possible criteria to be adopted for
establishing a dominant language of a bilingual child?
Best regards,
Maja Roch

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From ehoff at fau.edu  Thu Mar 25 14:46:23 2010
From: ehoff at fau.edu (Erika Hoff)
Date: Thu, 25 Mar 2010 10:46:23 -0400
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.104623.0400.>

I'd look at work by Kohnert and by Jia and Aaronson because they both talk
about dominant language shift. I would be very interested if someone has an
argument for "dominance" and "balance" as anything other than arbitrary
distinctions. With respect to vocabulary, I find the full range of ratios of
one language to the other.

Erika Hoff

-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Maja Roch
Sent: Thursday, March 25, 2010 10:41 AM
To: Info-CHILDES
Subject: dominant language

Hello,
is anybody familiar with some possible criteria to be adopted for
establishing a dominant language of a bilingual child?
Best regards,
Maja Roch

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From bpearson at research.umass.edu  Thu Mar 25 14:54:26 2010
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Thu, 25 Mar 2010 10:54:26 -0400
Subject: dominant language
In-Reply-To: <00e001cacc29$f29bc260$d7d34720$@edu>
Message-ID: <THU.25.MAR.2010.105426.0400.>

Also, Paradis and Genesee (and colleagues) have some work where they  
track dominance that differs in more than one modality.

(Btw, I'm comfortable with just a rough balance based on time in each  
language.  For many purposes, it tells you what you want to know, and  
it's better to take it into consideration than not to do so.)

Best wishes,
Barbara Pearson


On Mar 25, 2010, at 10:46 AM, Erika Hoff wrote:

> I'd look at work by Kohnert and by Jia and Aaronson because they  
> both talk
> about dominant language shift. I would be very interested if someone  
> has an
> argument for "dominance" and "balance" as anything other than  
> arbitrary
> distinctions. With respect to vocabulary, I find the full range of  
> ratios of
> one language to the other.
>
> Erika Hoff
>
> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com 
> ]
> On Behalf Of Maja Roch
> Sent: Thursday, March 25, 2010 10:41 AM
> To: Info-CHILDES
> Subject: dominant language
>
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> -- 
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> .
>



************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate, Depts of Linguistics and   Communication Disorders
c/o 226 South College
University of Massachusetts Amherst
Amherst MA 01003

bpearson at research.umass.edu
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson/bilingualchild/

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From johanne.paradis at ualberta.ca  Thu Mar 25 15:31:10 2010
From: johanne.paradis at ualberta.ca (Johanne Paradis)
Date: Thu, 25 Mar 2010 09:31:10 -0600
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.093110.0600.>

Dear Maja

I have used some different combinations of measures for determining language dominance in bilingual children.  Here is a list of papers where myself and my colleagues have employed these combinations.  Essentially, I believe the best way to determine the dominant - more proficient - language is by using measures from more than one linguistic domain -  at least one vocabulary and one morphosyntax measure.

Regards,
Johanne

Foroodi Nejad, F., & Paradis, J. (2009). Crosslinguistic transfer in the acquisition of compound words in Farsi-English bilinguals. Bilingualism: Language and Cognition, 12, 411-427. 

Paradis, J. & Nicoladis, E. (2007). The influence of dominance and sociolinguistic context on bilingual preschoolers’ language choice.  The International Journal of Bilingualism and Bilingual Education, 10, 1-21.

Paradis, J., Crago, M., Genesee, F. & Rice, M. (2003).  Bilingual children with specific language impairment:  How do they compare with their monolingual peers?  Journal of Speech, Language and Hearing Research,46, 1-15.


Genesee, F., Nicoladis, E. & Paradis, J. (1995).  Language differentiation in early bilingual development.  Journal of Child Language, 22,  611-631. 



On 2010-03-25, at 8:40 AM, Maja Roch wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
> 
> -- 
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> 

**********************************
Johanne Paradis
Associate Professor
4-46 Assiniboia Hall
Department of Linguistics
University of Alberta
Edmonton, AB
T6G 2E7
Canada

tel:	1 (780) 492-0805
fax:	1 (780) 492-0806
http://www.ualberta.ca/~jparadis/   




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From macw at cmu.edu  Thu Mar 25 16:31:16 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 25 Mar 2010 12:31:16 -0400
Subject: dominance
Message-ID: <THU.25.MAR.2010.123116.0400.>

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

Virginia 
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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From Jeanine.Treffers-Daller at uwe.ac.uk  Thu Mar 25 17:56:54 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Thu, 25 Mar 2010 17:56:54 +0000
Subject: dominance
In-Reply-To: <4D677B5F-980D-4BB1-AC45-96849F7C1D30@cmu.edu>
Message-ID: <THU.25.MAR.2010.175654.0000.>

Dear Maja
I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
This article will appear next year in the International Journal of Bilingualism.

Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

Can send you an advance copy if you're interested.

best wishes
Jeanine
Abstract
The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.

best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02

________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 25 March 2010 16:31
To: CHILDES
Subject: dominance

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

Virginia
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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From susan.foster-cohen at canterbury.ac.nz  Thu Mar 25 18:36:44 2010
From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen)
Date: Fri, 26 Mar 2010 07:36:44 +1300
Subject: language dominance
Message-ID: <FRI.26.MAR.2010.073644.1300.>

Dear all:
 
I would recommend looking at the work of Natascha Mueller. She looks at subsystems of language, rather than language as a whole, and has some really interesting findings and a sophisticated linguistic interpretation of dominance.
 
Cheers,
 
Susan Foster-Cohen

 

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From aliyah.morgenstern at gmail.com  Thu Mar 25 23:58:35 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Fri, 26 Mar 2010 00:58:35 +0100
Subject: dominant language
In-Reply-To: <00e001cacc29$f29bc260$d7d34720$@edu>
Message-ID: <FRI.26.MAR.2010.005835.0100.>

I would be very interested to!
Aliyah MORGENSTERN

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




Le 25 mars 10 à 15:46, Erika Hoff a écrit :

> I'd look at work by Kohnert and by Jia and Aaronson because they  
> both talk
> about dominant language shift. I would be very interested if someone  
> has an
> argument for "dominance" and "balance" as anything other than  
> arbitrary
> distinctions. With respect to vocabulary, I find the full range of  
> ratios of
> one language to the other.
>
> Erika Hoff
>
> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com 
> ]
> On Behalf Of Maja Roch
> Sent: Thursday, March 25, 2010 10:41 AM
> To: Info-CHILDES
> Subject: dominant language
>
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups
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>
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> .
>

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From xequalsfun at gmail.com  Fri Mar 26 01:36:10 2010
From: xequalsfun at gmail.com (Darin)
Date: Thu, 25 Mar 2010 18:36:10 -0700
Subject: dominant language
In-Reply-To: <3DDBB894-B7C3-4FA9-A1DD-6FDABECBDC95@gmail.com>
Message-ID: <THU.25.MAR.2010.183610.0700.>

Hello Maja -

In addition to the previous suggestions, you might also consider
asking them what they feel most comfortable with (depending, of
course, on their age).  I agree that "dominance" may not be as clear
cut as it seems, especially for children whose school language is
different from their home language.  They may be more comfortable with
certain vocabulary, tasks, contexts, etc. in one language over
another, regardless of which one may appear to be dominant.

- Darin Woolpert
SDSU/UCSD Joint Doctoral Program
Language and Communicative Disorders


On Mar 25, 4:58 pm, Aliyah MORGENSTERN <aliyah.morgenst... at gmail.com>
wrote:
> I would be very interested to!
> Aliyah MORGENSTERN
>
> Professeur de linguistique
> Université Sorbonne Nouvelle - Paris 3
> Institut du Monde Anglophone
> 5 rue de l'Ecole de Médecine
> 75006 Paris
>
> Le 25 mars 10 à 15:46, Erika Hoff a écrit :
>
> > I'd look at work by Kohnert and by Jia and Aaronson because they  
> > both talk
> > about dominant language shift. I would be very interested if someone  
> > has an
> > argument for "dominance" and "balance" as anything other than  
> > arbitrary
> > distinctions. With respect to vocabulary, I find the full range of  
> > ratios of
> > one language to the other.
>
> > Erika Hoff
>
> > -----Original Message-----
> > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com
> > ]
> > On Behalf Of Maja Roch
> > Sent: Thursday, March 25, 2010 10:41 AM
> > To: Info-CHILDES
> > Subject: dominant language
>
> > Hello,
> > is anybody familiar with some possible criteria to be adopted for
> > establishing a dominant language of a bilingual child?
> > Best regards,
> > Maja Roch
>
> > --
> > You received this message because you are subscribed to the Google  
> > Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send 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  
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> > .
> > For more options, visit this group athttp://groups.google.com/group/info-childes?hl=en
> > .

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From ekaterina.smyk at gmail.com  Fri Mar 26 05:52:51 2010
From: ekaterina.smyk at gmail.com (Ekaterina Smyk)
Date: Thu, 25 Mar 2010 22:52:51 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.225251.0700.>

The first question here is how language dominance is defined. Sometimes
language dominance is used interchangeably with language proficiency due to
a definition of language dominance in terms of the relative proficiency in
two languages. However, these two constructs can be distinguished in terms
of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
and second language grammatical processing in *Applied Psycholinguistics*).
Often language dominance implies the superior performance on measures of
fluency, speed, automaticity, and accuracy in processing. For example, in
order to be a highly proficient in a certain language a speaker does have to
be dominant in that language. In addition, assessment of language dominance
is frequently based on the underlying assumption of uniform superior
performance in the dominant language. However, dominance in one aspect of
the language does not necessarily imply dominance in others.

Katya

On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com> wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> 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 miguel.perez.pereira at usc.es  Fri Mar 26 09:21:20 2010
From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=)
Date: Fri, 26 Mar 2010 10:21:20 +0100
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.102120.0100.>

Dear Jeanine,
Will you be so kind of sending me an advance copy of your paper?
Thank you
Miguel
El 25/03/2010, a las 18:56, Jeanine Treffers-Daller escribió:

> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>  
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>  
> Can send you an advance copy if you're interested.
>  
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>  
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>  
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
> 
> Dear Maja,
> 
>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
> 
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
> 
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
> 
> Virginia 
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Kong
> http://www.cuhk.edu.hk/lin/cbrc/
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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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> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.

Miguel Pérez Pereira
Departamento de Psicoloxía Evolutiva e da Educación
Universidade de Santiago de Compostela
157802 Santiago de Compostela
Spain
miguel.perez.pereira at usc.es



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From ehoff at fau.edu  Fri Mar 26 14:07:25 2010
From: ehoff at fau.edu (Erika Hoff)
Date: Fri, 26 Mar 2010 10:07:25 -0400
Subject: dominance
In-Reply-To: <044329CD-3331-42B4-BFB0-66C0B2CBED59@usc.es>
Message-ID: <FRI.26.MAR.2010.100725.0400.>

Dear Jeanine,

 

I would very much like a preprint as well.

 

Many thanks,

 

Erika Hoff

ehoff at fau.edu

 

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Miguel Pérez Pereira
Sent: Friday, March 26, 2010 5:21 AM
To: info-childes at googlegroups.com
Subject: Re: dominance

 

Dear Jeanine,

Will you be so kind of sending me an advance copy of your paper?

Thank you

Miguel

El 25/03/2010, a las 18:56, Jeanine Treffers-Daller escribió:





Dear Maja

I have proposed a measure based on indices of lexical richness, which can be
used with children as well as adults.

This article will appear next year in the International Journal of
Bilingualism.

 

Treffers-Daler, J. (in press) Operationalising and measuring language
dominance.

 

Can send you an advance copy if you're interested.

 

best wishes

Jeanine

Abstract

The aim of this article is to show how measures of lexical richness (Guiraud
1954; Malvern, Richards, Chipere and Durán, 2004) can be used to
operationalise and measure language dominance among bilinguals. A typology
of bilinguals is proposed based on these measures of lexical richness, and
the validity of the typology is then investigated in an empirical study
among two groups of bilingual informants with different language dominance
profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
bilinguals from Paris). The most important advantage of the proposed
operationalisation is that it allows researchers carry out precise
measurements of bilingual ability in languages or language varieties for
which no standardised tests exist and that these measures can be calculated
on oral data that have been collected in an informal and unobtrusive way, in
a naturalistic setting.

 

best wishes

Jeanine

=========================

Professor Jeanine Treffers-Daller

Professor of Linguistics

Department of Languages, Linguistics and Area Studies

School of Humanities, Languages and Social Sciences

Faculty of Social Science and Humanities

Frenchay Campus

Coldharbour Lane

Bristol

BS16 1QY

tel. 00-44-117-3282390

Room 4D02

 

  _____  

From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 25 March 2010 16:31
To: CHILDES
Subject: dominance

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of
language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
Development and Language Contact. Cambridge University Press. (Ch.3:
Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials.
Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to
morphological differences between languages and how they are transcribed,
MLU differentials can be used effectively to compare different children
acquiring the same language pair, or different stages of development in the
same child. In some domains there is evidence that the prevalence of
cross-linguistic influence depends on the degree of dominance (see Yip and
Matthews 2007: 150 for the case of null objects).

Virginia 
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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Miguel Pérez Pereira

Departamento de Psicoloxía Evolutiva e da Educación

Universidade de Santiago de Compostela

157802 Santiago de Compostela

Spain

miguel.perez.pereira at usc.es

 

 

 

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From shiromartha at gmail.com  Fri Mar 26 14:54:33 2010
From: shiromartha at gmail.com (Martha Shiro)
Date: Fri, 26 Mar 2010 10:54:33 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.105433.0400.>

Dear Jeanine,
Can I have a pre-print of your article as well? Thanking you in advance
Martha


Martha Shiro
Instituto de Filología "Andrés Bello"
Universidad Central de Venezuela
shiromartha at gmail.com
  ----- Original Message ----- 
  From: Jeanine Treffers-Daller 
  To: info-childes at googlegroups.com 
  Sent: Thursday, March 25, 2010 1:56 PM
  Subject: RE: dominance


  Dear Maja
  I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
  This article will appear next year in the International Journal of Bilingualism.

  Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

  Can send you an advance copy if you're interested.

  best wishes
  Jeanine
  Abstract

  The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting. 

   

  best wishes
  Jeanine
  =========================
  Professor Jeanine Treffers-Daller
  Professor of Linguistics
  Department of Languages, Linguistics and Area Studies
  School of Humanities, Languages and Social Sciences
  Faculty of Social Science and Humanities
  Frenchay Campus
  Coldharbour Lane
  Bristol
  BS16 1QY
  tel. 00-44-117-3282390
  Room 4D02


------------------------------------------------------------------------------
  From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
  Sent: 25 March 2010 16:31
  To: CHILDES
  Subject: dominance


  Dear Maja,

      We've proposed using Mean Length Utterance differentials as a measure of language dominance:

  Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
  Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
  bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

  While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

  Virginia 
  Childhood Bilingualism Research Centre
  Department of Linguistics and Modern Languages
  Chinese University of Hong Kong
  http://www.cuhk.edu.hk/lin/cbrc/


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From csilva at usc.edu  Fri Mar 26 16:39:49 2010
From: csilva at usc.edu (Silva-corvalan, Carmen: USC)
Date: Fri, 26 Mar 2010 09:39:49 -0700
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.093949.0700.>

Hi Jeanine:
I'd also be thankful if you could send me an advanced copy of your
article or, as Barbara suggests, if you sent me the link where I could
find it.
All best,
Carmen  (Silva-Corvalán)

University of Southern California
University Park Ave., THH-156
Los Angeles, CA 90089-0358, USA
csilva at usc.edu


On Mar 25, 10:56 am, Jeanine Treffers-Daller <Jeanine.Treffers-
Dal... at uwe.ac.uk> wrote:
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>
> --
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-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 bpearson at research.umass.edu  Fri Mar 26 16:33:12 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Fri, 26 Mar 2010 12:33:12 -0400
Subject: dominance
Message-ID: <FRI.26.MAR.2010.123312.0400.>

Dear Jeanine,
Could you add me to your list for the preprint (or give us a link for where you can post it)?

Thank you.
Barbara

  ----- Original Message ----- 
  From: Martha Shiro 
  To: info-childes at googlegroups.com 
  Sent: Friday, March 26, 2010 10:54 AM
  Subject: Re: dominance


  Dear Jeanine,
  Can I have a pre-print of your article as well? Thanking you in advance
  Martha


  Martha Shiro
  Instituto de Filología "Andrés Bello"
  Universidad Central de Venezuela
  shiromartha at gmail.com
    ----- Original Message ----- 
    From: Jeanine Treffers-Daller 
    To: info-childes at googlegroups.com 
    Sent: Thursday, March 25, 2010 1:56 PM
    Subject: RE: dominance


    Dear Maja
    I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
    This article will appear next year in the International Journal of Bilingualism.

    Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

    Can send you an advance copy if you're interested.

    best wishes
    Jeanine
    Abstract

    The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting. 

     

    best wishes
    Jeanine
    =========================
    Professor Jeanine Treffers-Daller
    Professor of Linguistics
    Department of Languages, Linguistics and Area Studies
    School of Humanities, Languages and Social Sciences
    Faculty of Social Science and Humanities
    Frenchay Campus
    Coldharbour Lane
    Bristol
    BS16 1QY
    tel. 00-44-117-3282390
    Room 4D02


----------------------------------------------------------------------------
    From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
    Sent: 25 March 2010 16:31
    To: CHILDES
    Subject: dominance


    Dear Maja,

        We've proposed using Mean Length Utterance differentials as a measure of language dominance:

    Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
    Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
    bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

    While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

    Virginia 
    Childhood Bilingualism Research Centre
    Department of Linguistics and Modern Languages
    Chinese University of Hong Kong
    http://www.cuhk.edu.hk/lin/cbrc/


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From billrago at gmail.com  Fri Mar 26 13:45:57 2010
From: billrago at gmail.com (Bill Rago)
Date: Fri, 26 Mar 2010 06:45:57 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <FRI.26.MAR.2010.064557.0700.>

Hello Mara,

William O'Grady at the Univ. of Hawaii is working on a type of
assessment that may be of interest to you.  It involves measuring
lexical access through timed picture-naming tasks.  Here is the
link...

http://www.ling.hawaii.edu/node/41

Best,

Bill Rago



On Mar 25, 11:40 pm, Maja Roch <majar... at gmail.com> wrote:
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch

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From lempert at psych.utoronto.ca  Fri Mar 26 16:48:15 2010
From: lempert at psych.utoronto.ca (Henrietta Lempert)
Date: Fri, 26 Mar 2010 12:48:15 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.
 ac.uk>
Message-ID: <FRI.26.MAR.2010.124815.0400.>

Could you kindly add me to your preprint/link list?
Many thanks,
Henrietta
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can
> be used with children as well as adults.
> This article will appear next year in the International Journal of
> Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language
> dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness
> (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to
> operationalise and measure language dominance among bilinguals. A typology
> of bilinguals is proposed based on these measures of lexical richness, and
> the validity of the typology is then investigated in an empirical study
> among two groups of bilingual informants with different language dominance
> profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
> bilinguals from Paris). The most important advantage of the proposed
> operationalisation is that it allows researchers carry out precise
> measurements of bilingual ability in languages or language varieties for
> which no standardised tests exist and that these measures can be
> calculated on oral data that have been collected in an informal and
> unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> Behalf Of Brian MacWhinney [macw at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
>     We've proposed using Mean Length Utterance differentials as a measure
> of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
> Development and Language Contact. Cambridge University Press. (Ch.3:
> Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials.
> Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to
> morphological differences between languages and how they are transcribed,
> MLU differentials can be used effectively to compare different children
> acquiring the same language pair, or different stages of development in
> the same child. In some domains there is evidence that the prevalence of
> cross-linguistic influence depends on the degree of dominance (see Yip and
> Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Kong
> http://www.cuhk.edu.hk/lin/cbrc/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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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> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>

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From Roberta at udel.edu  Fri Mar 26 17:58:31 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Fri, 26 Mar 2010 13:58:31 -0400
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.135831.0400.>

Perhaps you could attach the paper for all of us!
All best, Roberta Golinkoff

On Fri, Mar 26, 2010 at 12:48 PM, Henrietta Lempert <
lempert at psych.utoronto.ca> wrote:

> Could you kindly add me to your preprint/link list?
> Many thanks,
> Henrietta
> > Dear Maja
> > I have proposed a measure based on indices of lexical richness, which can
> > be used with children as well as adults.
> > This article will appear next year in the International Journal of
> > Bilingualism.
> >
> > Treffers-Daler, J. (in press) Operationalising and measuring language
> > dominance.
> >
> > Can send you an advance copy if you're interested.
> >
> > best wishes
> > Jeanine
> > Abstract
> > The aim of this article is to show how measures of lexical richness
> > (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to
> > operationalise and measure language dominance among bilinguals. A
> typology
> > of bilinguals is proposed based on these measures of lexical richness,
> and
> > the validity of the typology is then investigated in an empirical study
> > among two groups of bilingual informants with different language
> dominance
> > profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
> > bilinguals from Paris). The most important advantage of the proposed
> > operationalisation is that it allows researchers carry out precise
> > measurements of bilingual ability in languages or language varieties for
> > which no standardised tests exist and that these measures can be
> > calculated on oral data that have been collected in an informal and
> > unobtrusive way, in a naturalistic setting.
> >
> > best wishes
> > Jeanine
> > =========================
> > Professor Jeanine Treffers-Daller
> > Professor of Linguistics
> > Department of Languages, Linguistics and Area Studies
> > School of Humanities, Languages and Social Sciences
> > Faculty of Social Science and Humanities
> > Frenchay Campus
> > Coldharbour Lane
> > Bristol
> > BS16 1QY
> > tel. 00-44-117-3282390
> > Room 4D02
> >
> > ________________________________
> > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> > Behalf Of Brian MacWhinney [macw at cmu.edu]
> > Sent: 25 March 2010 16:31
> > To: CHILDES
> > Subject: dominance
> >
> > Dear Maja,
> >
> >     We've proposed using Mean Length Utterance differentials as a measure
> > of language dominance:
> >
> > Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
> > Development and Language Contact. Cambridge University Press. (Ch.3:
> > Methodology)
> > Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> > bilingual acquisition: a case for Mean Length Utterance differentials.
> > Language Assessment Quarterly 3: 97-116.
> >
> > While absolute MLU comparisons are of questionable validity due to
> > morphological differences between languages and how they are transcribed,
> > MLU differentials can be used effectively to compare different children
> > acquiring the same language pair, or different stages of development in
> > the same child. In some domains there is evidence that the prevalence of
> > cross-linguistic influence depends on the degree of dominance (see Yip
> and
> > Matthews 2007: 150 for the case of null objects).
> >
> > Virginia
> > Childhood Bilingualism Research Centre
> > Department of Linguistics and Modern Languages
> > Chinese University of Hong Kong
> > http://www.cuhk.edu.hk/lin/cbrc/
> >
> > --
> > You received this message because you are subscribed to the Google Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > 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.
> >
> > --
> > You received this message because you are subscribed to the Google Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > 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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> "Info-CHILDES" group.
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>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From macw at cmu.edu  Fri Mar 26 18:53:39 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 26 Mar 2010 14:53:39 -0400
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.145339.0400.>

Dear Info-CHILDES People,
    If you are interested in receiving articles from people, it is probably best to send an email to that person directly, rather than to the list.  Google Groups also provides the option of attaching files directly to the mailing list.  After a fortunately short-lived porno spam attack last year, I blocked this feature, even for members, but the group owner (Davida Fromm, fromm at andrew.cmu.edu) can post files if you send them to her.  We have a quota of 100MB of which we are currently using zero, so there is plenty of room for posting papers.

-- Brian MacWhinney
 

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From aliyah.morgenstern at gmail.com  Fri Mar 26 19:13:32 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Fri, 26 Mar 2010 20:13:32 +0100
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.201332.0100.>

Could you also add me?
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 26 mars 10 à 17:48, Henrietta Lempert a écrit :

> Could you kindly add me to your preprint/link list?
> Many thanks,
> Henrietta
>> Dear Maja
>> I have proposed a measure based on indices of lexical richness,  
>> which can
>> be used with children as well as adults.
>> This article will appear next year in the International Journal of
>> Bilingualism.
>>
>> Treffers-Daler, J. (in press) Operationalising and measuring language
>> dominance.
>>
>> Can send you an advance copy if you're interested.
>>
>> best wishes
>> Jeanine
>> Abstract
>> The aim of this article is to show how measures of lexical richness
>> (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be  
>> used to
>> operationalise and measure language dominance among bilinguals. A  
>> typology
>> of bilinguals is proposed based on these measures of lexical  
>> richness, and
>> the validity of the typology is then investigated in an empirical  
>> study
>> among two groups of bilingual informants with different language  
>> dominance
>> profiles (25 Dutch-French bilinguals from Brussels and 24 French- 
>> English
>> bilinguals from Paris). The most important advantage of the proposed
>> operationalisation is that it allows researchers carry out precise
>> measurements of bilingual ability in languages or language  
>> varieties for
>> which no standardised tests exist and that these measures can be
>> calculated on oral data that have been collected in an informal and
>> unobtrusive way, in a naturalistic setting.
>>
>> best wishes
>> Jeanine
>> =========================
>> Professor Jeanine Treffers-Daller
>> Professor of Linguistics
>> Department of Languages, Linguistics and Area Studies
>> School of Humanities, Languages and Social Sciences
>> Faculty of Social Science and Humanities
>> Frenchay Campus
>> Coldharbour Lane
>> Bristol
>> BS16 1QY
>> tel. 00-44-117-3282390
>> Room 4D02
>>
>> ________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com]  
>> On
>> Behalf Of Brian MacWhinney [macw at cmu.edu]
>> Sent: 25 March 2010 16:31
>> To: CHILDES
>> Subject: dominance
>>
>> Dear Maja,
>>
>>    We've proposed using Mean Length Utterance differentials as a  
>> measure
>> of language dominance:
>>
>> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
>> Development and Language Contact. Cambridge University Press. (Ch.3:
>> Methodology)
>> Yip, Virginia and Stephen Matthews. 2006. Assessing language  
>> dominance in
>> bilingual acquisition: a case for Mean Length Utterance  
>> differentials.
>> Language Assessment Quarterly 3: 97-116.
>>
>> While absolute MLU comparisons are of questionable validity due to
>> morphological differences between languages and how they are  
>> transcribed,
>> MLU differentials can be used effectively to compare different  
>> children
>> acquiring the same language pair, or different stages of  
>> development in
>> the same child. In some domains there is evidence that the  
>> prevalence of
>> cross-linguistic influence depends on the degree of dominance (see  
>> Yip and
>> Matthews 2007: 150 for the case of null objects).
>>
>> Virginia
>> Childhood Bilingualism Research Centre
>> Department of Linguistics and Modern Languages
>> Chinese University of Hong Kong
>> http://www.cuhk.edu.hk/lin/cbrc/
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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.
>>
>>
>
> -- 
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> .
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> .
>

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From brunilda at gmail.com  Fri Mar 26 19:43:45 2010
From: brunilda at gmail.com (Bruno Estigarribia)
Date: Fri, 26 Mar 2010 15:43:45 -0400
Subject: dominant language
In-Reply-To: <98c1ae751003252252p41393fa7v8f23f3e049ca493e@mail.gmail.com>
Message-ID: <FRI.26.MAR.2010.154345.0400.>

Forgive the silly question. This is not my field but the following 
struck me as counterintuitive so I want to make sure this is what was 
intended:
"For example, in order to be a highly proficient in a certain language a 
speaker does have to be dominant in that language."
Isn't the converse more intuitively sensible? You can, I guess, be 
highly proficient in two languages but (I want to say, by definition 
almost), only dominant in one of them. Am I missing something (perhaps 
in the literature) that contradicts this?
Just curious.
Bruno
-- 
Bruno Estigarribia
Research Assistant Professor
364A Davie Hall, CB #3270
Department of Psychology - University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3270
USA

> The first question here is how language dominance is defined. 
> Sometimes language dominance is used interchangeably with language 
> proficiency due to a definition of language dominance in terms of the 
> relative proficiency in two languages. However, these two constructs 
> can be distinguished in terms of psycholinguistic properties (See 
> Birdsong (2006) Dominance, proficiency, and second language 
> grammatical processing in /Applied Psycholinguistics/). Often language 
> dominance implies the superior performance on measures of fluency, 
> speed, automaticity, and accuracy in processing. For example, in order 
> to be a highly proficient in a certain language a speaker does have to 
> be dominant in that language. In addition, assessment of language 
> dominance is frequently based on the underlying assumption of uniform 
> superior performance in the dominant language. However, dominance in 
> one aspect of the language does not necessarily imply dominance in 
> others.
>  
> Katya
>
> On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com 
> <mailto:majaroch at gmail.com>> wrote:
>
>     Hello,
>     is anybody familiar with some possible criteria to be adopted for
>     establishing a dominant language of a bilingual child?
>     Best regards,
>     Maja Roch
>
>     --
>     You received this message because you are subscribed to the Google
>     Groups "Info-CHILDES" group.
>     To post to this group, send email to info-childes at googlegroups.com
>     <mailto:info-childes at googlegroups.com>.
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>
>
> -- 
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From ervintripp at gmail.com  Sat Mar 27 00:57:41 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Fri, 26 Mar 2010 17:57:41 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <FRI.26.MAR.2010.175741.0700.>

Dominance turns out to be a good predictor in bilingual semantics and
memory, at least in adults, so it is not a useless concept. Naming speed has
been
in use since Lampert more than fifty years ago, so there should be a lot of
evidence on its correlations with other measures by now. Since children are
sensitive to the language abilities of interlocutors surprisingly early, any
testing has to be done by speakers that the child has heard use both
languages in similar situations. Setting and situation matter to children.

On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com> wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> 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 ekaterina.smyk at gmail.com  Sat Mar 27 00:09:29 2010
From: ekaterina.smyk at gmail.com (Ekaterina Smyk)
Date: Fri, 26 Mar 2010 17:09:29 -0700
Subject: dominant language
In-Reply-To: <4BAD0E71.6070004@gmail.com>
Message-ID: <FRI.26.MAR.2010.170929.0700.>

Well, it seems to me that a speaker can be considered as “always” more
proficient in the dominant language only if dominance is defined based on a
relative proficiency in two languages. However, if language proficiency is
considered as a distinct construct (e.g., as a level of linguistic
attainment), then the relations between dominance and proficiency can vary.
For example, a speaker may be dominant in L2, but be more proficient in L1.
There are numerous operational definitions of language dominance and
proficiency so I am sure some people may disagree with me. I would be very
interested in hearing other opinions as well.
Katya


On Fri, Mar 26, 2010 at 12:43 PM, Bruno Estigarribia <brunilda at gmail.com>wrote:

> Forgive the silly question. This is not my field but the following struck
> me as counterintuitive so I want to make sure this is what was intended:
>
> "For example, in order to be a highly proficient in a certain language a
> speaker does have to be dominant in that language."
> Isn't the converse more intuitively sensible? You can, I guess, be highly
> proficient in two languages but (I want to say, by definition almost), only
> dominant in one of them. Am I missing something (perhaps in the literature)
> that contradicts this?
> Just curious.
> Bruno
> --
> Bruno Estigarribia
> Research Assistant Professor
> 364A Davie Hall, CB #3270
> Department of Psychology - University of North Carolina at Chapel Hill
> Chapel Hill, NC 27599-3270
> USA
>
>  The first question here is how language dominance is defined. Sometimes
>> language dominance is used interchangeably with language proficiency due to
>> a definition of language dominance in terms of the relative proficiency in
>> two languages. However, these two constructs can be distinguished in terms
>> of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
>> and second language grammatical processing in /Applied Psycholinguistics/).
>> Often language dominance implies the superior performance on measures of
>> fluency, speed, automaticity, and accuracy in processing. For example, in
>> order to be a highly proficient in a certain language a speaker does have to
>> be dominant in that language. In addition, assessment of language dominance
>> is frequently based on the underlying assumption of uniform superior
>> performance in the dominant language. However, dominance in one aspect of
>> the language does not necessarily imply dominance in others.
>>  Katya
>>
>> On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com <mailto:
>> majaroch at gmail.com>> wrote:
>>
>>    Hello,
>>    is anybody familiar with some possible criteria to be adopted for
>>    establishing a dominant language of a bilingual child?
>>    Best regards,
>>    Maja Roch
>>
>>    --
>>    You received this message because you are subscribed to the Google
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>>
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>>
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From sbresee at umd.edu  Sat Mar 27 13:34:13 2010
From: sbresee at umd.edu (sbresee at umd.edu)
Date: Sat, 27 Mar 2010 09:34:13 -0400
Subject: dominance
In-Reply-To: <87D66CBDC77D439AAC5E0DB970098737@MarthaPC>
Message-ID: <SAT.27.MAR.2010.093413.0400.>

Professor Treffers-Daller and Professor Shiro, 
Please send a pre-print or copy of your articles if possible. I am very interested in the current research on ways to observe and analyze language development in naturalistic settings.
Thank you, 
Susan Bresee
sbresee at umd.edu 

---- Original message ----
>Date: Fri, 26 Mar 2010 10:54:33 -0400
>From: "Martha Shiro" <shiromartha at gmail.com>  
>Subject: Re: dominance  
>To: <info-childes at googlegroups.com>
>
>   Dear Jeanine,
>   Can I have a pre-print of your article as well?
>   Thanking you in advance
>   Martha
>    
>    
>   Martha Shiro
>   Instituto de FilologAa "AndrA(c)s Bello"
>   Universidad Central de Venezuela
>   shiromartha at gmail.com
>
>     ----- Original Message -----
>     From: Jeanine Treffers-Daller
>     To: info-childes at googlegroups.com
>     Sent: Thursday, March 25, 2010 1:56 PM
>     Subject: RE: dominance
>     Dear Maja
>     I have proposed a measure based on indices of
>     lexical richness, which can be used with children
>     as well as adults.
>     This article will appear next year in the
>     International Journal of Bilingualism.
>      
>     Treffers-Daler, J. (in press) Operationalising and
>     measuring language dominance.
>      
>     Can send you an advance copy if you're interested.
>      
>     best wishes
>     Jeanine
>
>     Abstract
>
>     The aim of this article is to show how measures of
>     lexical richness (Guiraud 1954; Malvern, Richards,
>     Chipere and DurA!n, 2004) can be used to
>     operationalise and measure language dominance
>     among bilinguals. A typology of bilinguals is
>     proposed based on these measures of lexical
>     richness, and the validity of the typology is then
>     investigated in an empirical study among two
>     groups of bilingual informants with different
>     language dominance profiles (25 Dutch-French
>     bilinguals from Brussels and 24 French-English
>     bilinguals from Paris). The most important
>     advantage of the proposed operationalisation is
>     that it allows researchers carry out precise
>     measurements of bilingual ability in languages or
>     language varieties for which no standardised tests
>     exist and that these measures can be calculated on
>     oral data that have been collected in an informal
>     and unobtrusive way, in a naturalistic setting.
>
>      
>
>     best wishes
>     Jeanine
>     =========================
>     Professor Jeanine Treffers-Daller
>     Professor of Linguistics
>     Department of Languages, Linguistics and Area
>     Studies
>     School of Humanities, Languages and Social
>     Sciences
>     Faculty of Social Science and Humanities
>     Frenchay Campus
>     Coldharbour Lane
>     Bristol
>     BS16 1QY
>     tel. 00-44-117-3282390
>     Room 4D02
>      
>
>     ------------------------------------------------
>
>     From: info-childes at googlegroups.com
>     [info-childes at googlegroups.com] On Behalf Of Brian
>     MacWhinney [macw at cmu.edu]
>     Sent: 25 March 2010 16:31
>     To: CHILDES
>     Subject: dominance
>     Dear Maja,
>
>         We've proposed using Mean Length Utterance
>     differentials as a measure of language dominance:
>
>     Yip, Virginia and Stephen Matthews. 2007.The
>     Bilingual Child: Early Development and Language
>     Contact. Cambridge University Press. (Ch.3:
>     Methodology)
>     Yip, Virginia and Stephen Matthews. 2006.
>     Assessing language dominance in
>     bilingual acquisition: a case for Mean Length
>     Utterance differentials. Language Assessment
>     Quarterly 3: 97-116.
>
>     While absolute MLU comparisons are of questionable
>     validity due to morphological differences between
>     languages and how they are transcribed, MLU
>     differentials can be used effectively to compare
>     different children acquiring the same language
>     pair, or different stages of development in the
>     same child. In some domains there is evidence that
>     the prevalence of cross-linguistic influence
>     depends on the degree of dominance (see Yip and
>     Matthews 2007: 150 for the case of null objects).
>
>     Virginia 
>     Childhood Bilingualism Research Centre
>     Department of Linguistics and Modern Languages
>     Chinese University of Hong Kong
>     http://www.cuhk.edu.hk/lin/cbrc/
>
>     --
>     You received this message because you are
>     subscribed to the Google Groups "Info-CHILDES"
>     group.
>     To post to this group, send email to
>     info-childes at googlegroups.com.
>     To unsubscribe from this group, send email to
>     info-childes+unsubscribe at googlegroups.com.
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From Jeanine.Treffers-Daller at uwe.ac.uk  Sun Mar 28 17:48:31 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Sun, 28 Mar 2010 18:48:31 +0100
Subject: dominance
In-Reply-To: <5af95c69-3579-45da-89f8-7b2175049b60@u19g2000prh.googlegroups.com>
Message-ID: <SUN.28.MAR.2010.184831.0100.>

Dear Carmen
Many thanks for your email and your interest in my paper. I have attached it to this email. It will appear next year in the International Journal of Bilingulaism.
Davida Fromm will probably circulate it to the mailing list shortly too.
best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Silva-corvalan, Carmen: USC [csilva at usc.edu]
Sent: 26 March 2010 16:39
To: Info-CHILDES
Subject: Re: dominance

Hi Jeanine:
I'd also be thankful if you could send me an advanced copy of your
article or, as Barbara suggests, if you sent me the link where I could
find it.
All best,
Carmen  (Silva-Corvalán)

University of Southern California
University Park Ave., THH-156
Los Angeles, CA 90089-0358, USA
csilva at usc.edu


On Mar 25, 10:56 am, Jeanine Treffers-Daller <Jeanine.Treffers-
Dal... at uwe.ac.uk> wrote:
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>
> --
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-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 gary.marcus at nyu.edu  Sun Mar 28 23:50:11 2010
From: gary.marcus at nyu.edu (Gary Marcus)
Date: Sun, 28 Mar 2010 19:50:11 -0400
Subject: Lab Coordinator Position at NYU
Message-ID: <SUN.28.MAR.2010.195011.0400.>

The NYU Infant Cognition and Communication Laboratory (http://www.psych.nyu.edu/niccl/ 
) under the direction of Dr. Athena Vouloumanos and the NYU Center for  
Child Language (http://www.psych.nyu.edu/gary/babylab/ 
babylabhome.html) under the direction of Dr. Gary Marcus are seeking a  
full-time lab manager to coordinate research on language acquisition  
and cognitive development in infants and young children beginning at  
the end of August 2010 and based at NYU's Greenwich Village campus.

Job duties include: (1) conducting experiments with infants, young  
children and adults; (2) training and supervising a staff of  
undergraduate research assistants; (3) general administrative duties,  
including data management and maintenance of budgets, lab web pages  
and participant recruiting systems; and (4) providing general support  
for the professors and other researchers in the laboratory.

Candidates should have: a bachelor's degree in psychology or a related  
scientific field such as cognitive science; one or more years of  
research experience; the ability to work independently; keen attention  
to detail; excellent public relations skills; and the ability to  
interact warmly and professionally with parents and children. Strong  
organizational, computational, managerial, problem-solving, and  
analytic skills are essential.

Please send a letter of interest describing your research experiences  
and career goals, a current resume, unofficial college transcript, and  
two or more reference letters to Amanda Pogue at psych.niccl at nyu.edu.

For best consideration please apply by April 7, 2010.


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From bilingualforumireland at gmail.com  Mon Mar 29 08:54:01 2010
From: bilingualforumireland at gmail.com (FrancescaLaMorgia)
Date: Mon, 29 Mar 2010 01:54:01 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <MON.29.MAR.2010.015401.0700.>

Hello,
I have just written my PhD thesis on input and dominance in bilingual
first language acquisition. If you are interested, I can send it to
you.
You can email me at francesca.lamorgia2 at mail.dcu.ie

Francesca La Morgia


On Mar 25, 3:40 pm, Maja Roch <majar... at gmail.com> wrote:
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch

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From opitzc at tcd.ie  Mon Mar 29 14:34:46 2010
From: opitzc at tcd.ie (Conny Opitz)
Date: Mon, 29 Mar 2010 15:34:46 +0100
Subject: dominant language
In-Reply-To: <98c1ae751003261709k6814225euae87fed07e09335b@mail.gmail.com>
Message-ID: <MON.29.MAR.2010.153446.0100.>

 The point about the importance of spelling out how one conceives of
dominance/balance relative to proficiency is very well made. As you point
out, they are often treated as one and the same, i.e. dominance is
established on the basis of the relative proficiency of the relevant
languages to one another. It seems to me that this is a question both of
terminology - "dominance" as "higher proficiency of one language compared to
another" vs. "the most active/accessible language" (cf. the lay person's
"Litmus test" for establishing language dominance by asking "What language
do you dream in?"), and possibly of merging co-occurring phenomena. Treating
dominance as proficiency may be appropriate in child acquisition studies
(which is not my area) if it is the case that the language in which more
input is received ends up being the more dominant (as in "active" ) AND ALSO
the more proficient ("better", more complete/developed) (be that overall or
in a specific domain). This makes sense theoretically and practically (given
relatively fixed linguistic environments during acquisition).

However, from my studying first-language attrition in post-maturational
language users (apologies if you feel introducing adults into this debate is
misplaced), it would seem that the distinction between dominance (as level
of activation/speed of access) and proficiency is a real one (thank you for
the Birdsong reference), because dominance patterns in this sense can and do
change, while proficiency in a mature L1 seems to be relatively stable. (Of
course, this raises the question of how one defines "proficiency", and
whether this concept includes the requirement for fluency.) The situation
you describe in which a person becomes dominant in L2 (in the sense of being
more fluent, having readier access to the language) but remains more
proficient in L1 (in the sense of having a greater stock of vocabulary and
of using the language more accurately and idiomatically) is fairly common
for adults who post-puberty have gone to live in another country/area with a
different language. Adult migrants who have a lot of contact with the second
language find that although their knowledge of their first language is there
somewhere, they may experience difficulty in accessing it, particularly
lexical knowledge, so there is a mismatch between proficiency (they are
relatively ok on accuracy and complexity of language use) and dominance
(speed of access is reduced).

In preparing a paper for the 2010 EuroSLA Yearbook (ref below), I have
grappled with the proficiency vs. dominance problem, and found that
disentangling knowledge of a language and the ability to use that knowledge
(proficiency) on the one hand from the facility or speed with which the
knowledge is accessed (dominance) on the other made sense for my
participants. Although there are few (no?) pure proficiency tests, different
measures focus more on one or the other dimension and thus make possible the
separation of proficiency and dominance in the above senses. Bilingual
profiles for adult bilinguals established on the basis of two tests
completed in German and English - a C-test (which is a global proficiency
test) and several verbal fluency tasks (which tap lexical access and have
been used as dominance tests) - turned out to be different for most
participants - while L1 is stronger for many participants on the C-test
(higher L1 proficiency score), the fluency tasks show a greater incidence of
L1-L2 balance or L2 dominance (higher L2 verbal fluency scores). This would
seem to indicate that there really are two different phenomena at play - but
in children this may not be as obvious.

Children are also affected by L1 attrition - in fact, it proceeds much more
rapidly and completely than in adults, though it is unclear whether they
simply lose access to their L1 (which may stop developing altogether), or
whether the knowledge is in fact altered and/or replaced by the new L2.
(This is debated in relation to adults, too, and some would claim that being
able to access the language is all that counts.) Of course, in these
situations, the developing L1, having been acquired to a lower level and
being less fixed in the mind, has a different standing to begin with. The
inverse pattern of ultimate L1 and L2 "dominance" (defined as relative
proficiency) found by Jia and Aaronson referred to previously are a function
of age-related factors (level of L1 acquisition at AOA, and different
linguistic environments/preferences). So younger arrivals tend to achieve a
lower level of L1 proficiency - and that L1 is presumably also not terribly
active. So it is possible that in children - in stable linguistic
environments - the two dimensions of proficiency and dominance (as fluent
access) develop in tandem and therefore can be treated as synonymous for
practical purposes, while in adults this would not seem warranted (unless
one deals with people living in their original linguistic environment) ...
Over to the experts!


Conny


Opitz, C. (forthc.). L1 Attrition and L2 Acquisition: Global Language
Proficiency and Language Dominance in Adult Bilinguals. *EUROSLA Yearbook *L.
Roberts. Amsterdam/Philadelphia, John Benjamins. *10*.




On 27 March 2010 01:09, Ekaterina Smyk <ekaterina.smyk at gmail.com> wrote:

> Well, it seems to me that a speaker can be considered as “always” more
> proficient in the dominant language only if dominance is defined based on a
> relative proficiency in two languages. However, if language proficiency is
> considered as a distinct construct (e.g., as a level of linguistic
> attainment), then the relations between dominance and proficiency can vary.
> For example, a speaker may be dominant in L2, but be more proficient in L1.
> There are numerous operational definitions of language dominance and
> proficiency so I am sure some people may disagree with me. I would be very
> interested in hearing other opinions as well.
> Katya
>
>
> On Fri, Mar 26, 2010 at 12:43 PM, Bruno Estigarribia <brunilda at gmail.com>wrote:
>
>> Forgive the silly question. This is not my field but the following struck
>> me as counterintuitive so I want to make sure this is what was intended:
>>
>> "For example, in order to be a highly proficient in a certain language a
>> speaker does have to be dominant in that language."
>> Isn't the converse more intuitively sensible? You can, I guess, be highly
>> proficient in two languages but (I want to say, by definition almost), only
>> dominant in one of them. Am I missing something (perhaps in the literature)
>> that contradicts this?
>> Just curious.
>> Bruno
>> --
>> Bruno Estigarribia
>> Research Assistant Professor
>> 364A Davie Hall, CB #3270
>> Department of Psychology - University of North Carolina at Chapel Hill
>> Chapel Hill, NC 27599-3270
>> USA
>>
>>  The first question here is how language dominance is defined. Sometimes
>>> language dominance is used interchangeably with language proficiency due to
>>> a definition of language dominance in terms of the relative proficiency in
>>> two languages. However, these two constructs can be distinguished in terms
>>> of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
>>> and second language grammatical processing in /Applied Psycholinguistics/).
>>> Often language dominance implies the superior performance on measures of
>>> fluency, speed, automaticity, and accuracy in processing. For example, in
>>> order to be a highly proficient in a certain language a speaker does have to
>>> be dominant in that language. In addition, assessment of language dominance
>>> is frequently based on the underlying assumption of uniform superior
>>> performance in the dominant language. However, dominance in one aspect of
>>> the language does not necessarily imply dominance in others.
>>>  Katya
>>>
>>
>


-- 
Conny Opitz
Russian and Slavonic Studies
Trinity College Dublin
Dublin 2
Ireland

Email: opitzc at tcd.ie
Tel: +353-1-8961108/8500906

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From macw at cmu.edu  Mon Mar 29 16:42:41 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 12:42:41 -0400
Subject: one million mark
Message-ID: <MON.29.MAR.2010.124241.0400.>

Dear Info-CHILDES,

    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.

Best regards,

-- Brian MacWhinney

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From slobin at berkeley.edu  Mon Mar 29 18:53:49 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Mon, 29 Mar 2010 11:53:49 -0700
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.115349.0700.>

Bravo, Brian!  You deserve the gratitude of the worldwide group of 
child language researchers.
Dan

At 09:42 AM 3/29/2010, you wrote:
>Dear Info-CHILDES,
>
>     I was happy to notice this morning that the number of "hits" to 
> the CHILDES home page since 2003 passed the one million mark 
> sometime this last weekend.  In this age of trillion dollar 
> deficits and terabyte drives, a million may seem a small 
> number.  However, for a small academic discipline, it is not bad at 
> all.  Also, I have noticed that the number of hits to the web page 
> seems to be an accelerating function, which is another nice signal.
>
>Best regards,
>
>-- 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.


******************************************************************************************************************************
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, 
University of California, Berkeley
address: 
email: slobin at berkeley.edu
2323 Rose St.                           phone (home): 
1-510-848-1769
Berkeley, CA 94708, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
******************************************************************************************************************************

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From shanley at bu.edu  Mon Mar 29 18:42:28 2010
From: shanley at bu.edu (Shanley Allen)
Date: Mon, 29 Mar 2010 14:42:28 -0400
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.144228.0400.>

Great news, Brian. And many thanks to you and Leonid and others for keeping it all working so seamlessly.
Best,
Shanley.


On Mar 29, 2010, at 12:42 PM, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.
> 
> Best regards,
> 
> -- 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.
> 
> 

****************************************************************************
Shanley Allen, PhD
Associate Professor and Chair
Department of Literacy and Language, 
     Counseling and Development
School of Education, Boston University
2 Silber Way, Boston, MA, 02215, USA

e-mail: shanley at bu.edu
phone: +1-617-358-0354
office: SED 331
web: http://efolio.bu.edu/portfolio/showPublicPortfolio.do?shareId=127
****************************************************************************




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From k1n at psu.edu  Mon Mar 29 19:37:01 2010
From: k1n at psu.edu (Keith Nelson)
Date: Mon, 29 Mar 2010 15:37:01 -0400
Subject: one million mark
In-Reply-To: <E1NwK5t-0001Is-A8@cm03fe.ist.berkeley.edu>
Message-ID: <MON.29.MAR.2010.153701.0400.>

I agree, DOUBLE BRAVOS BRIAN !!   Keith



At 11:53 AM -0700 3/29/10, Dan I. Slobin wrote:
>Bravo, Brian!  You deserve the gratitude of the 
>worldwide group of child language researchers.
>Dan
>
>At 09:42 AM 3/29/2010, you wrote:
>
>>Dear Info-CHILDES,
>>
>>     I was happy to notice this morning that the 
>>number of "hits" to the CHILDES home page since 
>>2003 passed the one million mark sometime this 
>>last weekend.  In this age of trillion dollar 
>>deficits and terabyte drives, a million may 
>>seem a small number.  However, for a small 
>>academic discipline, it is not bad at all. 
>>Also, I have noticed that the number of hits to 
>>the web page seems to be an accelerating 
>>function, which is another nice signal.
>>
>>Best regards,
>>
>>-- 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.
>>
>
>******************************************************************************************************************************
>Dan I. Slobin, Professor Emeritus of Psychology 
>and Linguistics, University of California, 
>Berkeley
>address:                                                  
>    	email: slobin at berkeley.edu
>2323 Rose St.        			phone 
>(home): 1-510-848-1769             
>Berkeley, CA 94708, USA                   
><http://psychology.berkeley.edu/faculty/profiles/dslobin.html> 
>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
>******************************************************************************************************************************
>
>--
>You received this message because you are 
>subscribed to the Google Groups "Info-CHILDES" 
>group.
>To post to this group, send email to info-childes at googlegroups.com.
>To unsubscribe from this group, send email to 
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>For more options, visit this group at 
>http://groups.google.com/group/info-childes?hl=en.


-- 



Keith Nelson
Professor of Psychology
Penn State University
414 Moore Building
University Park, PA   16802


keithnelsonart at psu.edu

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi  ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From macw at cmu.edu  Mon Mar 29 20:10:37 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 16:10:37 -0400
Subject: frogs are back
Message-ID: <MON.29.MAR.2010.161037.0400.>

Dear Info-CHILDES,

    I managed to reformat the Renner-Marchman-Slobin English frog story corpora into current CHAT format and they are now back in their rightful place on the net in the /Frogs directory with the other frog story corpora.  Sorry this took so long.

--Brian MacWhinney

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From macw at cmu.edu  Mon Mar 29 20:16:37 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 16:16:37 -0400
Subject: Leo dense database
Message-ID: <MON.29.MAR.2010.161637.0400.>

Dear Info-CHILDES,
    I am happy to announce the addition to CHILDES or a second of the Leipzig-Manchester-MPI dense database corpora.  This one is a corpus of the German child Leo, created by Heike Behrens and contributed by Heike and Elena Lieven.  For large segments of his development, Leo was recorded on a daily basis, yielding a total corpus size of 53MB, much like the 63MB Leipzig-Manchester-MPI dense corpus for the English-speaking child Thomas.  Many thanks to Heike, Elena, and their coworkers for contributing this second dense corpus.

-- Brian MacWhinney

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From aliyah.morgenstern at gmail.com  Mon Mar 29 22:57:38 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 30 Mar 2010 00:57:38 +0200
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <TUE.30.MAR.2010.005738.0200.>

Congratulations Brian! It shows how much you have given us!
Thanks a MILLION!
Aliyah MORGENSTERN

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




Le 29 mars 10 à 18:42, Brian MacWhinney a écrit :

> Dear Info-CHILDES,
>
>    I was happy to notice this morning that the number of "hits" to  
> the CHILDES home page since 2003 passed the one million mark  
> sometime this last weekend.  In this age of trillion dollar deficits  
> and terabyte drives, a million may seem a small number.  However,  
> for a small academic discipline, it is not bad at all.  Also, I have  
> noticed that the number of hits to the web page seems to be an  
> accelerating function, which is another nice signal.
>
> Best regards,
>
> -- 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 
> .
>

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From djackson at uaq.mx  Mon Mar 29 23:38:14 2010
From: djackson at uaq.mx (Donna Jackson)
Date: Mon, 29 Mar 2010 17:38:14 -0600
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.173814.0600.>

congratulations...We all know how much this means to many users.
Donna Jackson-Maldonado

Brian MacWhinney escribió:
> Dear Info-CHILDES,
>
>     I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.
>
> Best regards,
>
> -- Brian MacWhinney
>
>   

-- 
Dr. Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Autónoma de Querétaro
Querétaro, México
tel & fax: (52) 442 2180264
office: (52) 442 1921200 x. 6120/6114
web: www.donnajackson.weebly.com
e-mail: djackson at uaq.mx or djacksonmal at hotmail.com

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From sbresee at umd.edu  Tue Mar 30 03:00:30 2010
From: sbresee at umd.edu (sbresee at umd.edu)
Date: Mon, 29 Mar 2010 23:00:30 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA39@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <MON.29.MAR.2010.230030.0400.>

Thank you. 

---- Original message ----
>Date: Sun, 28 Mar 2010 18:48:31 +0100
>From: Jeanine Treffers-Daller <Jeanine.Treffers-Daller at uwe.ac.uk>  
>Subject: RE: dominance  
>To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
>
>Dear Carmen
>Many thanks for your email and your interest in my paper. I have attached it to this email. It will appear next year in the International Journal of Bilingulaism.
>Davida Fromm will probably circulate it to the mailing list shortly too.
>best wishes
>Jeanine
>=========================
>Professor Jeanine Treffers-Daller
>Professor of Linguistics
>Department of Languages, Linguistics and Area Studies
>School of Humanities, Languages and Social Sciences
>Faculty of Social Science and Humanities
>Frenchay Campus
>Coldharbour Lane
>Bristol
>BS16 1QY
>tel. 00-44-117-3282390
>Room 4D02
>________________________________________
>From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Silva-corvalan, Carmen: USC [csilva at usc.edu]
>Sent: 26 March 2010 16:39
>To: Info-CHILDES
>Subject: Re: dominance
>
>Hi Jeanine:
>I'd also be thankful if you could send me an advanced copy of your
>article or, as Barbara suggests, if you sent me the link where I could
>find it.
>All best,
>Carmen  (Silva-Corvalán)
>
>University of Southern California
>University Park Ave., THH-156
>Los Angeles, CA 90089-0358, USA
>csilva at usc.edu
>
>
>On Mar 25, 10:56 am, Jeanine Treffers-Daller <Jeanine.Treffers-
>Dal... at uwe.ac.uk> wrote:
>> Dear Maja
>> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
>> This article will appear next year in the International Journal of Bilingualism.
>>
>> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>>
>> Can send you an advance copy if you're interested.
>>
>> best wishes
>> Jeanine
>> Abstract
>> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Durán, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>>
>> best wishes
>> Jeanine
>> =========================
>> Professor Jeanine Treffers-Daller
>> Professor of Linguistics
>> Department of Languages, Linguistics and Area Studies
>> School of Humanities, Languages and Social Sciences
>> Faculty of Social Science and Humanities
>> Frenchay Campus
>> Coldharbour Lane
>> Bristol
>> BS16 1QY
>> tel. 00-44-117-3282390
>> Room 4D02
>>
>> ________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
>> Sent: 25 March 2010 16:31
>> To: CHILDES
>> Subject: dominance
>>
>> Dear Maja,
>>
>>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>>
>> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
>> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
>> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>>
>> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>>
>> Virginia
>> Childhood Bilingualism Research Centre
>> Department of Linguistics and Modern Languages
>> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>>
>> --
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-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.
>
>--
>You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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>
>________________
>Operationalising language dominance_JTD.pdf (290k bytes)

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From msyonata at huji.ac.il  Tue Mar 30 05:52:29 2010
From: msyonata at huji.ac.il (Yonata Levy)
Date: Tue, 30 Mar 2010 08:52:29 +0300
Subject: one million mark
Message-ID: <TUE.30.MAR.2010.085229.0300.>

Congratulations, Brian! and thank you for keeping the flame burning all this 
time!

Yonata.

----- Original Message ----- 
From: "Brian MacWhinney" <macw at cmu.edu>
To: "CHILDES" <info-childes at googlegroups.com>
Sent: Monday, March 29, 2010 7:42 PM
Subject: one million mark


> Dear Info-CHILDES,
>
>    I was happy to notice this morning that the number of "hits" to the 
> CHILDES home page since 2003 passed the one million mark sometime this 
> last weekend.  In this age of trillion dollar deficits and terabyte 
> drives, a million may seem a small number.  However, for a small academic 
> discipline, it is not bad at all.  Also, I have noticed that the number of 
> hits to the web page seems to be an accelerating function, which is 
> another nice signal.
>
> Best regards,
>
> -- 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.
> 

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From A.E.Baker at uva.nl  Tue Mar 30 06:50:15 2010
From: A.E.Baker at uva.nl (Baker, A.E.)
Date: Tue, 30 Mar 2010 08:50:15 +0200
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <TUE.30.MAR.2010.085015.0200.>

Congratulations, Brian, and thanks again for all the work you have put in. It is a great resource. 

Anne 


prof. dr. Anne E. Baker 
Psycholinguistics, Language Pathology and Sign Linguistics 
Universiteit van Amsterdam 
Spuistraat 210, NL 1012 VT Amsterdam. 
Tel. +31-20-5253853, 3864 (secr.) 
email:a.e.baker at uva.nl 
email secr.:taalwetenschap-fgw at uva.nl 
homepage: https://home.medewerker.uva.nl/a.e.baker 
Linguistics Research Institute Amsterdam Centre for Language and Communication 
email: aclc-fgw at uva.nl 
http://hum.uva.nl/aclc 
tel. +31-20-525-2543 

president Sign Language Linguistics Society www.slls.eu


-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Brian MacWhinney
Sent: maandag 29 maart 2010 18:43
To: CHILDES
Subject: one million mark

Dear Info-CHILDES,

    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.

Best regards,

-- Brian MacWhinney

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From serratrice at manchester.ac.uk  Tue Mar 30 15:45:31 2010
From: serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Tue, 30 Mar 2010 16:45:31 +0100
Subject: one million mark
Message-ID: <TUE.30.MAR.2010.164531.0100.>

Dear Brian,

this is excellent news indeed. Thank you for maintaining such a brilliant resource.

Best,

Ludovica Serratrice

Dr Ludovica Serratrice
The University of Manchester
School of Psychological Sciences
Ellen Wilkinson Building
Oxford Road
Manchester M13 9PL
Tel: 0161-2757208
Email: Serratrice at manchester.ac.uk
http://www.psych-sci.manchester.ac.uk/staff/93808
  


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From Roberta at udel.edu  Tue Mar 30 15:54:42 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Tue, 30 Mar 2010 11:54:42 -0400
Subject: one million mark
In-Reply-To: <20100330164531390.00000001548@HD-00A2801>
Message-ID: <TUE.30.MAR.2010.115442.0400.>

Sometimes grant expenditures pay off; sometimes they are of questionable
long term value.

Brian's grant funding for the CHILDES project over the years has turned into
a heuristic and enduring resource for us all, all over the world!

GO BRIAN! THANKS!!!
 Roberta Golinkoff

On Tue, Mar 30, 2010 at 11:45 AM, Ludovica Serratrice <
serratrice at manchester.ac.uk> wrote:

> Dear Brian,
>
> this is excellent news indeed. Thank you for maintaining such a brilliant
> resource.
>
> Best,
>
> Ludovica Serratrice
>
> Dr Ludovica Serratrice
> The University of Manchester
> School of Psychological Sciences
> Ellen Wilkinson Building
> Oxford Road
> Manchester M13 9PL
> Tel: 0161-2757208
> Email: Serratrice at manchester.ac.uk
> http://www.psych-sci.manchester.ac.uk/staff/93808
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
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> .
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>
>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From macw at cmu.edu  Tue Mar 30 16:49:51 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Mar 2010 12:49:51 -0400
Subject: gosh, blush, blush
Message-ID: <TUE.30.MAR.2010.124951.0400.>

Dear Info-CHILDES,

    Thanks for all the congratulations on the one million mark.   But,  it is not really Leonid and I who should be congratulated, but rather the entire field of child language research for (1) its continued and growing commitment to data-sharing, (2) its willingness and interest in exploring new methods in transcription, media linkage, and corpus analysis, and (3) its growing commitment to basing replicable theoretical analyses on openly shared data.  And I believe that we, as a field, should also recognize our indebtedness to the computer scientists who have built the programs and internet interfaces upon which we increasingly rely, as well as to ongoing input  from areas as diverse as speech science, computational linguistics, network modeling, linguistic theory, statistics, and conversation analysis.
   My hope is that people in child language can communicate to their colleagues in closely-allied areas such as second language learning, aphasiology, sociolinguistics, and classroom discourse, the excitement and scientific progress that can arise through this type of increased commitment to data-sharing.

-- Brian MacWhinney

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From Harriet.Jisa at univ-lyon2.fr  Tue Mar 30 16:53:09 2010
From: Harriet.Jisa at univ-lyon2.fr (Harriet Jisa)
Date: Tue, 30 Mar 2010 18:53:09 +0200
Subject: one million mark
In-Reply-To: <3946094c1003300854g31d58d6bi3576d167db40fbbd@mail.gmail.com>
Message-ID: <TUE.30.MAR.2010.185309.0200.>

Congratulations Brian! You have truly left a mark for us and for generations
to come.

Harriet

 

Professeur des Universités

Membre Senior IUF

Laboratoire Dynamique du Langage UMR 5596

Institut des Sciences de l'Homme

14 avenue Berthelot

69363 Lyon CEDEX 07

tél: 33 (0) 72 72 64 26

Fax: 33 (0)4 72 72 65 90

 

 

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From reilly1 at mail.sdsu.edu  Tue Mar 30 16:50:05 2010
From: reilly1 at mail.sdsu.edu (reilly1 at mail.sdsu.edu)
Date: Tue, 30 Mar 2010 09:50:05 -0700
Subject: frogs are back
In-Reply-To: <7BF3F749-7E59-4D71-B397-8FE40C14A07C@cmu.edu>
Message-ID: <TUE.30.MAR.2010.095005.0700.>

Hooray Brian and congratulations!
Judy Reilly

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From diva19 at hotmail.co.uk  Tue Mar 30 18:33:57 2010
From: diva19 at hotmail.co.uk (annalee harley)
Date: Tue, 30 Mar 2010 19:33:57 +0100
Subject: frogs are back
In-Reply-To: <20100330095005.CZW06479@mail.sdsu.edu>
Message-ID: <TUE.30.MAR.2010.193357.0100.>


info-childes+unsubscribe at googlegroups.com.

 
> From: reilly1 at mail.sdsu.edu
> Subject: Re: frogs are back
> To: info-childes at googlegroups.com
> Date: Tue, 30 Mar 2010 09:50:05 -0700
> 
> Hooray Brian and congratulations!
> Judy Reilly
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> 
 		 	   		  
_________________________________________________________________
Got a cool Hotmail story? Tell us now
http://clk.atdmt.com/UKM/go/195013117/direct/01/

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From doritr at post.tau.ac.il  Tue Mar 30 20:33:18 2010
From: doritr at post.tau.ac.il (Dorit Ravid)
Date: Tue, 30 Mar 2010 23:33:18 +0300
Subject: gosh, blush, blush
In-Reply-To: <62C6EDA4-E9BB-4B5A-A765-304F1CEDCD9C@cmu.edu>
Message-ID: <TUE.30.MAR.2010.233318.0300.>

"not really Leonid and I who should be congratulated, but rather the entire
field of child language research" --
But you are our voice!
Way to go, Brian!
Dorit

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 Brian MacWhinney
Sent: Tuesday, March 30, 2010 7:50 PM
To: CHILDES
Subject: gosh, blush, blush

Dear Info-CHILDES,

    Thanks for all the congratulations on the one million mark.   But,  it
is not really Leonid and I who should be congratulated, but rather the
entire field of child language research for (1) its continued and growing
commitment to data-sharing, (2) its willingness and interest in exploring
new methods in transcription, media linkage, and corpus analysis, and (3)
its growing commitment to basing replicable theoretical analyses on openly
shared data.  And I believe that we, as a field, should also recognize our
indebtedness to the computer scientists who have built the programs and
internet interfaces upon which we increasingly rely, as well as to ongoing
input  from areas as diverse as speech science, computational linguistics,
network modeling, linguistic theory, statistics, and conversation analysis.
   My hope is that people in child language can communicate to their
colleagues in closely-allied areas such as second language learning,
aphasiology, sociolinguistics, and classroom discourse, the excitement and
scientific progress that can arise through this type of increased commitment
to data-sharing.

-- Brian MacWhinney

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"Info-CHILDES" group.
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From macw at cmu.edu  Tue Mar 30 22:37:11 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Mar 2010 18:37:11 -0400
Subject: paper on Operationalizing and Measuring Language Dominance
Message-ID: <TUE.30.MAR.2010.183711.0400.>

Dear Info-CHILDES,
    A preprint of the paper by Jeanine Treffers-Daller on Operationalizing and Measuring Language Dominance set to appear in the International Journal of Bilingualism next year is now available on the Info-CHILDES Google Groups site.  To download it, you connect to the site at groups.google.com, sign in, click on Info-CHILDES, and then Files (in the rightmost column).  
   If you want to post any other papers that have been the focus of discussions, please just send me a copy and I will post them in the same place.

-- Brian MacWhinney

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From snedeker at wjh.harvard.edu  Wed Mar 31 03:01:28 2010
From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu)
Date: Tue, 30 Mar 2010 20:01:28 -0700
Subject: mystery book (children who begin speaking in sentences)
Message-ID: <TUE.30.MAR.2010.200128.0700.>

Hi folks,

Years and years ago I ran into a book when wandering through the
library stacks and I've never been able to find it again.  The topic
was on children who are reported to skip the early stages of language
production and launch immediately begin into full sentences.  The
author tried to track down some cases and concluded (if I remember
correctly) that there did appear to be some valid reports but they
were rarer than is usually believed.

Does anyone remember this book?  Or for that matter any other evidence
validating this claim.  It crops up from time to time in review
chapters and books but I can never figure out the origin of the claim.

gratefully,
Jesse Snedeker

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From ckidd at bcs.rochester.edu  Wed Mar 31 05:34:19 2010
From: ckidd at bcs.rochester.edu (Celeste Kidd)
Date: Wed, 31 Mar 2010 01:34:19 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <85ad5ba0-9fad-4c1f-9b61-fd7d8533d644@x12g2000yqx.googlegroups.com>
Message-ID: <WED.31.MAR.2010.013419.0400.>

Hi, Jesse (& all).

I don't think it's likely that these are the books you are looking for, 
since they were only published in 1998 (does that count as years and 
years ago?) and they don't quite follow the flow you describe 
(evaluating various claims, then reaching a maybe reasonable 
conclusion), but I thought it might be helpful to point them out in case 
you hadn't already encountered them in your most recent search. Thomas 
Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright 
Children Who Talk Late" make reference to these sorts of claims. On page 
18 of "Einstein", Thomas Sowell writes:

"In short, there is no standard way in which late-talking children like 
these finally begin to speak ... Some begin to speak as other children 
do, first in babbles and isolated words, and then proceed in stages 
toward normal speech, only later than other children. In other cases, 
however, children with delayed speech development did not coo or babble 
as other infants do, but remained silent right up to the moment where 
they suddenly startle their parents by speaking a complete sentence."

He makes reference to kids in his own and Stephen Camarata's studies on 
late-talkers in this chapter. I am not sure about the reliability of 
these claims, as I have not actually sought out and read the studies he 
refers to. A Dateline NBC episode on Camarata I saw in high school 
called my attention to these.

Sowell mentions a bunch of famous sentences-before-words claims and 
claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize winning 
economist Gary Becker and physicist Richard Feynman. He also talks about 
a lot of acquaintances-of-friends who talked late and in whole 
sentences. I checked his website in the hopes of finding something more 
about the studies he refers to, but didn't find them. I did find a link 
to an article where Sowell expresses his skepticism that global warming 
is a thing though 
(http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso), 
which is perhaps an indication of the value Sowell places on empirical 
evidence when making claims.

Good luck in your search!

Cheers,
Celeste

CELESTE KIDD | Brain & Cognitive Sciences
Meliora Hall 323F, Box 270268
University of Rochester, Rochester, NY 14627-0268
Email: ckidd at bcs.rochester.edu
Web: www.bcs.rochester.edu/people/ckidd/
Mobile: 617 515 2461




snedeker at wjh.harvard.edu wrote:
> Hi folks,
> 
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
> 
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
> 
> gratefully,
> Jesse Snedeker
> 

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From k.j.alcock at lancaster.ac.uk  Wed Mar 31 06:31:51 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 31 Mar 2010 09:31:51 +0300
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <4BB2DEDB.4010702@bcs.rochester.edu>
Message-ID: <WED.31.MAR.2010.093151.0300.>

I have wondered if the children who appear to begin talking in sentences are
actually those that fall into the "holistic", "tune not words" group of
children that has been described by various authors.  Parents who do not
have many other children to compare them to, but have only heard "single
words", "analytic" style children before, may think their children have no
single words, but are in fact speaking in (rather indistinct) sentences.


Katie Alcock


Katie Alcock, DPhil
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster LA1 4YF
United Kingdom
Tel +44-1524-593833

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From Jeanine.Treffers-Daller at uwe.ac.uk  Wed Mar 31 07:19:05 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Wed, 31 Mar 2010 08:19:05 +0100
Subject: paper on Operationalizing and Measuring Language Dominance
In-Reply-To: <C0C2D5F7-A01C-4EEF-87C6-C817BBDA1E57@cmu.edu>
Message-ID: <WED.31.MAR.2010.081905.0100.>

Many thanks, Brian.

I haven't forgotten that we still owe you the French SLA data - hope to get to doing the sound-data linking over the summer and then I'll send you the data.
best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 30 March 2010 23:37
To: CHILDES
Subject: paper on Operationalizing and Measuring Language Dominance

Dear Info-CHILDES,
    A preprint of the paper by Jeanine Treffers-Daller on Operationalizing and Measuring Language Dominance set to appear in the International Journal of Bilingualism next year is now available on the Info-CHILDES Google Groups site.  To download it, you connect to the site at groups.google.com, sign in, click on Info-CHILDES, and then Files (in the rightmost column).
   If you want to post any other papers that have been the focus of discussions, please just send me a copy and I will post them in the same place.

-- Brian MacWhinney

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From mccune at rci.rutgers.edu  Wed Mar 31 13:25:37 2010
From: mccune at rci.rutgers.edu (Lorraine McCune)
Date: Wed, 31 Mar 2010 09:25:37 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <C7D8C707.1526D%k.j.alcock@lancaster.ac.uk>
Message-ID: <WED.31.MAR.2010.092537.0400.>

This does seem to be an under the radar phenomenon! I had one 
participant in my first study who did speak in single words, but also 
had a lot of what seemed like jargon. We eventually realized that 
much of the jargon was "amalgams" or sentences  with the words mushed 
together. The one I always remember was "There it is" said with no 
consonants and a singsong intonation of surprise.

Lorraine McCune

At 02:31 AM 3/31/2010, you wrote:
>I have wondered if the children who appear to begin talking in sentences are
>actually those that fall into the "holistic", "tune not words" group of
>children that has been described by various authors.  Parents who do not
>have many other children to compare them to, but have only heard "single
>words", "analytic" style children before, may think their children have no
>single words, but are in fact speaking in (rather indistinct) sentences.
>
>
>Katie Alcock
>
>
>Katie Alcock, DPhil
>Lecturer
>Department of Psychology
>Lancaster University
>Fylde College
>Lancaster LA1 4YF
>United Kingdom
>Tel +44-1524-593833
>
>--
>You received this message because you are subscribed to the Google 
>Groups "Info-CHILDES" group.
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>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

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From shariellen at nyc.rr.com  Wed Mar 31 13:42:12 2010
From: shariellen at nyc.rr.com (Shari Berkowitz)
Date: Wed, 31 Mar 2010 09:42:12 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <6.2.3.4.2.20100331092236.035a58d8@rci.rutgers.edu>
Message-ID: <WED.31.MAR.2010.094212.0400.>

I may have already told this anecdote here:
My daughter's first "word" was:
'Don't touch it, it's mine!'
(with most of the consonants and all of the intention intact).

Can you guess that she was the second child?
This word-sentence was followed by mama, dada, brother, book, etc. in the
more typical fashion.

Shari Berkowitz
Mercy College
Dobbs Ferry, NY

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From KNelson at gc.cuny.edu  Wed Mar 31 14:04:51 2010
From: KNelson at gc.cuny.edu (Nelson, Katherine)
Date: Wed, 31 Mar 2010 10:04:51 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <4BB2DEDB.4010702@bcs.rochester.edu>
Message-ID: <WED.31.MAR.2010.100451.0400.>

Hi to Jesse and all,
I do not know the book or books referred to, but the phenomenon of late talkers who begin to talk in sentences almost as soon as they begin to talk at all is not exceedingly rare, at least in my experience.  It has occurred in my extended family several times: my second child (Laura) said almost nothing until the end of the second year, and by 24 months was talking extensively in complete sentences. (I had not entered graduate school at that time and did not keep a record, but the phenonenon was notable because my first daughter talked early and acquired an extensive lexicon by 18 months.) Laura's daughter (my granddaughter) followed the same pattern - virtually no babble, completely normal comprehension, and at 25 months beginning with sentences, rapidly catching up.  My niece, whom I did not track so closely, apparently followed the same pattern.

One of the boys in my 1973 monograph study (second-born) also followed this pattern.  Those familiar with the monograph recall that I focused on individual differences, but the Expressive group was different - these children spoke at similar times and rates to the Referential (object-word group) but in small phrases or expressions.  I think of the silent one's (no or a few scattered words rarely used until 2-years) as a rarer but not exotically rare case of the individuality of learning to talk.  I strongly believe that it is a mistake to instruct parents to expect early word learning of mainly nouns, but rather to expect individuality in becoming a language user.  Of course, I believe that it is a mistake for psychologists or speech and hearing experts to expect all children to follow the mean pattern too.  Comprehension of what is said is a much better indication of language during the second year than production, in my view. The following references discuss the significance of individuality in the process of learning to talk.


Nelson, K. (1973). "Structure and strategy in learning to talk." Monographs of the Society for Research in Child Development 38 (1-2, Serial No. 149).
 
Nelson, K. (1981). "Individual differences in language development: Implications for development and language." Developmental Psychology 17: 170-187.

Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual differences in early vocabulary development: redefining the referential-expressive distinction." Journal of Child Language 19: 287-310.
 
Hampson, J. and K. Nelson (1993). "The relation of maternal language to variation in rate and style of language acquisition." Journal of child language 20: 313-342.
  
Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons: Evidence, explanations, and implications." Journal of Child Language 20: 61-84.

Katherine Nelson
 

________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Celeste Kidd [ckidd at bcs.rochester.edu]
Sent: Wednesday, March 31, 2010 1:34 AM
To: info-childes at googlegroups.com
Subject: Re: mystery book (children who begin speaking in sentences)

Hi, Jesse (& all).

I don't think it's likely that these are the books you are looking for,
since they were only published in 1998 (does that count as years and
years ago?) and they don't quite follow the flow you describe
(evaluating various claims, then reaching a maybe reasonable
conclusion), but I thought it might be helpful to point them out in case
you hadn't already encountered them in your most recent search. Thomas
Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
Children Who Talk Late" make reference to these sorts of claims. On page
18 of "Einstein", Thomas Sowell writes:

"In short, there is no standard way in which late-talking children like
these finally begin to speak ... Some begin to speak as other children
do, first in babbles and isolated words, and then proceed in stages
toward normal speech, only later than other children. In other cases,
however, children with delayed speech development did not coo or babble
as other infants do, but remained silent right up to the moment where
they suddenly startle their parents by speaking a complete sentence."

He makes reference to kids in his own and Stephen Camarata's studies on
late-talkers in this chapter. I am not sure about the reliability of
these claims, as I have not actually sought out and read the studies he
refers to. A Dateline NBC episode on Camarata I saw in high school
called my attention to these.

Sowell mentions a bunch of famous sentences-before-words claims and
claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize winning
economist Gary Becker and physicist Richard Feynman. He also talks about
a lot of acquaintances-of-friends who talked late and in whole
sentences. I checked his website in the hopes of finding something more
about the studies he refers to, but didn't find them. I did find a link
to an article where Sowell expresses his skepticism that global warming
is a thing though
(http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso),
which is perhaps an indication of the value Sowell places on empirical
evidence when making claims.

Good luck in your search!

Cheers,
Celeste

CELESTE KIDD | Brain & Cognitive Sciences
Meliora Hall 323F, Box 270268
University of Rochester, Rochester, NY 14627-0268
Email: ckidd at bcs.rochester.edu
Web: www.bcs.rochester.edu/people/ckidd/
Mobile: 617 515 2461




snedeker at wjh.harvard.edu wrote:
> Hi folks,
>
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
>
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
>
> gratefully,
> Jesse Snedeker
>

--
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From ann at hawaii.edu  Wed Mar 31 15:29:25 2010
From: ann at hawaii.edu (Ann Peters)
Date: Wed, 31 Mar 2010 08:29:25 -0700
Subject: children who begin speaking in chunks
In-Reply-To: <5D45CB1E13D80E4C8B05AEDC079CE7F214E2F5B6C7@MAILBOX.gc.cuny.edu>
Message-ID: <WED.31.MAR.2010.082925.0700.>

I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
ann

Ann M. Peters, PhD
Professor Emerita and Co-Graduate Chair
Department of Linguistics, 1890 East West Road
Honolulu HI 96822               808 956-8602
ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann



----- Original Message -----
From: "Nelson, Katherine" <KNelson at gc.cuny.edu>
Date: Wednesday, March 31, 2010 7:05 am
Subject: RE: mystery book (children who begin speaking in sentences)
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

> Hi to Jesse and all,
> I do not know the book or books referred to, but the phenomenon 
> of late talkers who begin to talk in sentences almost as soon as 
> they begin to talk at all is not exceedingly rare, at least in 
> my experience.  It has occurred in my extended family 
> several times: my second child (Laura) said almost nothing until 
> the end of the second year, and by 24 months was talking 
> extensively in complete sentences. (I had not entered graduate 
> school at that time and did not keep a record, but the 
> phenonenon was notable because my first daughter talked early 
> and acquired an extensive lexicon by 18 months.) Laura's 
> daughter (my granddaughter) followed the same pattern - 
> virtually no babble, completely normal comprehension, and at 25 
> months beginning with sentences, rapidly catching up.  My 
> niece, whom I did not track so closely, apparently followed the 
> same pattern.
> 
> One of the boys in my 1973 monograph study (second-born) also 
> followed this pattern.  Those familiar with the monograph 
> recall that I focused on individual differences, but the 
> Expressive group was different - these children spoke at similar 
> times and rates to the Referential (object-word group) but in 
> small phrases or expressions.  I think of the silent one's 
> (no or a few scattered words rarely used until 2-years) as a 
> rarer but not exotically rare case of the individuality of 
> learning to talk.  I strongly believe that it is a mistake 
> to instruct parents to expect early word learning of mainly 
> nouns, but rather to expect individuality in becoming a language 
> user.  Of course, I believe that it is a mistake for 
> psychologists or speech and hearing experts to expect all 
> children to follow the mean pattern too.  Comprehension of 
> what is said is a much better indication of language during the 
> second year than production, in my view. The following 
> references discuss the significance of individuality in the 
> process of learning to talk.
> 
> 
> Nelson, K. (1973). "Structure and strategy in learning to talk." 
> Monographs of the Society for Research in Child Development 38 
> (1-2, Serial No. 149).
>  
> Nelson, K. (1981). "Individual differences in language 
> development: Implications for development and language." 
> Developmental Psychology 17: 170-187.
> 
> Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual 
> differences in early vocabulary development: redefining the 
> referential-expressive distinction." Journal of Child Language 
> 19: 287-310.
>  
> Hampson, J. and K. Nelson (1993). "The relation of maternal 
> language to variation in rate and style of language 
> acquisition." Journal of child language 20: 313-342.
>   
> Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons: 
> Evidence, explanations, and implications." Journal of Child 
> Language 20: 61-84.
> 
> Katherine Nelson
>  
> 
> ________________________________________
> From: info-childes at googlegroups.com [info-
> childes at googlegroups.com] On Behalf Of Celeste Kidd 
> [ckidd at bcs.rochester.edu]Sent: Wednesday, March 31, 2010 1:34 AM
> To: info-childes at googlegroups.com
> Subject: Re: mystery book (children who begin speaking in sentences)
> 
> Hi, Jesse (& all).
> 
> I don't think it's likely that these are the books you are 
> looking for,
> since they were only published in 1998 (does that count as years and
> years ago?) and they don't quite follow the flow you describe
> (evaluating various claims, then reaching a maybe reasonable
> conclusion), but I thought it might be helpful to point them out 
> in case
> you hadn't already encountered them in your most recent search. Thomas
> Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
> Children Who Talk Late" make reference to these sorts of claims. 
> On page
> 18 of "Einstein", Thomas Sowell writes:
> 
> "In short, there is no standard way in which late-talking 
> children like
> these finally begin to speak ... Some begin to speak as other children
> do, first in babbles and isolated words, and then proceed in stages
> toward normal speech, only later than other children. In other cases,
> however, children with delayed speech development did not coo or 
> babbleas other infants do, but remained silent right up to the 
> moment where
> they suddenly startle their parents by speaking a complete sentence."
> 
> He makes reference to kids in his own and Stephen Camarata's 
> studies on
> late-talkers in this chapter. I am not sure about the 
> reliability of
> these claims, as I have not actually sought out and read the 
> studies he
> refers to. A Dateline NBC episode on Camarata I saw in high school
> called my attention to these.
> 
> Sowell mentions a bunch of famous sentences-before-words claims and
> claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize 
> winningeconomist Gary Becker and physicist Richard Feynman. He 
> also talks about
> a lot of acquaintances-of-friends who talked late and in whole
> sentences. I checked his website in the hopes of finding 
> something more
> about the studies he refers to, but didn't find them. I did find 
> a link
> to an article where Sowell expresses his skepticism that global 
> warmingis a thing though
> (http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso),
> which is perhaps an indication of the value Sowell places on empirical
> evidence when making claims.
> 
> Good luck in your search!
> 
> Cheers,
> Celeste
> 
> CELESTE KIDD | Brain & Cognitive Sciences
> Meliora Hall 323F, Box 270268
> University of Rochester, Rochester, NY 14627-0268
> Email: ckidd at bcs.rochester.edu
> Web: www.bcs.rochester.edu/people/ckidd/
> Mobile: 617 515 2461
> 
> 
> 
> 
> snedeker at wjh.harvard.edu wrote:
> > Hi folks,
> >
> > Years and years ago I ran into a book when wandering through the
> > library stacks and I've never been able to find it 
> again.  The topic
> > was on children who are reported to skip the early stages of 
> language> production and launch immediately begin into full 
> sentences.  The
> > author tried to track down some cases and concluded (if I remember
> > correctly) that there did appear to be some valid reports but they
> > were rarer than is usually believed.
> >
> > Does anyone remember this book?  Or for that matter any 
> other evidence
> > validating this claim.  It crops up from time to time in review
> > chapters and books but I can never figure out the origin of 
> the claim.
> >
> > gratefully,
> > Jesse Snedeker
> >
> 
> --
> You received this message because you are subscribed to the 
> Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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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> 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 gleason at bu.edu  Wed Mar 31 15:40:29 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Wed, 31 Mar 2010 11:40:29 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <85ad5ba0-9fad-4c1f-9b61-fd7d8533d644@x12g2000yqx.googlegroups.com>
Message-ID: <WED.31.MAR.2010.114029.0400.>

Hi everyone,

For an old book with reference to late talkers starting out in full 
sentences, try Bertrand Russell, 1927, An Outline of Philosophy.  He 
repeats the old story about Lord Macauley, who purportedly said nothing 
until someone spilled hot tea/coffee on him when he was 4. When asked if 
he was OK, he replied, "Thank you, madame, the agony is [quite] 
[somewhat] abated."   Macauley's biographer notes that although M may 
not have spoken, he had already read the bible by this age.  

Russell also refers to Thomas Carlyle,  who was silent until the age of 
3, but then, on hearing his baby brother cry, asked, "What ails wee Jock?"

These anecdotes have an almost timeless appeal, and I think we all know 
some of our own.  For instance, I have a colleague, a psychoanalyst, who 
tells me he said nothing until the age of nearly 4, when his family took 
a holiday in Canada.  The formerly silent child looked out the train 
window and said, "Look, Daddy, Lake Ontario!"

I'm sure the science is not there (no real studies on groups of children 
who are silent until they suddenly burst forth with full blown language 
in the preschool years), but the stories, like folk tales, have 
consistent and satisfying elements.  So, why do we delight in these 
anecdotes? 

http://books.google.com/books?id=-AVp6Jm25WEC&printsec=frontcover&dq=bertrand+russell+outline+of+philosophy&source=bl&ots=YfmW4Sn0BA&sig=g1V3gmVsznY02LIlj1zBVKfECiE&hl=en&ei=6GezS8WnH8KBlAe3z5C6BA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CA4Q6AEwAQ#v=onepage&q=&f=false


Jean




snedeker at wjh.harvard.edu wrote:
> Hi folks,
>
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
>
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
>
> gratefully,
> Jesse Snedeker
>
>   

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From aliyah.morgenstern at gmail.com  Wed Mar 31 17:37:02 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Wed, 31 Mar 2010 19:37:02 +0200
Subject: children who begin speaking in chunks
In-Reply-To: <fc4aa70e17057b.4bb307e5@hawaii.edu>
Message-ID: <WED.31.MAR.2010.193702.0200.>

I highly recommand Ann Peters Units of Language Acquisition, it  
presented an innovative perspective on language acquisition in line  
with Katherine Nelson's work long before construction grammar was used  
in the field of language acquisition or known in France.

Aliyah MORGENSTERN

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




Le 31 mars 10 à 17:29, Ann Peters a écrit :

> I did some writing on these issues in the early 80s, particularly  
> addressing children who were near Katherine Nelson's Expressive end  
> of the continuum. My 1983 monograph, The Units of Language  
> Acquisition, is long out of print, but I managed to get back the  
> copyright and it is now posted on my web site, for the easy taking.
> ann
>
> Ann M. Peters, PhD
> Professor Emerita and Co-Graduate Chair
> Department of Linguistics, 1890 East West Road
> Honolulu HI 96822               808 956-8602
> ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann
>
>
>
> ----- Original Message -----
> From: "Nelson, Katherine" <KNelson at gc.cuny.edu>
> Date: Wednesday, March 31, 2010 7:05 am
> Subject: RE: mystery book (children who begin speaking in sentences)
> To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
>
> > Hi to Jesse and all,
> > I do not know the book or books referred to, but the phenomenon
> > of late talkers who begin to talk in sentences almost as soon as
> > they begin to talk at all is not exceedingly rare, at least in
> > my experience.  It has occurred in my extended family
> > several times: my second child (Laura) said almost nothing until
> > the end of the second year, and by 24 months was talking
> > extensively in complete sentences. (I had not entered graduate
> > school at that time and did not keep a record, but the
> > phenonenon was notable because my first daughter talked early
> > and acquired an extensive lexicon by 18 months.) Laura's
> > daughter (my granddaughter) followed the same pattern -
> > virtually no babble, completely normal comprehension, and at 25
> > months beginning with sentences, rapidly catching up.  My
> > niece, whom I did not track so closely, apparently followed the
> > same pattern.
> >
> > One of the boys in my 1973 monograph study (second-born) also
> > followed this pattern.  Those familiar with the monograph
> > recall that I focused on individual differences, but the
> > Expressive group was different - these children spoke at similar
> > times and rates to the Referential (object-word group) but in
> > small phrases or expressions.  I think of the silent one's
> > (no or a few scattered words rarely used until 2-years) as a
> > rarer but not exotically rare case of the individuality of
> > learning to talk.  I strongly believe that it is a mistake
> > to instruct parents to expect early word learning of mainly
> > nouns, but rather to expect individuality in becoming a language
> > user.  Of course, I believe that it is a mistake for
> > psychologists or speech and hearing experts to expect all
> > children to follow the mean pattern too.  Comprehension of
> > what is said is a much better indication of language during the
> > second year than production, in my view. The following
> > references discuss the significance of individuality in the
> > process of learning to talk.
> >
> >
> > Nelson, K. (1973). "Structure and strategy in learning to talk."
> > Monographs of the Society for Research in Child Development 38
> > (1-2, Serial No. 149).
> >
> > Nelson, K. (1981). "Individual differences in language
> > development: Implications for development and language."
> > Developmental Psychology 17: 170-187.
> >
> > Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual
> > differences in early vocabulary development: redefining the
> > referential-expressive distinction." Journal of Child Language
> > 19: 287-310.
> >
> > Hampson, J. and K. Nelson (1993). "The relation of maternal
> > language to variation in rate and style of language
> > acquisition." Journal of child language 20: 313-342.
> >
> > Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons:
> > Evidence, explanations, and implications." Journal of Child
> > Language 20: 61-84.
> >
> > Katherine Nelson
> >
> >
> > ________________________________________
> > From: info-childes at googlegroups.com [info-
> > childes at googlegroups.com] On Behalf Of Celeste Kidd
> > [ckidd at bcs.rochester.edu]Sent: Wednesday, March 31, 2010 1:34 AM
> > To: info-childes at googlegroups.com
> > Subject: Re: mystery book (children who begin speaking in sentences)
> >
> > Hi, Jesse (& all).
> >
> > I don't think it's likely that these are the books you are
> > looking for,
> > since they were only published in 1998 (does that count as years and
> > years ago?) and they don't quite follow the flow you describe
> > (evaluating various claims, then reaching a maybe reasonable
> > conclusion), but I thought it might be helpful to point them out
> > in case
> > you hadn't already encountered them in your most recent search.  
> Thomas
> > Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
> > Children Who Talk Late" make reference to these sorts of claims.
> > On page
> > 18 of "Einstein", Thomas Sowell writes:
> >
> > "In short, there is no standard way in which late-talking
> > children like
> > these finally begin to speak ... Some begin to speak as other  
> children
> > do, first in babbles and isolated words, and then proceed in stages
> > toward normal speech, only later than other children. In other  
> cases,
> > however, children with delayed speech development did not coo or
> > babbleas other infants do, but remained silent right up to the
> > moment where
> > they suddenly startle their parents by speaking a complete  
> sentence."
> >
> > He makes reference to kids in his own and Stephen Camarata's
> > studies on
> > late-talkers in this chapter. I am not sure about the
> > reliability of
> > these claims, as I have not actually sought out and read the
> > studies he
> > refers to. A Dateline NBC episode on Camarata I saw in high school
> > called my attention to these.
> >
> > Sowell mentions a bunch of famous sentences-before-words claims and
> > claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize
> > winningeconomist Gary Becker and physicist Richard Feynman. He
> > also talks about
> > a lot of acquaintances-of-friends who talked late and in whole
> > sentences. I checked his website in the hopes of finding
> > something more
> > about the studies he refers to, but didn't find them. I did find
> > a link
> > to an article where Sowell expresses his skepticism that global
> > warmingis a thing though
> > (http://www.creators.com/opinion/thomas-sowell.html? 
> columnsName=tso),
> > which is perhaps an indication of the value Sowell places on  
> empirical
> > evidence when making claims.
> >
> > Good luck in your search!
> >
> > Cheers,
> > Celeste
> >
> > CELESTE KIDD | Brain & Cognitive Sciences
> > Meliora Hall 323F, Box 270268
> > University of Rochester, Rochester, NY 14627-0268
> > Email: ckidd at bcs.rochester.edu
> > Web: www.bcs.rochester.edu/people/ckidd/
> > Mobile: 617 515 2461
> >
> >
> >
> >
> > snedeker at wjh.harvard.edu wrote:
> > > Hi folks,
> > >
> > > Years and years ago I ran into a book when wandering through the
> > > library stacks and I've never been able to find it
> > again.  The topic
> > > was on children who are reported to skip the early stages of
> > language> production and launch immediately begin into full
> > sentences.  The
> > > author tried to track down some cases and concluded (if I remember
> > > correctly) that there did appear to be some valid reports but they
> > > were rarer than is usually believed.
> > >
> > > Does anyone remember this book?  Or for that matter any
> > other evidence
> > > validating this claim.  It crops up from time to time in review
> > > chapters and books but I can never figure out the origin of
> > the claim.
> > >
> > > gratefully,
> > > Jesse Snedeker
> > >
> >
> > --
> > You received this message because you are subscribed to the
> > Google Groups "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send 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 
> .

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From slobin at berkeley.edu  Wed Mar 31 19:58:48 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Wed, 31 Mar 2010 12:58:48 -0700
Subject: out of copyright
In-Reply-To: <fc4aa70e17057b.4bb307e5@hawaii.edu>
Message-ID: <WED.31.MAR.2010.125848.0700.>

Well done, Ann - I mean posting your book.  How did you get the 
copyright back?  I'd like to try that too.

Warm regards,
Dan

At 08:29 AM 3/31/2010, you wrote:
>I did some writing on these issues in the early 80s, particularly 
>addressing children who were near Katherine Nelson's Expressive end 
>of the continuum. My 1983 monograph, The Units of Language 
>Acquisition, is long out of print, but I managed to get back the 
>copyright and it is now posted on my web site, for the easy taking.
>ann
>
>Ann M. Peters, PhD
>Professor Emerita and Co-Graduate Chair
>Department of Linguistics, 1890 East West Road
>Honolulu HI 96822               808 956-8602
>ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann
>


******************************************************************************************************************************
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, 
University of California, Berkeley
address: 
email: slobin at berkeley.edu
2323 Rose St.                           phone (home): 
1-510-848-1769
Berkeley, CA 94708, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
******************************************************************************************************************************

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From bpearson at research.umass.edu  Wed Mar 31 20:11:24 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Wed, 31 Mar 2010 16:11:24 -0400
Subject: out of copyright
Message-ID: <WED.31.MAR.2010.161124.0400.>

Dear Dan,
I don't know how Ann did it, but I just asked.  So, Random House gave me the Spanish language rights to my book back.  Their contract department sent me an addendum to the original contract. The fun part is that I'm getting my book published in Spanish(!)  (The little company in Spain has also asked for the rights to Basque, Gallego, and Catalan, but they haven't come through as easily.  I guess it has about zero priority for them.)

Asking is a good starting point.

Cheers,
Barbara
*************************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Depts of Linguistics & Communication Disorders
RAB, 70 Butterfield Terrace
University of Massachusetts
Amherst MA 01003

Tel: 413-545-5023
Fax: 413-545-2792

bpearson at research.umass.edu
www.umass.edu/aae/bp_indexold.htm 
www.zurer.com/pearson/bilingualchild/


  ----- Original Message ----- 
  From: Dan I. Slobin 
  To: info-childes at googlegroups.com 
  Sent: Wednesday, March 31, 2010 3:58 PM
  Subject: out of copyright


  Well done, Ann - I mean posting your book.  How did you get the copyright back?  I'd like to try that too.

  Warm regards,
  Dan

  At 08:29 AM 3/31/2010, you wrote:

    I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
    ann

    Ann M. Peters, PhD
    Professor Emerita and Co-Graduate Chair
    Department of Linguistics, 1890 East West Road
    Honolulu HI 96822               808 956-8602
    ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann



  ******************************************************************************************************************************
  Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley
  address:                                                        email: slobin at berkeley.edu
  2323 Rose St.                             phone (home): 1-510-848-1769                    
  Berkeley, CA 94708, USA                          http://psychology.berkeley.edu/faculty/profiles/dslobin.html
  ******************************************************************************************************************************



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From ann at hawaii.edu  Wed Mar 31 20:39:35 2010
From: ann at hawaii.edu (Ann Peters)
Date: Wed, 31 Mar 2010 13:39:35 -0700
Subject: out of copyright
In-Reply-To: <E1Nx43p-0007uU-81@cm02fe.ist.berkeley.edu>
Message-ID: <WED.31.MAR.2010.133935.0700.>

Hi Dan,
As Barbara said, I just asked - Cambridge in my case. Then I had to get it scanned in and do a spell check to check for scanning errors. Good luck!
ann

Ann M. Peters, PhD
Professor Emerita and Co-Graduate Chair
Department of Linguistics, 1890 East West Road
Honolulu HI 96822               808 956-8602
ann at hawaii.edu                   http://www.ling.hawaii.edu/faculty/ann



----- Original Message -----
From: "Dan I. Slobin" <slobin at berkeley.edu>
Date: Wednesday, March 31, 2010 12:59 pm
Subject: out of copyright
To: info-childes at googlegroups.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.
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|

> Well done, Ann - I mean posting your book.  How did you get the copyright back?  I'd like to try that too.
> 
> Warm regards,
> Dan
> 
> At 08:29 AM 3/31/2010, you wrote:

> I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
> ann
> 
> Ann M. Peters, PhD
> Professor Emerita and Co-Graduate Chair
> Department of Linguistics, 1890 East West Road
> Honolulu HI 96822               808 956-8602
> ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann
> 

> 
> ******************************************************************************************************************************
> Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley
> address:                                                        email: slobin at berkeley.edu
> 2323 Rose St.                             phone (home): 1-510-848-1769                    
> Berkeley, CA 94708, USA                          http://psychology.berkeley.edu/faculty/profiles/dslobin.html
> ******************************************************************************************************************************

|-----------------------------------------------------------



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From k.j.alcock at lancaster.ac.uk  Mon Mar  1 10:39:44 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Mon, 1 Mar 2010 10:39:44 +0000
Subject: Your Baby Can Read....Research?
In-Reply-To: <Gophermail.2.0.1002281721430.22598@vs-a.tc.umn.edu>
Message-ID: <MON.1.MAR.2010.103944.0000.>

Recent interventions with children who have Down Syndrome suggest that yes,
it is possible for a child whose functioning is overall at a level of about
16 months to learn to match visual words, to associate visual words with
objects, and to associate visual words with spoken words.

The early indications are this is very helpful for children whose visual
skills are a strength and whose articulation is not great - but I'm not
quite sure why - apart from curiosity/the Everest factor - you'd want to do
this with typically developing children.


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

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From slornat at psi.ucm.es  Mon Mar  1 12:29:52 2010
From: slornat at psi.ucm.es (Susana Lopez Ornat)
Date: Mon, 1 Mar 2010 13:29:52 +0100
Subject: Your Baby Can Read....Research?
Message-ID: <MON.1.MAR.2010.132952.0100.>

Chris, I loved your sensible message

Dra.Susana L?pez Ornat

Dpto. Psicolog?a B?sica II
Facultad de Psicolog?a
Universidad Complutense de Madrid
Madrid 28223



----- Original Message ----- 
From: <wing0050 at umn.edu>
To: <info-childes at googlegroups.com>
Sent: Monday, March 01, 2010 12:21 AM
Subject: Re: Your Baby Can Read....Research?


Hi, Liz:

I am guessing that you are the wonderful type of parent who will provide a
stimulating environment for your child in a myriad of ways, and so my sense
is that whether you include early reading in this stimulating environment
or not, your child will do well. I have been asked this and similar
questions (re electronic programs, Baby Einstein, signing, early reading,
etc.) by a significant number of parents, and my response is generally that
given the gestalt of supportive and stimulating parenting that will occur
under your tutelage, you child will do well with or without early reading.
However, having said that, my own bias is that there is not much to be
gained by this pursuit. Generally, research on preschool readers indicates
that they tend to join a well-educated cohort at the same reading level by
grade 3. My own bias, having reviewed the sensorimotor literature and
worked with a good number of sensorimotor therapists over the course of my
career as an SLP, is to prioritize for young children hands-on and
multi-sensory experiences, accompanied by the appropriate oral language, as
the best foundation for future learning. (I also read that one of the
causative factors in our immune deficiency-prone society is our lack of
exposure to good old dirt and other nasty substances at an early age.)
While I emphasize pre-literacy and literacy skills to my low SES (and
wonderful) cohort of prschool children and parents, my advice to
well-educated and middle income and beyond cohorts is to sit back, talk to
your child, and get dirty.
Chris Wing,
Doctoral Candidate
Speech-Language-Hearing Sciences
University of Minnesota
United States of America


On Feb 28 2010, Aliyah MORGENSTERN wrote:

>Dear Liz,
>I don't know the program, so I can't judge but I'm a bit amazed. We  want 
>babies to baby-sign at 9 months (which isn't acquiring sign  language in a 
>signing environment) and now to read at 16 months...  Maybe it is important 
>that children be kept in a non literate world  for a few years and use 
>their ears (when they can) before entering  language through reading 
>skills. Reading is extremely important, but  literacy does change our 
>perspective on language and I'm personally  glad we all spend a few years 
>developing our oral language, our  gestures, ou prosody, and all that comes 
>with the vocal modality. I do  think that literacy changes our whole 
>perspective onclangauge. We gain  a new world, we lose what cultures 
>without a writing system did  maintain. But I'm not a specialist in that 
>field. It seems to me that  reading too soon could get them focussed on 
>different skills and they  might not use their natural capacities and the 
>specific cognitive and  mostly interactional or social skills as much. But 
>I might be wrong,  we all code-switch between two languages, some of us 
>from birth, maybe  that is just the same. It might just bring more to them 
>and be an  enrichment. I was glad my kids learned to play music at four 
>where  some of my friends found that it was totally crazy...
>If you decide to go ahead, let me know what you think of it.
>
>Best,
>Aliyah MORGENSTERN
>
>Professeur de linguistique
>Universit? Sorbonne Nouvelle - Paris 3
>Institut du Monde Anglophone
>5 rue de l'Ecole de M?decine
>75006 Paris
>
>
>
>
>Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> -- 
>> You received this message because you are subscribed to the Google 
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
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>> 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 wing0050 at umn.edu  Mon Mar  1 13:12:06 2010
From: wing0050 at umn.edu (wing0050 at umn.edu)
Date: Mon, 1 Mar 2010 07:12:06 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <E4C9826DC52641CAA793BF1A68C6A799@equipo>
Message-ID: <MON.1.MAR.2010.071206.0600.>

Thank you, Dr. Ornat. Chris 


On Mar 1 2010, Susana Lopez Ornat wrote:

>Chris, I loved your sensible message
>
>Dra.Susana L?pez Ornat
>
>Dpto. Psicolog?a B?sica II
>Facultad de Psicolog?a
>Universidad Complutense de Madrid
>Madrid 28223
>
>
>
>----- Original Message ----- 
>From: <wing0050 at umn.edu>
>To: <info-childes at googlegroups.com>
>Sent: Monday, March 01, 2010 12:21 AM
>Subject: Re: Your Baby Can Read....Research?
>
>
>Hi, Liz:
>
>I am guessing that you are the wonderful type of parent who will provide a
>stimulating environment for your child in a myriad of ways, and so my sense
>is that whether you include early reading in this stimulating environment
>or not, your child will do well. I have been asked this and similar
>questions (re electronic programs, Baby Einstein, signing, early reading,
>etc.) by a significant number of parents, and my response is generally that
>given the gestalt of supportive and stimulating parenting that will occur
>under your tutelage, you child will do well with or without early reading.
>However, having said that, my own bias is that there is not much to be
>gained by this pursuit. Generally, research on preschool readers indicates
>that they tend to join a well-educated cohort at the same reading level by
>grade 3. My own bias, having reviewed the sensorimotor literature and
>worked with a good number of sensorimotor therapists over the course of my
>career as an SLP, is to prioritize for young children hands-on and
>multi-sensory experiences, accompanied by the appropriate oral language, as
>the best foundation for future learning. (I also read that one of the
>causative factors in our immune deficiency-prone society is our lack of
>exposure to good old dirt and other nasty substances at an early age.)
>While I emphasize pre-literacy and literacy skills to my low SES (and
>wonderful) cohort of prschool children and parents, my advice to
>well-educated and middle income and beyond cohorts is to sit back, talk to
>your child, and get dirty.
>Chris Wing,
>Doctoral Candidate
>Speech-Language-Hearing Sciences
>University of Minnesota
>United States of America
>
>
>On Feb 28 2010, Aliyah MORGENSTERN wrote:
>
>>Dear Liz,
>>I don't know the program, so I can't judge but I'm a bit amazed. We  want 
>> babies to baby-sign at 9 months (which isn't acquiring sign language in 
>> a
>> signing environment) and now to read at 16 months... Maybe it is 
>> important
>>that children be kept in a non literate world  for a few years and use 
>>their ears (when they can) before entering  language through reading 
>>skills. Reading is extremely important, but  literacy does change our 
>>perspective on language and I'm personally  glad we all spend a few years 
>> developing our oral language, our gestures, ou prosody, and all that 
>> comes
>>with the vocal modality. I do  think that literacy changes our whole 
>>perspective onclangauge. We gain  a new world, we lose what cultures 
>>without a writing system did  maintain. But I'm not a specialist in that 
>>field. It seems to me that  reading too soon could get them focussed on 
>>different skills and they  might not use their natural capacities and the 
>> specific cognitive and mostly interactional or social skills as much. 
>> But
>>I might be wrong,  we all code-switch between two languages, some of us 
>> from birth, maybe that is just the same. It might just bring more to 
>> them
>>and be an  enrichment. I was glad my kids learned to play music at four 
>>where  some of my friends found that it was totally crazy...
>>If you decide to go ahead, let me know what you think of it.
>>
>>Best,
>>Aliyah MORGENSTERN
>>
>>Professeur de linguistique
>>Universit? Sorbonne Nouvelle - Paris 3
>>Institut du Monde Anglophone
>>5 rue de l'Ecole de M?decine
>>75006 Paris
>>
>>
>>
>>
>>Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>>
>>> Hello Everybody,
>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>> Baby Can Read Program, but when i started watching it, it seems too
>>> good to be true, and i was asking my Language Acquisition professor
>>> and she suggested that i inquire within to see if anyone knows the
>>> research behind this program and if there are any down falls or
>>> reasons why i shouldnt continue with the program with my daughter. I
>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>> what would the Cons be. Thank you so much for your time. Any comments
>>> will be appreciated
>>>
>>> Liz Pattison
>>>
>>> -- 
>>> You received this message because you are subscribed to the Google 
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to 
>>> info-childes+unsubscribe at googlegroups.com
>>> .
>>> For more options, visit this group at 
>>> http://groups.google.com/group/info-childes?hl=en
>>> .
>>>
>>
>>
>
>

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From luckhurst at lasalle.edu  Mon Mar  1 13:24:47 2010
From: luckhurst at lasalle.edu (Luckhurst, Joan)
Date: Mon, 1 Mar 2010 08:24:47 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <Gophermail.2.0.1002281721430.22598@vs-a.tc.umn.edu>
Message-ID: <MON.1.MAR.2010.082447.0500.>

Dear Liz & others, 
Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
Joan
Joan A. Luckhurst, Ph.D., CCC-SLP
Assistant Professor
La Salle University
Benilde 2216
1900 W. Olney Ave.
Philadelphia, Pa  19141
(215) 951-1609

The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
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________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
Sent: Sunday, February 28, 2010 6:21 PM
To: info-childes at googlegroups.com
Subject: Re: Your Baby Can Read....Research?

Hi, Liz:

I am guessing that you are the wonderful type of parent who will provide a
stimulating environment for your child in a myriad of ways, and so my sense
is that whether you include early reading in this stimulating environment
or not, your child will do well. I have been asked this and similar
questions (re electronic programs, Baby Einstein, signing, early reading,
etc.) by a significant number of parents, and my response is generally that
given the gestalt of supportive and stimulating parenting that will occur
under your tutelage, you child will do well with or without early reading.
However, having said that, my own bias is that there is not much to be
gained by this pursuit. Generally, research on preschool readers indicates
that they tend to join a well-educated cohort at the same reading level by
grade 3. My own bias, having reviewed the sensorimotor literature and
worked with a good number of sensorimotor therapists over the course of my
career as an SLP, is to prioritize for young children hands-on and
multi-sensory experiences, accompanied by the appropriate oral language, as
the best foundation for future learning. (I also read that one of the
causative factors in our immune deficiency-prone society is our lack of
exposure to good old dirt and other nasty substances at an early age.)
While I emphasize pre-literacy and literacy skills to my low SES (and
wonderful) cohort of prschool children and parents, my advice to
well-educated and middle income and beyond cohorts is to sit back, talk to
your child, and get dirty.
Chris Wing,
Doctoral Candidate
Speech-Language-Hearing Sciences
University of Minnesota
United States of America


On Feb 28 2010, Aliyah MORGENSTERN wrote:

>Dear Liz,
>I don't know the program, so I can't judge but I'm a bit amazed. We
>want babies to baby-sign at 9 months (which isn't acquiring sign
>language in a signing environment) and now to read at 16 months...
>Maybe it is important that children be kept in a non literate world
>for a few years and use their ears (when they can) before entering
>language through reading skills. Reading is extremely important, but
>literacy does change our perspective on language and I'm personally
>glad we all spend a few years developing our oral language, our
>gestures, ou prosody, and all that comes with the vocal modality. I do
>think that literacy changes our whole perspective onclangauge. We gain
>a new world, we lose what cultures without a writing system did
>maintain. But I'm not a specialist in that field. It seems to me that
>reading too soon could get them focussed on different skills and they
>might not use their natural capacities and the specific cognitive and
>mostly interactional or social skills as much. But I might be wrong,
>we all code-switch between two languages, some of us from birth, maybe
>that is just the same. It might just bring more to them and be an
>enrichment. I was glad my kids learned to play music at four where
>some of my friends found that it was totally crazy...
>If you decide to go ahead, let me know what you think of it.
>
>Best,
>Aliyah MORGENSTERN
>
>Professeur de linguistique
>Universit? Sorbonne Nouvelle - Paris 3
>Institut du Monde Anglophone
>5 rue de l'Ecole de M?decine
>75006 Paris
>
>
>
>
>Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> --
>> You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com
>> .
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en
>> .
>>
>
>

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From khirshpa at temple.edu  Mon Mar  1 13:57:03 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Mon, 1 Mar 2010 08:57:03 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <45D4449FE9C32848B85D9DA9CF703340336D6405D9@mail-srv2.email.local>
Message-ID: <MON.1.MAR.2010.085703.0500.>

Liz and others:

I could not agree more with Joan and have been troubled by the claims Dr. Robert Titzer makes for some time. HIs blog self identifies Titzer as a "Recognized expert and infant researcher."   He goes on to say, " His research on reading during infant and toddler years captured the interest of educators, researchers, parents, government agencies, and the media worldwide. Dr. Titzer has been published in scientific journals, including the prestigious Psychological Review." ( http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of language and literacy, I have yet to come across any research that he has done. In fact, the prestigious Psychology Review paper that Titzer mentions was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the context of acting: The Task dynamics of the A-not-B error" published in 1999 with no reference at all to reading. Titzer's PhD according to his own report is from the Department of Human Performance at the University of Indiana, which on their lab site is a school of "health, physical education and recreation."  It would be interesting to see what he studied for his dissertation. 

Early reading and language development are areas where we really do have a lot of data.  In fact the recent review of early reading research by the National Early Literacy Panel (September 2009) along with responses to that report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy. National Institute for Early Education Research website: http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of where the literature is right now.   We have for many years known that children can memorize written symbols and associate them with meaning (very young children know the double arches are associated with McDonalds).  But becoming a real reader requires much more.  And for young children, building a strong base in language and a love for books is probably a better use of time than investing in unproven programs that are more commercially than data-driven. 

Kathy







On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:

> Dear Liz & others, 
> Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
> Joan
> Joan A. Luckhurst, Ph.D., CCC-SLP
> Assistant Professor
> La Salle University
> Benilde 2216
> 1900 W. Olney Ave.
> Philadelphia, Pa  19141
> (215) 951-1609
> 
> The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
> intended purpose is prohibited.  If you have received this transmission in error, please contact the sender.
> ________________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
> Sent: Sunday, February 28, 2010 6:21 PM
> To: info-childes at googlegroups.com
> Subject: Re: Your Baby Can Read....Research?
> 
> Hi, Liz:
> 
> I am guessing that you are the wonderful type of parent who will provide a
> stimulating environment for your child in a myriad of ways, and so my sense
> is that whether you include early reading in this stimulating environment
> or not, your child will do well. I have been asked this and similar
> questions (re electronic programs, Baby Einstein, signing, early reading,
> etc.) by a significant number of parents, and my response is generally that
> given the gestalt of supportive and stimulating parenting that will occur
> under your tutelage, you child will do well with or without early reading.
> However, having said that, my own bias is that there is not much to be
> gained by this pursuit. Generally, research on preschool readers indicates
> that they tend to join a well-educated cohort at the same reading level by
> grade 3. My own bias, having reviewed the sensorimotor literature and
> worked with a good number of sensorimotor therapists over the course of my
> career as an SLP, is to prioritize for young children hands-on and
> multi-sensory experiences, accompanied by the appropriate oral language, as
> the best foundation for future learning. (I also read that one of the
> causative factors in our immune deficiency-prone society is our lack of
> exposure to good old dirt and other nasty substances at an early age.)
> While I emphasize pre-literacy and literacy skills to my low SES (and
> wonderful) cohort of prschool children and parents, my advice to
> well-educated and middle income and beyond cohorts is to sit back, talk to
> your child, and get dirty.
> Chris Wing,
> Doctoral Candidate
> Speech-Language-Hearing Sciences
> University of Minnesota
> United States of America
> 
> 
> On Feb 28 2010, Aliyah MORGENSTERN wrote:
> 
>> Dear Liz,
>> I don't know the program, so I can't judge but I'm a bit amazed. We
>> want babies to baby-sign at 9 months (which isn't acquiring sign
>> language in a signing environment) and now to read at 16 months...
>> Maybe it is important that children be kept in a non literate world
>> for a few years and use their ears (when they can) before entering
>> language through reading skills. Reading is extremely important, but
>> literacy does change our perspective on language and I'm personally
>> glad we all spend a few years developing our oral language, our
>> gestures, ou prosody, and all that comes with the vocal modality. I do
>> think that literacy changes our whole perspective onclangauge. We gain
>> a new world, we lose what cultures without a writing system did
>> maintain. But I'm not a specialist in that field. It seems to me that
>> reading too soon could get them focussed on different skills and they
>> might not use their natural capacities and the specific cognitive and
>> mostly interactional or social skills as much. But I might be wrong,
>> we all code-switch between two languages, some of us from birth, maybe
>> that is just the same. It might just bring more to them and be an
>> enrichment. I was glad my kids learned to play music at four where
>> some of my friends found that it was totally crazy...
>> If you decide to go ahead, let me know what you think of it.
>> 
>> Best,
>> Aliyah MORGENSTERN
>> 
>> Professeur de linguistique
>> Universit? Sorbonne Nouvelle - Paris 3
>> Institut du Monde Anglophone
>> 5 rue de l'Ecole de M?decine
>> 75006 Paris
>> 
>> 
>> 
>> 
>> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>> 
>>> Hello Everybody,
>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>> Baby Can Read Program, but when i started watching it, it seems too
>>> good to be true, and i was asking my Language Acquisition professor
>>> and she suggested that i inquire within to see if anyone knows the
>>> research behind this program and if there are any down falls or
>>> reasons why i shouldnt continue with the program with my daughter. I
>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>> what would the Cons be. Thank you so much for your time. Any comments
>>> will be appreciated
>>> 
>>> Liz Pattison
>>> 
>>> --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to
>>> info-childes+unsubscribe at googlegroups.com
>>> .
>>> For more options, visit this group at
>>> http://groups.google.com/group/info-childes?hl=en
>>> .
>>> 
>> 
>> 
> 
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From pgordon at tc.columbia.edu  Mon Mar  1 02:14:34 2010
From: pgordon at tc.columbia.edu (Peter Gordon)
Date: Sun, 28 Feb 2010 21:14:34 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com>
Message-ID: <SUN.28.FEB.2010.211434.0500.>

Liz,

Although I have not investigated this program, I have seen it on TV too.  It
seems clear that babies are not "reading" in the sense of acquiring a
grapheme to phoneme correspondence for alphabetic symbols, but instead are
associating the whole word-shape with its sound.  So the skill could not
transfer, say, to novel type faces and it would definitely not transfer to
novel words that have not been taught already. In a way, this would be
similar to an animal learning a conditioned response to seeing a particular
configuration of lines and arcs.  Imagine, if you will, a rat who is trained
to press a lever when it sees the word-shape "PRESS" light up on a screen.
Or, for example, I'm sure that you could learn to associate a word-shape in,
say, Arabic script with the sound of the word, but without understanding the
compositionality of the symbols, you are not really reading.  You might as
well be sounding out the word in English.

In this sense, the pros would not include learning to read or expanding
vocabulary (in any real sense), but the cons might include thinking your
baby can read already and not bothering to teach reading the harder way.
However, your baby will have learned a neat party trick, which is still very
impressive.

Regards,

Peter Gordon


Peter Gordon, Associate Professor
Biobehavioral Sciences Department
Teachers College, Columbia University
525 W 120th St. Box 180
New York, NY 10027

E-mail: pgordon at tc.edu
Phone:  212 678-8162 (Office)
        212 678-8169 (Lab)
        212 678-8233 (Fax)

Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328









On 2/28/10 4:53 PM, "Liz P." <lizspeedvelmag at gmail.com> wrote:

> Hello Everybody,
> I have a 16 month old baby girl, and i just recently acquired the Your
> Baby Can Read Program, but when i started watching it, it seems too
> good to be true, and i was asking my Language Acquisition professor
> and she suggested that i inquire within to see if anyone knows the
> research behind this program and if there are any down falls or
> reasons why i shouldnt continue with the program with my daughter. I
> can see the Pros (shell learn to read and expand her vocabulary) but
> what would the Cons be. Thank you so much for your time. Any comments
> will be appreciated
> 
> Liz Pattison

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From bpearson at research.umass.edu  Mon Mar  1 15:22:57 2010
From: bpearson at research.umass.edu (bpearson at research.umass.edu)
Date: Mon, 1 Mar 2010 10:22:57 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <A9D0DE12-2F98-4864-8047-1F5A0579E5A4@temple.edu>
Message-ID: <MON.1.MAR.2010.102257.0500.>

Right on, Kathy!
(I thought right away of your "Einstein/ flashcards" book.)
Thanks for the references.

Best,
Barbara

And thanks for including Susan Linn on your message.  I just read her  
book, Consuming Kids, and it was chilling (although the advertising  
about baby cognition was not the worst of it).


Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:

> Liz and others:
>
> I could not agree more with Joan and have been troubled by the  
> claims Dr. Robert Titzer makes for some time. HIs blog self  
> identifies Titzer as a "Recognized expert and infant researcher."    
> He goes on to say, " His research on reading during infant and  
> toddler years captured the interest of educators, researchers,  
> parents, government agencies, and the media worldwide. Dr. Titzer  
> has been published in scientific journals, including the prestigious  
> Psychological Review." ( http://www.infantlearning.com/DrTitzer/).   
> As a researcher in the field of language and literacy, I have yet to  
> come across any research that he has done. In fact, the prestigious  
> Psychology Review paper that Titzer mentions was by Linda Smith,  
> Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in  
> the context of acting: The Task dynamics of the A-not-B error"  
> published in 1999 with no reference at all to reading. Titzer's PhD  
> according to his own report is from the Department of Human  
> Performance at the University of Indiana, which on their lab site is  
> a school of "health, physical education and recreation."  It would  
> be interesting to see what he studied for his dissertation.
>
> Early reading and language development are areas where we really do  
> have a lot of data.  In fact the recent review of early reading  
> research by the National Early Literacy Panel (September 2009) along  
> with responses to that report ( see Dickinson, D., Golinkoff, R. M.,  
> Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of  
> emergent literacy: A response to the National Institute for Literacy  
> Report on Early Literacy. National Institute for Early Education  
> Research website: http://nieer.org/docs/index.php?DocID=252)) can  
> give you a real sense of where the literature is right now.   We  
> have for many years known that children can memorize written symbols  
> and associate them with meaning (very young children know the double  
> arches are associated with McDonalds).  But becoming a real reader  
> requires much more.  And for young children, building a strong base  
> in language and a love for books is probably a better use of time  
> than investing in unproven programs that are more commercially than  
> data-driven.
>
> Kathy
>
>
>
>
>
>
>
> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>
>> Dear Liz & others,
>> Chris is exactly on target with her advice. In relation to the  
>> evidence base for these kinds of programs, I have yet to find any  
>> that is supportive. The only "evidence" appears to be from the  
>> anecdotal information provided by the author/publisher.  I have yet  
>> to see any independent, unbiased evidence. As Chris so aptly  
>> pointed out, early development, including linguistic development  
>> involves hands-on, functional and concrete experiences.  The  
>> foundation for later literacy, whether it occur early or a bit  
>> later is dependent upon these early learning experiences.  
>> Unfortunately, there are many opportunists out there who take  
>> advantage of parents' eagerness and concern over their children's  
>> welfare.
>> Joan
>> Joan A. Luckhurst, Ph.D., CCC-SLP
>> Assistant Professor
>> La Salle University
>> Benilde 2216
>> 1900 W. Olney Ave.
>> Philadelphia, Pa  19141
>> (215) 951-1609
>>
>> The information contained in this electronic transmission and any  
>> attachments hereto is considered proprietary and confidential.   
>> Distribution of this material to anyone other than the addressed is  
>> prohibited.  Any disclosure, copying, distribution or use of the  
>> contents of this transmission or any attachments hereto for any  
>> reason other than their
>> intended purpose is prohibited.  If you have received this  
>> transmission in error, please contact the sender.
>> ________________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com]  
>> On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>> Sent: Sunday, February 28, 2010 6:21 PM
>> To: info-childes at googlegroups.com
>> Subject: Re: Your Baby Can Read....Research?
>>
>> Hi, Liz:
>>
>> I am guessing that you are the wonderful type of parent who will provide a
>> stimulating environment for your child in a myriad of ways, and so my sense
>> is that whether you include early reading in this stimulating environment
>> or not, your child will do well. I have been asked this and similar
>> questions (re electronic programs, Baby Einstein, signing, early reading,
>> etc.) by a significant number of parents, and my response is generally that
>> given the gestalt of supportive and stimulating parenting that will occur
>> under your tutelage, you child will do well with or without early reading.
>> However, having said that, my own bias is that there is not much to be
>> gained by this pursuit. Generally, research on preschool readers indicates
>> that they tend to join a well-educated cohort at the same reading level by
>> grade 3. My own bias, having reviewed the sensorimotor literature and
>> worked with a good number of sensorimotor therapists over the course of my
>> career as an SLP, is to prioritize for young children hands-on and
>> multi-sensory experiences, accompanied by the appropriate oral language, as
>> the best foundation for future learning. (I also read that one of the
>> causative factors in our immune deficiency-prone society is our lack of
>> exposure to good old dirt and other nasty substances at an early age.)
>> While I emphasize pre-literacy and literacy skills to my low SES (and
>> wonderful) cohort of prschool children and parents, my advice to
>> well-educated and middle income and beyond cohorts is to sit back, talk to
>> your child, and get dirty.
>> Chris Wing,
>> Doctoral Candidate
>> Speech-Language-Hearing Sciences
>> University of Minnesota
>> United States of America
>>
>>
>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>
>>> Dear Liz,
>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>> language in a signing environment) and now to read at 16 months...
>>> Maybe it is important that children be kept in a non literate world
>>> for a few years and use their ears (when they can) before entering
>>> language through reading skills. Reading is extremely important, but
>>> literacy does change our perspective on language and I'm personally
>>> glad we all spend a few years developing our oral language, our
>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>> think that literacy changes our whole perspective onclangauge. We gain
>>> a new world, we lose what cultures without a writing system did
>>> maintain. But I'm not a specialist in that field. It seems to me that
>>> reading too soon could get them focussed on different skills and they
>>> might not use their natural capacities and the specific cognitive and
>>> mostly interactional or social skills as much. But I might be wrong,
>>> we all code-switch between two languages, some of us from birth, maybe
>>> that is just the same. It might just bring more to them and be an
>>> enrichment. I was glad my kids learned to play music at four where
>>> some of my friends found that it was totally crazy...
>>> If you decide to go ahead, let me know what you think of it.
>>>
>>> Best,
>>> Aliyah MORGENSTERN
>>>
>>> Professeur de linguistique
>>> Universit? Sorbonne Nouvelle - Paris 3
>>> Institut du Monde Anglophone
>>> 5 rue de l'Ecole de M?decine
>>> 75006 Paris
>>>
>>>
>>>
>>>
>>> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>>>
>>>> Hello Everybody,
>>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>> good to be true, and i was asking my Language Acquisition professor
>>>> and she suggested that i inquire within to see if anyone knows the
>>>> research behind this program and if there are any down falls or
>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>> will be appreciated
>>>>
>>>> Liz Pattison
>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email to info-childes at googlegroups.com.
>>>> To unsubscribe from this group, send email to
>>>> info-childes+unsubscribe at googlegroups.com
>>>> .
>>>> For more options, visit this group at
>>>> http://groups.google.com/group/info-childes?hl=en
>>>> .
>>>>
>>>
>>>
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to  
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at  
>> http://groups.google.com/group/info-childes?hl=en.
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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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> Groups "Info-CHILDES" group.
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>



****************************************
Barbara Zurer Pearson, Ph.D
Research Associate
Depts. of Linguistics and Communication
     Disorders

University of Massachusetts Amherst
Amherst MA 01003
413-545-5023
bpearson at research.umass.edu
http://www.umass.edu/aae/bp_indexold.htm

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From t.marinis at reading.ac.uk  Mon Mar  1 17:54:49 2010
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Mon, 1 Mar 2010 17:54:49 +0000
Subject: Lectureship in Speech and Language Therapy,
 University of Reading, UK
Message-ID: <MON.1.MAR.2010.175449.0000.>

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From corrigan at csd.uwm.edu  Mon Mar  1 19:30:28 2010
From: corrigan at csd.uwm.edu (RCorrigan)
Date: Mon, 1 Mar 2010 11:30:28 -0800
Subject: deadline extension for Society for Text and Discourse
Message-ID: <MON.1.MAR.2010.113028.0800.>

----- Forwarded Message -----
From: std at uic.edu
Sent: Monday, March 1, 2010 12:02:34 PM GMT -06:00 US/Canada Central
Subject: ST&D 2010: Submissions Deadline Extended

Dear ST&D Members,

The Deadline for Submissions to the 20th Anniversary Meeting of the
Society for Text & Discourse has been extended to March 6, 2010.

The conference announcement is at http://www.societyfortextanddiscourse.org/conferences/index.html
Proposals should be submitted online at http://std2010.lsri.uic.edu/openconf.php

We hope to see you all in Chicago this August!

Cheers,
Jenny Wiley and Susan Goldman
2010 Program Chairs


--
Professor Roberta Corrigan
Departments of Linguistics and Educational Psychology


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From khirshpa at temple.edu  Mon Mar  1 19:53:08 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Mon, 1 Mar 2010 14:53:08 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <20100301102257.63955n63cy80drdd@umail.oit.umass.edu>
Message-ID: <MON.1.MAR.2010.145308.0500.>

Linda Smith asked me to post her e-mail on the listserve for her.  The following is from her. 

kathy

>> Hi,
>> 
>> I would like you to share these comments with all who are part of this discussion.  Bob Titzer got his phD in kinesiology at IU and worked under Esther Thelen.  He contributed and is co-author of the Psych Review paper on a not b.  He did a wonderful dissertation on learning about transparency through actions in infants (never published because he became interested --as you are aware --in other things).  These are facts, he has every right to state them and legally there is nothing I can do about it.
>> 
>> I in no way condone, support, or believe in his teaching infants to read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly none done at IU or with IRB approval or published.  He began by subjecting his own children to this. He believes in it, that I know but I certainly do not.  I think there are serious issues here and I resent my name being associated with it.  I have talked to lawyers once, maybe I need to talk to them again.  Their recommendation was to let it go (basically ignore), that unless he actually stated a falsehood concerning me, I had no grounds for legal action.  
>> 
>> I am not at all happy (very unhappy) that my name, that esther's name, that   Indiana University is associated with this.  As an aside he was a tenure track assit professor at LSU (I think need to check ) and they asked him to leave over this.  
>> 
>> Anyway, I would love to spread wide and far, that yes I know, but I think his whole endeavor is wrong, wrong headed, not supported by research, and most certainly not supported by me.

	Linda


On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu wrote:

> Right on, Kathy!
> (I thought right away of your "Einstein/ flashcards" book.)
> Thanks for the references.
> 
> Best,
> Barbara
> 
> And thanks for including Susan Linn on your message.  I just read her book, Consuming Kids, and it was chilling (although the advertising about baby cognition was not the worst of it).
> 
> 
> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:
> 
>> Liz and others:
>> 
>> I could not agree more with Joan and have been troubled by the claims Dr. Robert Titzer makes for some time. HIs blog self identifies Titzer as a "Recognized expert and infant researcher."   He goes on to say, " His research on reading during infant and toddler years captured the interest of educators, researchers, parents, government agencies, and the media worldwide. Dr. Titzer has been published in scientific journals, including the prestigious Psychological Review." ( http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of language and literacy, I have yet to come across any research that he has done. In fact, the prestigious Psychology Review paper that Titzer mentions was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the context of acting: The Task dynamics of the A-not-B error" published in 1999 with no reference at all to reading. Titzer's PhD according to his own report is from the Department of Human Performance at the University of Indiana, which on their lab site is a school of "health, physical education and recreation."  It would be interesting to see what he studied for his dissertation.
>> 
>> Early reading and language development are areas where we really do have a lot of data.  In fact the recent review of early reading research by the National Early Literacy Panel (September 2009) along with responses to that report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of emergent literacy: A response to the National Institute for Literacy Report on Early Literacy. National Institute for Early Education Research website: http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of where the literature is right now.   We have for many years known that children can memorize written symbols and associate them with meaning (very young children know the double arches are associated with McDonalds).  But becoming a real reader requires much more.  And for young children, building a strong base in language and a love for books is probably a better use of time than investing in unproven programs that are more commercially than data-driven.
>> 
>> Kathy
>> 
>> 
>> 
>> 
>> 
>> 
>> 
>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>> 
>>> Dear Liz & others,
>>> Chris is exactly on target with her advice. In relation to the evidence base for these kinds of programs, I have yet to find any that is supportive. The only "evidence" appears to be from the anecdotal information provided by the author/publisher.  I have yet to see any independent, unbiased evidence. As Chris so aptly pointed out, early development, including linguistic development involves hands-on, functional and concrete experiences.  The foundation for later literacy, whether it occur early or a bit later is dependent upon these early learning experiences. Unfortunately, there are many opportunists out there who take advantage of parents' eagerness and concern over their children's welfare.
>>> Joan
>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>> Assistant Professor
>>> La Salle University
>>> Benilde 2216
>>> 1900 W. Olney Ave.
>>> Philadelphia, Pa  19141
>>> (215) 951-1609
>>> 
>>> The information contained in this electronic transmission and any attachments hereto is considered proprietary and confidential.  Distribution of this material to anyone other than the addressed is prohibited.  Any disclosure, copying, distribution or use of the contents of this transmission or any attachments hereto for any reason other than their
>>> intended purpose is prohibited.  If you have received this transmission in error, please contact the sender.
>>> ________________________________________
>>> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>>> Sent: Sunday, February 28, 2010 6:21 PM
>>> To: info-childes at googlegroups.com
>>> Subject: Re: Your Baby Can Read....Research?
>>> 
>>> Hi, Liz:
>>> 
>>> I am guessing that you are the wonderful type of parent who will provide a
>>> stimulating environment for your child in a myriad of ways, and so my sense
>>> is that whether you include early reading in this stimulating environment
>>> or not, your child will do well. I have been asked this and similar
>>> questions (re electronic programs, Baby Einstein, signing, early reading,
>>> etc.) by a significant number of parents, and my response is generally that
>>> given the gestalt of supportive and stimulating parenting that will occur
>>> under your tutelage, you child will do well with or without early reading.
>>> However, having said that, my own bias is that there is not much to be
>>> gained by this pursuit. Generally, research on preschool readers indicates
>>> that they tend to join a well-educated cohort at the same reading level by
>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>> worked with a good number of sensorimotor therapists over the course of my
>>> career as an SLP, is to prioritize for young children hands-on and
>>> multi-sensory experiences, accompanied by the appropriate oral language, as
>>> the best foundation for future learning. (I also read that one of the
>>> causative factors in our immune deficiency-prone society is our lack of
>>> exposure to good old dirt and other nasty substances at an early age.)
>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>> wonderful) cohort of prschool children and parents, my advice to
>>> well-educated and middle income and beyond cohorts is to sit back, talk to
>>> your child, and get dirty.
>>> Chris Wing,
>>> Doctoral Candidate
>>> Speech-Language-Hearing Sciences
>>> University of Minnesota
>>> United States of America
>>> 
>>> 
>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>> 
>>>> Dear Liz,
>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>> language in a signing environment) and now to read at 16 months...
>>>> Maybe it is important that children be kept in a non literate world
>>>> for a few years and use their ears (when they can) before entering
>>>> language through reading skills. Reading is extremely important, but
>>>> literacy does change our perspective on language and I'm personally
>>>> glad we all spend a few years developing our oral language, our
>>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>>> think that literacy changes our whole perspective onclangauge. We gain
>>>> a new world, we lose what cultures without a writing system did
>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>> reading too soon could get them focussed on different skills and they
>>>> might not use their natural capacities and the specific cognitive and
>>>> mostly interactional or social skills as much. But I might be wrong,
>>>> we all code-switch between two languages, some of us from birth, maybe
>>>> that is just the same. It might just bring more to them and be an
>>>> enrichment. I was glad my kids learned to play music at four where
>>>> some of my friends found that it was totally crazy...
>>>> If you decide to go ahead, let me know what you think of it.
>>>> 
>>>> Best,
>>>> Aliyah MORGENSTERN
>>>> 
>>>> Professeur de linguistique
>>>> Universit? Sorbonne Nouvelle - Paris 3
>>>> Institut du Monde Anglophone
>>>> 5 rue de l'Ecole de M?decine
>>>> 75006 Paris
>>>> 
>>>> 
>>>> 
>>>> 
>>>> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>>>> 
>>>>> Hello Everybody,
>>>>> I have a 16 month old baby girl, and i just recently acquired the Your
>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>> research behind this program and if there are any down falls or
>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>>> will be appreciated
>>>>> 
>>>>> Liz Pattison
>>>>> 
>>>>> --
>>>>> You received this message because you are subscribed to the Google
>>>>> Groups "Info-CHILDES" group.
>>>>> To post to this group, send email to info-childes at googlegroups.com.
>>>>> To unsubscribe from this group, send email to
>>>>> info-childes+unsubscribe at googlegroups.com
>>>>> .
>>>>> For more options, visit this group at
>>>>> http://groups.google.com/group/info-childes?hl=en
>>>>> .
>>>>> 
>>>> 
>>>> 
>>> 
>>> --
>>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
>>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
>>> 
>>> --
>>> 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.
>>> 
>> 
>> --
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
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>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
>> 
>> 
> 
> 
> 
> ****************************************
> Barbara Zurer Pearson, Ph.D
> Research Associate
> Depts. of Linguistics and Communication
>    Disorders
> 
> University of Massachusetts Amherst
> Amherst MA 01003
> 413-545-5023
> bpearson at research.umass.edu
> http://www.umass.edu/aae/bp_indexold.htm
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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 lauragaytan at gmail.com  Mon Mar  1 20:29:02 2010
From: lauragaytan at gmail.com (Laura Gaytan)
Date: Mon, 1 Mar 2010 14:29:02 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <MON.1.MAR.2010.142902.0600.>

Hi Liz:
I have been following this interesting discussion and I want to give you my
opinion. It is all about the definition of "reading". To read is to
understand the meaning of words and their relationship and it is deeply
based on semantic and morphosyntaxic knowledge, which you adquire as a
native speaker.
I work with profound deaf children from an oralist approach and I can assure
you that deaf children have to learn to speak first in order to begin to
learn to read. Even a well-oralized deaf adult may have trouble in
understanding texts that contain linguistical structures and vocabulary that
he does not understand. You can teach your baby to associate words with
pictures; that  ablility may enhance her visual attention, but that is not
reading. Many years ago when I was a student, this issue was very popular
and the person behind it was Doman Delacato.

Laura Gaytan, Master in Hearing and Language Pathology
Instituto Mexicano de la Audici?n y el Lenguaje
Mexico City

On Mon, Mar 1, 2010 at 1:53 PM, Kathy Hirsh-Pasek <khirshpa at temple.edu>wrote:

> Linda Smith asked me to post her e-mail on the listserve for her.  The
> following is from her.
>
> kathy
>
> Hi,
>
> I would like you to share these comments *with all *who are part of this
> discussion.  Bob Titzer got his phD in kinesiology at IU and worked under
> Esther Thelen.  He contributed and is co-author of the Psych Review paper on
> a not b.  He did a wonderful dissertation on learning about transparency
> through actions in infants (never published because he became interested
> --as you are aware --in other things).  These are facts, he has every right
> to state them and legally there is nothing I can do about it.
>
> I in no way condone, support, or believe in his teaching infants to read.
> THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly none done at
> IU or with IRB approval or published.  He began by subjecting his own
> children to this. He believes in it, that I know but I certainly do not.  I
> think there are serious issues here and I resent my name being associated
> with it.  I have talked to lawyers once, maybe I need to talk to them again.
>  Their recommendation was to let it go (basically ignore), that unless he
> actually stated a falsehood concerning me, I had no grounds for legal
> action.
>
> I am not at all happy (very unhappy) that my name, that esther's name, that
>   Indiana University is associated with this.  As an aside he was a tenure
> track assit professor at LSU (I think need to check ) and they asked him to
> leave over this.
>
> Anyway, I would love to spread wide and far, that yes I know, but I think
> his whole endeavor is wrong, wrong headed, not supported by research, and
> most certainly not supported by me.
>
>
> Linda
>
>
> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu wrote:
>
> Right on, Kathy!
> (I thought right away of your "Einstein/ flashcards" book.)
> Thanks for the references.
>
> Best,
> Barbara
>
> And thanks for including Susan Linn on your message.  I just read her book,
> Consuming Kids, and it was chilling (although the advertising about baby
> cognition was not the worst of it).
>
>
> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu>:
>
> Liz and others:
>
>
> I could not agree more with Joan and have been troubled by the claims Dr.
> Robert Titzer makes for some time. HIs blog self identifies Titzer as a
> "Recognized expert and infant researcher."   He goes on to say, " His
> research on reading during infant and toddler years captured the interest of
> educators, researchers, parents, government agencies, and the media
> worldwide. Dr. Titzer has been published in scientific journals, including
> the prestigious Psychological Review." (
> http://www.infantlearning.com/DrTitzer/).  As a researcher in the field of
> language and literacy, I have yet to come across any research that he has
> done. In fact, the prestigious Psychology Review paper that Titzer mentions
> was by Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled,
> "Knowing in the context of acting: The Task dynamics of the A-not-B error"
> published in 1999 with no reference at all to reading. Titzer's PhD
> according to his own report is from the Department of Human Performance at
> the University of Indiana, which on their lab site is a school of "health,
> physical education and recreation."  It would be interesting to see what he
> studied for his dissertation.
>
>
> Early reading and language development are areas where we really do have a
> lot of data.  In fact the recent review of early reading research by the
> National Early Literacy Panel (September 2009) along with responses to that
> report ( see Dickinson, D., Golinkoff, R. M., Hirsh-Pasek, K., Neuman, S., &
> Burchinal, P. (2009). The language of emergent literacy: A response to the
> National Institute for Literacy Report on Early Literacy. National Institute
> for Early Education Research website:
> http://nieer.org/docs/index.php?DocID=252)) can give you a real sense of
> where the literature is right now.   We have for many years known that
> children can memorize written symbols and associate them with meaning (very
> young children know the double arches are associated with McDonalds).  But
> becoming a real reader requires much more.  And for young children, building
> a strong base in language and a love for books is probably a better use of
> time than investing in unproven programs that are more commercially than
> data-driven.
>
>
> Kathy
>
>
>
>
>
>
>
>
> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>
>
> Dear Liz & others,
>
> Chris is exactly on target with her advice. In relation to the evidence
> base for these kinds of programs, I have yet to find any that is supportive.
> The only "evidence" appears to be from the anecdotal information provided by
> the author/publisher.  I have yet to see any independent, unbiased evidence.
> As Chris so aptly pointed out, early development, including linguistic
> development involves hands-on, functional and concrete experiences.  The
> foundation for later literacy, whether it occur early or a bit later is
> dependent upon these early learning experiences. Unfortunately, there are
> many opportunists out there who take advantage of parents' eagerness and
> concern over their children's welfare.
>
> Joan
>
> Joan A. Luckhurst, Ph.D., CCC-SLP
>
> Assistant Professor
>
> La Salle University
>
> Benilde 2216
>
> 1900 W. Olney Ave.
>
> Philadelphia, Pa  19141
>
> (215) 951-1609
>
>
> The information contained in this electronic transmission and any
> attachments hereto is considered proprietary and confidential.  Distribution
> of this material to anyone other than the addressed is prohibited.  Any
> disclosure, copying, distribution or use of the contents of this
> transmission or any attachments hereto for any reason other than their
>
> intended purpose is prohibited.  If you have received this transmission in
> error, please contact the sender.
>
> ________________________________________
>
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> Behalf Of wing0050 at umn.edu [wing0050 at umn.edu]
>
> Sent: Sunday, February 28, 2010 6:21 PM
>
> To: info-childes at googlegroups.com
>
> Subject: Re: Your Baby Can Read....Research?
>
>
> Hi, Liz:
>
>
> I am guessing that you are the wonderful type of parent who will provide a
>
> stimulating environment for your child in a myriad of ways, and so my sense
>
> is that whether you include early reading in this stimulating environment
>
> or not, your child will do well. I have been asked this and similar
>
> questions (re electronic programs, Baby Einstein, signing, early reading,
>
> etc.) by a significant number of parents, and my response is generally that
>
> given the gestalt of supportive and stimulating parenting that will occur
>
> under your tutelage, you child will do well with or without early reading.
>
> However, having said that, my own bias is that there is not much to be
>
> gained by this pursuit. Generally, research on preschool readers indicates
>
> that they tend to join a well-educated cohort at the same reading level by
>
> grade 3. My own bias, having reviewed the sensorimotor literature and
>
> worked with a good number of sensorimotor therapists over the course of my
>
> career as an SLP, is to prioritize for young children hands-on and
>
> multi-sensory experiences, accompanied by the appropriate oral language, as
>
> the best foundation for future learning. (I also read that one of the
>
> causative factors in our immune deficiency-prone society is our lack of
>
> exposure to good old dirt and other nasty substances at an early age.)
>
> While I emphasize pre-literacy and literacy skills to my low SES (and
>
> wonderful) cohort of prschool children and parents, my advice to
>
> well-educated and middle income and beyond cohorts is to sit back, talk to
>
> your child, and get dirty.
>
> Chris Wing,
>
> Doctoral Candidate
>
> Speech-Language-Hearing Sciences
>
> University of Minnesota
>
> United States of America
>
>
>
> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>
>
> Dear Liz,
>
> I don't know the program, so I can't judge but I'm a bit amazed. We
>
> want babies to baby-sign at 9 months (which isn't acquiring sign
>
> language in a signing environment) and now to read at 16 months...
>
> Maybe it is important that children be kept in a non literate world
>
> for a few years and use their ears (when they can) before entering
>
> language through reading skills. Reading is extremely important, but
>
> literacy does change our perspective on language and I'm personally
>
> glad we all spend a few years developing our oral language, our
>
> gestures, ou prosody, and all that comes with the vocal modality. I do
>
> think that literacy changes our whole perspective onclangauge. We gain
>
> a new world, we lose what cultures without a writing system did
>
> maintain. But I'm not a specialist in that field. It seems to me that
>
> reading too soon could get them focussed on different skills and they
>
> might not use their natural capacities and the specific cognitive and
>
> mostly interactional or social skills as much. But I might be wrong,
>
> we all code-switch between two languages, some of us from birth, maybe
>
> that is just the same. It might just bring more to them and be an
>
> enrichment. I was glad my kids learned to play music at four where
>
> some of my friends found that it was totally crazy...
>
> If you decide to go ahead, let me know what you think of it.
>
>
> Best,
>
> Aliyah MORGENSTERN
>
>
> Professeur de linguistique
>
> Universit? Sorbonne Nouvelle - Paris 3
>
> Institut du Monde Anglophone
>
> 5 rue de l'Ecole de M?decine
>
> 75006 Paris
>
>
>
>
>
> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>
>
> Hello Everybody,
>
> I have a 16 month old baby girl, and i just recently acquired the Your
>
> Baby Can Read Program, but when i started watching it, it seems too
>
> good to be true, and i was asking my Language Acquisition professor
>
> and she suggested that i inquire within to see if anyone knows the
>
> research behind this program and if there are any down falls or
>
> reasons why i shouldnt continue with the program with my daughter. I
>
> can see the Pros (shell learn to read and expand her vocabulary) but
>
> what would the Cons be. Thank you so much for your time. Any comments
>
> will be appreciated
>
>
> Liz Pattison
>
>
> --
>
> You received this message because you are subscribed to the Google
>
> Groups "Info-CHILDES" group.
>
> To post to this group, send email to info-childes at googlegroups.com.
>
> To unsubscribe from this group, send email to
>
> info-childes+unsubscribe at googlegroups.com
>
> .
>
> For more options, visit this group at
>
> http://groups.google.com/group/info-childes?hl=en
>
> .
>
>
>
>
>
> --
>
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
>
> To post to this group, send email to info-childes at googlegroups.com.
>
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
>
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>
> --
>
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
>
> To post to this group, send email to info-childes at googlegroups.com.
>
> To unsubscribe from this group, send 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.
>
>
>
>
>
>
> ****************************************
> Barbara Zurer Pearson, Ph.D
> Research Associate
> Depts. of Linguistics and Communication
>    Disorders
>
> University of Massachusetts Amherst
> Amherst MA 01003
> 413-545-5023
> bpearson at research.umass.edu
> http://www.umass.edu/aae/bp_indexold.htm
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> 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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> To unsubscribe from this group, send email to
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>

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From gleason at bu.edu  Mon Mar  1 21:16:15 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Mon, 1 Mar 2010 16:16:15 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <MON.1.MAR.2010.161615.0500.>

Hi  this is a very interesting discussion and thanks to all who have 
contributed.  I'd just like to add a couple of simple things.

1. You can teach your baby to read in the same sense that you can teach 
your dog to read.  There are some very popular dog training books out 
that also use association between words and printed cards.  See, for 
instance:

http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X

Very useful if you want to leave a sign on the couch for your pup that 
says "Keep off" when you're not home.  Not clear what kind of notes you 
might want to leave for Muffy (the kid).

2. Assuming you do teach your baby a bunch of sight words, is there 
something out there she wants to read?  If the baby has no use for the 
'reading', then it is mostly a trick you're teaching that will certainly 
impress others, but may not be of intrinsic use to the baby. It's 
probably not harmful if the baby is having a reasonably good time and 
gets to engage in the usual baby activities like having dates with other 
babies, hearing lots of appropriate-level baby directed language, etc.   
But it won't make the baby a genius, any more than teaching your Yorkie 
to read will make her into a research scientist.

Cheers from SnowLess Boston,

Jean

Jean Berko Gleason, Professor Emerita
Department of Psychology
Boston University

http://www.bu.edu/psych/faculty/gleason/



Kathy Hirsh-Pasek wrote:
> Linda Smith asked me to post her e-mail on the listserve for her.  The 
> following is from her. 
>
> kathy
>
>>> Hi,
>>>
>>> I would like you to share these comments *with all *who are part of 
>>> this discussion.  Bob Titzer got his phD in kinesiology at IU and 
>>> worked under Esther Thelen.  He contributed and is co-author of the 
>>> Psych Review paper on a not b.  He did a wonderful dissertation on 
>>> learning about transparency through actions in infants (never 
>>> published because he became interested --as you are aware --in other 
>>> things).  These are facts, he has every right to state them and 
>>> legally there is nothing I can do about it.
>>>
>>> I in no way condone, support, or believe in his teaching infants to 
>>> read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF certainly 
>>> none done at IU or with IRB approval or published.  He began by 
>>> subjecting his own children to this. He believes in it, that I know 
>>> but I certainly do not.  I think there are serious issues here and I 
>>> resent my name being associated with it.  I have talked to lawyers 
>>> once, maybe I need to talk to them again.  Their recommendation was 
>>> to let it go (basically ignore), that unless he actually stated a 
>>> falsehood concerning me, I had no grounds for legal action.  
>>>
>>> I am not at all happy (very unhappy) that my name, that esther's 
>>> name, that   Indiana University is associated with this.  As an 
>>> aside he was a tenure track assit professor at LSU (I think need to 
>>> check ) and they asked him to leave over this.  
>>>
>>> Anyway, I would love to spread wide and far, that yes I know, but I 
>>> think his whole endeavor is wrong, wrong headed, not supported by 
>>> research, and most certainly not supported by me.
>
> Linda
>
>
> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu 
> <mailto:bpearson at research.umass.edu> wrote:
>
>> Right on, Kathy!
>> (I thought right away of your "Einstein/ flashcards" book.)
>> Thanks for the references.
>>
>> Best,
>> Barbara
>>
>> And thanks for including Susan Linn on your message.  I just read her 
>> book, Consuming Kids, and it was chilling (although the advertising 
>> about baby cognition was not the worst of it).
>>
>>
>> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu 
>> <mailto:khirshpa at temple.edu>>:
>>
>>> Liz and others:
>>>
>>> I could not agree more with Joan and have been troubled by the 
>>> claims Dr. Robert Titzer makes for some time. HIs blog self 
>>> identifies Titzer as a "Recognized expert and infant researcher." 
>>>   He goes on to say, " His research on reading during infant and 
>>> toddler years captured the interest of educators, researchers, 
>>> parents, government agencies, and the media worldwide. Dr. Titzer 
>>> has been published in scientific journals, including the prestigious 
>>> Psychological Review." ( http://www.infantlearning.com/DrTitzer/). 
>>>  As a researcher in the field of language and literacy, I have yet 
>>> to come across any research that he has done. In fact, the 
>>> prestigious Psychology Review paper that Titzer mentions was by 
>>> Linda Smith, Esther Thelen, Robert Titzer and Dewey McLin entitled, 
>>> "Knowing in the context of acting: The Task dynamics of the A-not-B 
>>> error" published in 1999 with no reference at all to reading. 
>>> Titzer's PhD according to his own report is from the Department of 
>>> Human Performance at the University of Indiana, which on their lab 
>>> site is a school of "health, physical education and recreation."  It 
>>> would be interesting to see what he studied for his dissertation.
>>>
>>> Early reading and language development are areas where we really do 
>>> have a lot of data.  In fact the recent review of early reading 
>>> research by the National Early Literacy Panel (September 2009) along 
>>> with responses to that report ( see Dickinson, D., Golinkoff, R. M., 
>>> Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The language of 
>>> emergent literacy: A response to the National Institute for Literacy 
>>> Report on Early Literacy. National Institute for Early Education 
>>> Research website: http://nieer.org/docs/index.php?DocID=252)) can 
>>> give you a real sense of where the literature is right now.   We 
>>> have for many years known that children can memorize written symbols 
>>> and associate them with meaning (very young children know the double 
>>> arches are associated with McDonalds).  But becoming a real reader 
>>> requires much more.  And for young children, building a strong base 
>>> in language and a love for books is probably a better use of time 
>>> than investing in unproven programs that are more commercially than 
>>> data-driven.
>>>
>>> Kathy
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>>>
>>>> Dear Liz & others,
>>>> Chris is exactly on target with her advice. In relation to the 
>>>> evidence base for these kinds of programs, I have yet to find any 
>>>> that is supportive. The only "evidence" appears to be from the 
>>>> anecdotal information provided by the author/publisher.  I have yet 
>>>> to see any independent, unbiased evidence. As Chris so aptly 
>>>> pointed out, early development, including linguistic development 
>>>> involves hands-on, functional and concrete experiences.  The 
>>>> foundation for later literacy, whether it occur early or a bit 
>>>> later is dependent upon these early learning experiences. 
>>>> Unfortunately, there are many opportunists out there who take 
>>>> advantage of parents' eagerness and concern over their children's 
>>>> welfare.
>>>> Joan
>>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>>> Assistant Professor
>>>> La Salle University
>>>> Benilde 2216
>>>> 1900 W. Olney Ave.
>>>> Philadelphia, Pa  19141
>>>> (215) 951-1609
>>>>
>>>> The information contained in this electronic transmission and any 
>>>> attachments hereto is considered proprietary and confidential. 
>>>>  Distribution of this material to anyone other than the addressed 
>>>> is prohibited.  Any disclosure, copying, distribution or use of the 
>>>> contents of this transmission or any attachments hereto for any 
>>>> reason other than their
>>>> intended purpose is prohibited.  If you have received this 
>>>> transmission in error, please contact the sender.
>>>> ________________________________________
>>>> From: info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com> 
>>>> [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu 
>>>> <mailto:wing0050 at umn.edu> [wing0050 at umn.edu]
>>>> Sent: Sunday, February 28, 2010 6:21 PM
>>>> To: info-childes at googlegroups.com 
>>>> <mailto:info-childes at googlegroups.com>
>>>> Subject: Re: Your Baby Can Read....Research?
>>>>
>>>> Hi, Liz:
>>>>
>>>> I am guessing that you are the wonderful type of parent who will 
>>>> provide a
>>>> stimulating environment for your child in a myriad of ways, and so 
>>>> my sense
>>>> is that whether you include early reading in this stimulating 
>>>> environment
>>>> or not, your child will do well. I have been asked this and similar
>>>> questions (re electronic programs, Baby Einstein, signing, early 
>>>> reading,
>>>> etc.) by a significant number of parents, and my response is 
>>>> generally that
>>>> given the gestalt of supportive and stimulating parenting that will 
>>>> occur
>>>> under your tutelage, you child will do well with or without early 
>>>> reading.
>>>> However, having said that, my own bias is that there is not much to be
>>>> gained by this pursuit. Generally, research on preschool readers 
>>>> indicates
>>>> that they tend to join a well-educated cohort at the same reading 
>>>> level by
>>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>>> worked with a good number of sensorimotor therapists over the 
>>>> course of my
>>>> career as an SLP, is to prioritize for young children hands-on and
>>>> multi-sensory experiences, accompanied by the appropriate oral 
>>>> language, as
>>>> the best foundation for future learning. (I also read that one of the
>>>> causative factors in our immune deficiency-prone society is our lack of
>>>> exposure to good old dirt and other nasty substances at an early age.)
>>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>>> wonderful) cohort of prschool children and parents, my advice to
>>>> well-educated and middle income and beyond cohorts is to sit back, 
>>>> talk to
>>>> your child, and get dirty.
>>>> Chris Wing,
>>>> Doctoral Candidate
>>>> Speech-Language-Hearing Sciences
>>>> University of Minnesota
>>>> United States of America
>>>>
>>>>
>>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>>>
>>>>> Dear Liz,
>>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>>> language in a signing environment) and now to read at 16 months...
>>>>> Maybe it is important that children be kept in a non literate world
>>>>> for a few years and use their ears (when they can) before entering
>>>>> language through reading skills. Reading is extremely important, but
>>>>> literacy does change our perspective on language and I'm personally
>>>>> glad we all spend a few years developing our oral language, our
>>>>> gestures, ou prosody, and all that comes with the vocal modality. I do
>>>>> think that literacy changes our whole perspective onclangauge. We gain
>>>>> a new world, we lose what cultures without a writing system did
>>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>>> reading too soon could get them focussed on different skills and they
>>>>> might not use their natural capacities and the specific cognitive and
>>>>> mostly interactional or social skills as much. But I might be wrong,
>>>>> we all code-switch between two languages, some of us from birth, maybe
>>>>> that is just the same. It might just bring more to them and be an
>>>>> enrichment. I was glad my kids learned to play music at four where
>>>>> some of my friends found that it was totally crazy...
>>>>> If you decide to go ahead, let me know what you think of it.
>>>>>
>>>>> Best,
>>>>> Aliyah MORGENSTERN
>>>>>
>>>>> Professeur de linguistique
>>>>> Universit? Sorbonne Nouvelle - Paris 3
>>>>> Institut du Monde Anglophone
>>>>> 5 rue de l'Ecole de M?decine
>>>>> 75006 Paris
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>>>>>
>>>>>> Hello Everybody,
>>>>>> I have a 16 month old baby girl, and i just recently acquired the 
>>>>>> Your
>>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>>> research behind this program and if there are any down falls or
>>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>>> what would the Cons be. Thank you so much for your time. Any comments
>>>>>> will be appreciated
>>>>>>
>>>>>> Liz Pattison
>>>>>>
>>>>>> --
>>>>>> You received this message because you are subscribed to the Google
>>>>>> Groups "Info-CHILDES" group.
>>>>>> To post to this group, send email to 
>>>>>> info-childes at googlegroups.com <mailto:info-childes at googlegroups.com>.
>>>>>> To unsubscribe from this group, send email to
>>>>>> info-childes+unsubscribe at googlegroups.com 
>>>>>> <mailto: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 
>>>> <mailto:info-childes at googlegroups.com>.
>>>> To unsubscribe from this group, send email to 
>>>> info-childes+unsubscribe at googlegroups.com 
>>>> <mailto: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 
>>>> <mailto:info-childes at googlegroups.com>.
>>>> To unsubscribe from this group, send email to 
>>>> info-childes+unsubscribe at googlegroups.com 
>>>> <mailto: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 
>>> <mailto:info-childes at googlegroups.com>.
>>> To unsubscribe from this group, send email to 
>>> info-childes+unsubscribe at googlegroups.com 
>>> <mailto:info-childes+unsubscribe at googlegroups.com>.
>>> For more options, visit this group at 
>>> http://groups.google.com/group/info-childes?hl=en.
>>>
>>>
>>
>>
>>
>> ****************************************
>> Barbara Zurer Pearson, Ph.D
>> Research Associate
>> Depts. of Linguistics and Communication
>>    Disorders
>>
>> University of Massachusetts Amherst
>> Amherst MA 01003
>> 413-545-5023
>> bpearson at research.umass.edu <mailto:bpearson at research.umass.edu>
>> http://www.umass.edu/aae/bp_indexold.htm
>>
>> -- 
>> You received this message because you are subscribed to the Google 
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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 
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From gleason at bu.edu  Tue Mar  2 01:48:36 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Mon, 1 Mar 2010 20:48:36 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C5782.8060307@uaq.mx>
Message-ID: <MON.1.MAR.2010.204836.0500.>

Hi Donna  ... thanks..  I couldn't resist.....

Jean 



Donna Jackson wrote:
> thank-you...this was the best comment ever!
> Donna Jackson-Maldonado
>
> Jean Berko Gleason escribi?:
>> Hi  this is a very interesting
>

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From djackson at uaq.mx  Tue Mar  2 00:10:42 2010
From: djackson at uaq.mx (Donna Jackson)
Date: Mon, 1 Mar 2010 18:10:42 -0600
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C2E9F.3020707@bu.edu>
Message-ID: <MON.1.MAR.2010.181042.0600.>

thank-you...this was the best comment ever!
Donna Jackson-Maldonado

Jean Berko Gleason escribi?:
> Hi  this is a very interesting discussion and thanks to all who have 
> contributed.  I'd just like to add a couple of simple things.
>
> 1. You can teach your baby to read in the same sense that you can 
> teach your dog to read.  There are some very popular dog training 
> books out that also use association between words and printed cards.  
> See, for instance:
>
> http://www.amazon.com/Teach-Your-Bonnie-Bergin-Ed-D/dp/076792245X
>
> Very useful if you want to leave a sign on the couch for your pup that 
> says "Keep off" when you're not home.  Not clear what kind of notes 
> you might want to leave for Muffy (the kid).
>
> 2. Assuming you do teach your baby a bunch of sight words, is there 
> something out there she wants to read?  If the baby has no use for the 
> 'reading', then it is mostly a trick you're teaching that will 
> certainly impress others, but may not be of intrinsic use to the baby. 
> It's probably not harmful if the baby is having a reasonably good time 
> and gets to engage in the usual baby activities like having dates with 
> other babies, hearing lots of appropriate-level baby directed 
> language, etc.   But it won't make the baby a genius, any more than 
> teaching your Yorkie to read will make her into a research scientist.
>
> Cheers from SnowLess Boston,
>
> Jean
> Jean Berko Gleason, Professor Emerita
> Department of Psychology
> Boston University
>
> http://www.bu.edu/psych/faculty/gleason/
>   
>
>
> Kathy Hirsh-Pasek wrote:
>> Linda Smith asked me to post her e-mail on the listserve for her. 
>>  The following is from her. 
>>
>> kathy
>>
>>>> Hi,
>>>>
>>>> I would like you to share these comments *with all *who are part of 
>>>> this discussion.  Bob Titzer got his phD in kinesiology at IU and 
>>>> worked under Esther Thelen.  He contributed and is co-author of the 
>>>> Psych Review paper on a not b.  He did a wonderful dissertation on 
>>>> learning about transparency through actions in infants (never 
>>>> published because he became interested --as you are aware --in 
>>>> other things).  These are facts, he has every right to state them 
>>>> and legally there is nothing I can do about it.
>>>>
>>>> I in no way condone, support, or believe in his teaching infants to 
>>>> read. THERE IS NO RESEARCH BEHIND ANY OF IT THAT I KNOW OF 
>>>> certainly none done at IU or with IRB approval or published.  He 
>>>> began by subjecting his own children to this. He believes in it, 
>>>> that I know but I certainly do not.  I think there are serious 
>>>> issues here and I resent my name being associated with it.  I have 
>>>> talked to lawyers once, maybe I need to talk to them again.  Their 
>>>> recommendation was to let it go (basically ignore), that unless he 
>>>> actually stated a falsehood concerning me, I had no grounds for 
>>>> legal action.  
>>>>
>>>> I am not at all happy (very unhappy) that my name, that esther's 
>>>> name, that   Indiana University is associated with this.  As an 
>>>> aside he was a tenure track assit professor at LSU (I think need to 
>>>> check ) and they asked him to leave over this.  
>>>>
>>>> Anyway, I would love to spread wide and far, that yes I know, but I 
>>>> think his whole endeavor is wrong, wrong headed, not supported by 
>>>> research, and most certainly not supported by me.
>>
>> Linda
>>
>>
>> On Mar 1, 2010, at 10:22 AM, bpearson at research.umass.edu 
>> <mailto:bpearson at research.umass.edu> wrote:
>>
>>> Right on, Kathy!
>>> (I thought right away of your "Einstein/ flashcards" book.)
>>> Thanks for the references.
>>>
>>> Best,
>>> Barbara
>>>
>>> And thanks for including Susan Linn on your message.  I just read 
>>> her book, Consuming Kids, and it was chilling (although the 
>>> advertising about baby cognition was not the worst of it).
>>>
>>>
>>> Quoting Kathy Hirsh-Pasek <khirshpa at temple.edu 
>>> <mailto:khirshpa at temple.edu>>:
>>>
>>>> Liz and others:
>>>>
>>>> I could not agree more with Joan and have been troubled by the 
>>>> claims Dr. Robert Titzer makes for some time. HIs blog self 
>>>> identifies Titzer as a "Recognized expert and infant researcher." 
>>>>   He goes on to say, " His research on reading during infant and 
>>>> toddler years captured the interest of educators, researchers, 
>>>> parents, government agencies, and the media worldwide. Dr. Titzer 
>>>> has been published in scientific journals, including the 
>>>> prestigious Psychological Review." ( 
>>>> http://www.infantlearning.com/DrTitzer/).  As a researcher in the 
>>>> field of language and literacy, I have yet to come across any 
>>>> research that he has done. In fact, the prestigious Psychology 
>>>> Review paper that Titzer mentions was by Linda Smith, Esther 
>>>> Thelen, Robert Titzer and Dewey McLin entitled, "Knowing in the 
>>>> context of acting: The Task dynamics of the A-not-B error" 
>>>> published in 1999 with no reference at all to reading. Titzer's PhD 
>>>> according to his own report is from the Department of Human 
>>>> Performance at the University of Indiana, which on their lab site 
>>>> is a school of "health, physical education and recreation."  It 
>>>> would be interesting to see what he studied for his dissertation.
>>>>
>>>> Early reading and language development are areas where we really do 
>>>> have a lot of data.  In fact the recent review of early reading 
>>>> research by the National Early Literacy Panel (September 2009) 
>>>> along with responses to that report ( see Dickinson, D., Golinkoff, 
>>>> R. M., Hirsh-Pasek, K., Neuman, S., & Burchinal, P. (2009). The 
>>>> language of emergent literacy: A response to the National Institute 
>>>> for Literacy Report on Early Literacy. National Institute for Early 
>>>> Education Research website: 
>>>> http://nieer.org/docs/index.php?DocID=252)) can give you a real 
>>>> sense of where the literature is right now.   We have for many 
>>>> years known that children can memorize written symbols and 
>>>> associate them with meaning (very young children know the double 
>>>> arches are associated with McDonalds).  But becoming a real reader 
>>>> requires much more.  And for young children, building a strong base 
>>>> in language and a love for books is probably a better use of time 
>>>> than investing in unproven programs that are more commercially than 
>>>> data-driven.
>>>>
>>>> Kathy
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> On Mar 1, 2010, at 8:24 AM, Luckhurst, Joan wrote:
>>>>
>>>>> Dear Liz & others,
>>>>> Chris is exactly on target with her advice. In relation to the 
>>>>> evidence base for these kinds of programs, I have yet to find any 
>>>>> that is supportive. The only "evidence" appears to be from the 
>>>>> anecdotal information provided by the author/publisher.  I have 
>>>>> yet to see any independent, unbiased evidence. As Chris so aptly 
>>>>> pointed out, early development, including linguistic development 
>>>>> involves hands-on, functional and concrete experiences.  The 
>>>>> foundation for later literacy, whether it occur early or a bit 
>>>>> later is dependent upon these early learning experiences. 
>>>>> Unfortunately, there are many opportunists out there who take 
>>>>> advantage of parents' eagerness and concern over their children's 
>>>>> welfare.
>>>>> Joan
>>>>> Joan A. Luckhurst, Ph.D., CCC-SLP
>>>>> Assistant Professor
>>>>> La Salle University
>>>>> Benilde 2216
>>>>> 1900 W. Olney Ave.
>>>>> Philadelphia, Pa  19141
>>>>> (215) 951-1609
>>>>>
>>>>> The information contained in this electronic transmission and any 
>>>>> attachments hereto is considered proprietary and confidential. 
>>>>>  Distribution of this material to anyone other than the addressed 
>>>>> is prohibited.  Any disclosure, copying, distribution or use of 
>>>>> the contents of this transmission or any attachments hereto for 
>>>>> any reason other than their
>>>>> intended purpose is prohibited.  If you have received this 
>>>>> transmission in error, please contact the sender.
>>>>> ________________________________________
>>>>> From: info-childes at googlegroups.com 
>>>>> <mailto:info-childes at googlegroups.com> 
>>>>> [info-childes at googlegroups.com] On Behalf Of wing0050 at umn.edu 
>>>>> <mailto:wing0050 at umn.edu> [wing0050 at umn.edu]
>>>>> Sent: Sunday, February 28, 2010 6:21 PM
>>>>> To: info-childes at googlegroups.com 
>>>>> <mailto:info-childes at googlegroups.com>
>>>>> Subject: Re: Your Baby Can Read....Research?
>>>>>
>>>>> Hi, Liz:
>>>>>
>>>>> I am guessing that you are the wonderful type of parent who will 
>>>>> provide a
>>>>> stimulating environment for your child in a myriad of ways, and so 
>>>>> my sense
>>>>> is that whether you include early reading in this stimulating 
>>>>> environment
>>>>> or not, your child will do well. I have been asked this and similar
>>>>> questions (re electronic programs, Baby Einstein, signing, early 
>>>>> reading,
>>>>> etc.) by a significant number of parents, and my response is 
>>>>> generally that
>>>>> given the gestalt of supportive and stimulating parenting that 
>>>>> will occur
>>>>> under your tutelage, you child will do well with or without early 
>>>>> reading.
>>>>> However, having said that, my own bias is that there is not much to be
>>>>> gained by this pursuit. Generally, research on preschool readers 
>>>>> indicates
>>>>> that they tend to join a well-educated cohort at the same reading 
>>>>> level by
>>>>> grade 3. My own bias, having reviewed the sensorimotor literature and
>>>>> worked with a good number of sensorimotor therapists over the 
>>>>> course of my
>>>>> career as an SLP, is to prioritize for young children hands-on and
>>>>> multi-sensory experiences, accompanied by the appropriate oral 
>>>>> language, as
>>>>> the best foundation for future learning. (I also read that one of the
>>>>> causative factors in our immune deficiency-prone society is our 
>>>>> lack of
>>>>> exposure to good old dirt and other nasty substances at an early age.)
>>>>> While I emphasize pre-literacy and literacy skills to my low SES (and
>>>>> wonderful) cohort of prschool children and parents, my advice to
>>>>> well-educated and middle income and beyond cohorts is to sit back, 
>>>>> talk to
>>>>> your child, and get dirty.
>>>>> Chris Wing,
>>>>> Doctoral Candidate
>>>>> Speech-Language-Hearing Sciences
>>>>> University of Minnesota
>>>>> United States of America
>>>>>
>>>>>
>>>>> On Feb 28 2010, Aliyah MORGENSTERN wrote:
>>>>>
>>>>>> Dear Liz,
>>>>>> I don't know the program, so I can't judge but I'm a bit amazed. We
>>>>>> want babies to baby-sign at 9 months (which isn't acquiring sign
>>>>>> language in a signing environment) and now to read at 16 months...
>>>>>> Maybe it is important that children be kept in a non literate world
>>>>>> for a few years and use their ears (when they can) before entering
>>>>>> language through reading skills. Reading is extremely important, but
>>>>>> literacy does change our perspective on language and I'm personally
>>>>>> glad we all spend a few years developing our oral language, our
>>>>>> gestures, ou prosody, and all that comes with the vocal modality. 
>>>>>> I do
>>>>>> think that literacy changes our whole perspective onclangauge. We 
>>>>>> gain
>>>>>> a new world, we lose what cultures without a writing system did
>>>>>> maintain. But I'm not a specialist in that field. It seems to me that
>>>>>> reading too soon could get them focussed on different skills and they
>>>>>> might not use their natural capacities and the specific cognitive and
>>>>>> mostly interactional or social skills as much. But I might be wrong,
>>>>>> we all code-switch between two languages, some of us from birth, 
>>>>>> maybe
>>>>>> that is just the same. It might just bring more to them and be an
>>>>>> enrichment. I was glad my kids learned to play music at four where
>>>>>> some of my friends found that it was totally crazy...
>>>>>> If you decide to go ahead, let me know what you think of it.
>>>>>>
>>>>>> Best,
>>>>>> Aliyah MORGENSTERN
>>>>>>
>>>>>> Professeur de linguistique
>>>>>> Universit? Sorbonne Nouvelle - Paris 3
>>>>>> Institut du Monde Anglophone
>>>>>> 5 rue de l'Ecole de M?decine
>>>>>> 75006 Paris
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> Le 28 f?vr. 10 ? 22:53, Liz P. a ?crit :
>>>>>>
>>>>>>> Hello Everybody,
>>>>>>> I have a 16 month old baby girl, and i just recently acquired 
>>>>>>> the Your
>>>>>>> Baby Can Read Program, but when i started watching it, it seems too
>>>>>>> good to be true, and i was asking my Language Acquisition professor
>>>>>>> and she suggested that i inquire within to see if anyone knows the
>>>>>>> research behind this program and if there are any down falls or
>>>>>>> reasons why i shouldnt continue with the program with my daughter. I
>>>>>>> can see the Pros (shell learn to read and expand her vocabulary) but
>>>>>>> what would the Cons be. Thank you so much for your time. Any 
>>>>>>> comments
>>>>>>> will be appreciated
>>>>>>>
>>>>>>> Liz Pattison
>>>>>>>
>>>>>>> --
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>>>
>>>
>>>
>>> ****************************************
>>> Barbara Zurer Pearson, Ph.D
>>> Research Associate
>>> Depts. of Linguistics and Communication
>>>    Disorders
>>>
>>> University of Massachusetts Amherst
>>> Amherst MA 01003
>>> 413-545-5023
>>> bpearson at research.umass.edu <mailto:bpearson at research.umass.edu>
>>> http://www.umass.edu/aae/bp_indexold.htm
>>>
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Facultad de Lenguas y Letras
Universidad Aut?noma de Quer?taro
Quer?taro, M?xico
tel & fax: (52) 442 2180264
office: (52) 442 1921200 x. 6120/6114
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From kohne005 at umn.edu  Tue Mar  2 16:13:25 2010
From: kohne005 at umn.edu (Kathryn Kohnert)
Date: Tue, 2 Mar 2010 10:13:25 -0600
Subject: Conference on Language Impairment in Monolingual and
 Bilingual: Denmark
In-Reply-To: <68974B77-E5BC-4590-A5E9-D6A74066A366@temple.edu>
Message-ID: <TUE.2.MAR.2010.101325.0600.>

*** FIRST ANNOUNCEMENT and CALL FOR ABSTRACTS ***

 

 

LIMoBiS 2010

Language Impairment in Monolingual and Bilingual Society

 

Speakers:

 

*Senior Lecturer Sharon Artom-Lotem, Bar-Ilan University 

*Professor Dorothy V. M. Bishop, Oxford University 

*Reader Nicola Botting, City University London 

*Daniela Brizzolara, University of Pisa Medical School 

*Professor Kathryn Kohnert, University of Minnesota 

*Professor Jan de Jong, University of Amsterdam 

*Professor Laurice Anne Tuller, Universit? Fran?ois Rabelais 

*Reader Theodoros Marinis, University of Reading

 

 

Dates: 27th September ? 1st October, 2010

Venue: Aalborg, Denmark

 

Web site: http://limobis.aau.dk/speakers.html

 

Language Impairment in Monolingual and Bilingual Society is an
interdisciplinary conference that brings together psychologists,
linguistics, and speech and language professionals who work on language
acquisition and cognition in children with typical and atypical language
development and who are acquiring one language or more. The goal of the
conference is to integrate knowledge about typical and atypical language
development in monolingual and bilingual environments.

 

All topics related to language impairment in monolingual and multilingual
populations are welcomed.

 

 

For more information, please contact the local organizers:

 

limobis at hum.aau.dk

 

 

This conference is supported by:

Cognitive Psychology Unit & NASUD

Doctoral Programme in Human Centered Communication and Informatics

Department of Communication and Psychology, Aalborg University

 

 

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From serratrice at manchester.ac.uk  Tue Mar  2 18:17:22 2010
From: serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Tue, 2 Mar 2010 18:17:22 +0000
Subject: New Journal: Linguistic Approaches to Bilingualism
Message-ID: <TUE.2.MAR.2010.181722.0000.>

John Benjamins Publishing is please to announce a new journal to be  
published in 2011: Linguistic Approaches to Bilingualism (LAB)

Over the past few decades there has been a sharp increase in the  
scientific precision and complexity of the linguistic study of  
bilingualism. This journal will contribute to this general program,  
assuming a broad definition of bilingualism including:

adult L2 acquisition
simultaneous child bilingualism
child L2 acquisition
adult heritage speaker competence
L1 attrition in L2/Ln environments
adult L3/Ln acquisition.

Linguistic Approaches to Bilingualism will provide an outlet for  
cutting-edge, contemporary studies on bilingualism, exclusively from  
formal linguistic and cognitive science approaches. The journal will  
solicit high-quality articles of original research assuming any  
cognitive science approach to understanding the mental representation  
of bilingual language competence and performance, including cognitive  
linguistic theories, emergentism/connectionism, generative theories,  
psycholinguistic and processing accounts, and covering typical and  
atypical populations (e.g., SLI and other linguistic disorders). Four  
types of articles will appear in LAB.

General Research articles: 8,000-10,000 word articles that present  
original empirical research pertinent to the study of  
cognitive-linguistic bilingualism.
www.benjamins.com/jbp/series/LAB/guidelines.pdf  
<http://www.benjamins.com/jbp/series/LAB/guidelines.pdf> .

Squibs and Research Reports: These articles should not exceed 5,000  
words and should present research on ongoing theoretical projects or  
subsets of data sets making significant contributions that are time  
sensitive.

Epistemological Topics: these articles on topics of general  
epistemological interest in the sub-disciplines that contribute  
research to the journal will be between 8,000 and 12,000 words and  
will be by invitation only.

Spotlight issue: Annually, one Spotlight issue will be published  
focusing on research of one particular language, language family or a  
cohort of articles addressing the same theoretical questions within  
the remit of the journal.  Proposals to guest edit this issue should  
be no longer than 3 pages and sent to the editors

Please address inquiries to the general editors, Jason Rothman or  
Roumyana Slabakova by e-mailing them at the journal e-mail  
LABjournal at uiowa.edu and/or visit http://benjamins.com/catalog/lab.

General Editors:
Jason Rothman (University of Iowa, USA)
Roumyana Slabakova (University of Iowa, USA)

  Associate editors (Squibs and Research Reports)
Theo Marinis (University of Reading, UK)
Ludovica Serratrice (University of Manchester, UK)

Associate editor: (Epistemological Topics)
Silvina Montrul (University of Illinois, Urbana-Champaign, USA)

Editorial Board:
Camilla Bardel (Stockholm)
Rakesh Bhatt (Illinois)
David Birdsong (Texas-Austin)
Kees de Bot (Groningen)
Joyce Bruhn de Garavito (W.Ontario)
Susanne Carroll (Calgary)
Martha Crago (Dalhousie)
Laurent Dekydtspotter (Indiana)
Paola Dussias (Penn State)
Nick Ellis (Michigan)
Claudia Felser (Essex)
Mar?a del Pilar Garc?a Mayo (Basque Country)
Susan Gass (Michigan State)
Virgina Gathercole (Bangor)
Aafke Hulk (Amsterdam)
Kenneth Hyltenstam (Stockholm)
Alan Juffs (Pittsburgh)
Judith Kroll (Penn State)
Tanja Kupisch (Hamburg)
Donna Lardiere (Georgetown)
Juana Liceras (Ottawa)
Conxita Lle? (Hamburg)
Michael Long (Maryland)
J?rgen M. Meisel (Hamburg)
Natascha M?ller (Wuppertal)
Elena Nicoladis (Alberta)
William O'Grady (Hawaii)
Amanda Owen (Iowa)
Johanne Paradis (Alberta)
Maria Polinsky (Harvard)
Philippe Pr?vost (Tours)
Leah Roberts (Max-Planck)
Monika Schmid (Groningen)
Bonnie Schwartz (Hawaii)
Michael Sharwood Smith (Heriot-Watt)
Antonella Sorace (Edinburgh
Ianthi Tsimpli (Aristotle-Thessaloniki)
Michael Ullman (Georgetown)
Bill VanPatten (Texas Tech)
Lydia White (McGill)
Martha Young-Scholten (Newcastle)

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From aliyah.morgenstern at gmail.com  Tue Mar  2 21:18:44 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 2 Mar 2010 22:18:44 +0100
Subject: New Journal: Linguistic Approaches to Bilingualism
In-Reply-To: <20100302181722.11704asbo4hg68tu@webmail.manchester.ac.uk>
Message-ID: <TUE.2.MAR.2010.221844.0100.>

This is great news Ludovica!
My very 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 2 mars 10 ? 19:17, Ludovica Serratrice a ?crit :

> John Benjamins Publishing is please to announce a new journal to be  
> published in 2011: Linguistic Approaches to Bilingualism (LAB)
>
> Over the past few decades there has been a sharp increase in the  
> scientific precision and complexity of the linguistic study of  
> bilingualism. This journal will contribute to this general program,  
> assuming a broad definition of bilingualism including:
>
> adult L2 acquisition
> simultaneous child bilingualism
> child L2 acquisition
> adult heritage speaker competence
> L1 attrition in L2/Ln environments
> adult L3/Ln acquisition.
>
> Linguistic Approaches to Bilingualism will provide an outlet for  
> cutting-edge, contemporary studies on bilingualism, exclusively from  
> formal linguistic and cognitive science approaches. The journal will  
> solicit high-quality articles of original research assuming any  
> cognitive science approach to understanding the mental  
> representation of bilingual language competence and performance,  
> including cognitive linguistic theories, emergentism/connectionism,  
> generative theories, psycholinguistic and processing accounts, and  
> covering typical and atypical populations (e.g., SLI and other  
> linguistic disorders). Four types of articles will appear in LAB.
>
> General Research articles: 8,000-10,000 word articles that present  
> original empirical research pertinent to the study of cognitive- 
> linguistic bilingualism.
> www.benjamins.com/jbp/series/LAB/guidelines.pdf <http://www.benjamins.com/jbp/series/LAB/guidelines.pdf 
> > .
>
> Squibs and Research Reports: These articles should not exceed 5,000  
> words and should present research on ongoing theoretical projects or  
> subsets of data sets making significant contributions that are time  
> sensitive.
>
> Epistemological Topics: these articles on topics of general  
> epistemological interest in the sub-disciplines that contribute  
> research to the journal will be between 8,000 and 12,000 words and  
> will be by invitation only.
>
> Spotlight issue: Annually, one Spotlight issue will be published  
> focusing on research of one particular language, language family or  
> a cohort of articles addressing the same theoretical questions  
> within the remit of the journal.  Proposals to guest edit this issue  
> should be no longer than 3 pages and sent to the editors
>
> Please address inquiries to the general editors, Jason Rothman or  
> Roumyana Slabakova by e-mailing them at the journal e-mail LABjournal at uiowa.edu 
>  and/or visit http://benjamins.com/catalog/lab.
>
> General Editors:
> Jason Rothman (University of Iowa, USA)
> Roumyana Slabakova (University of Iowa, USA)
>
> Associate editors (Squibs and Research Reports)
> Theo Marinis (University of Reading, UK)
> Ludovica Serratrice (University of Manchester, UK)
>
> Associate editor: (Epistemological Topics)
> Silvina Montrul (University of Illinois, Urbana-Champaign, USA)
>
> Editorial Board:
> Camilla Bardel (Stockholm)
> Rakesh Bhatt (Illinois)
> David Birdsong (Texas-Austin)
> Kees de Bot (Groningen)
> Joyce Bruhn de Garavito (W.Ontario)
> Susanne Carroll (Calgary)
> Martha Crago (Dalhousie)
> Laurent Dekydtspotter (Indiana)
> Paola Dussias (Penn State)
> Nick Ellis (Michigan)
> Claudia Felser (Essex)
> Mar?a del Pilar Garc?a Mayo (Basque Country)
> Susan Gass (Michigan State)
> Virgina Gathercole (Bangor)
> Aafke Hulk (Amsterdam)
> Kenneth Hyltenstam (Stockholm)
> Alan Juffs (Pittsburgh)
> Judith Kroll (Penn State)
> Tanja Kupisch (Hamburg)
> Donna Lardiere (Georgetown)
> Juana Liceras (Ottawa)
> Conxita Lle? (Hamburg)
> Michael Long (Maryland)
> J?rgen M. Meisel (Hamburg)
> Natascha M?ller (Wuppertal)
> Elena Nicoladis (Alberta)
> William O'Grady (Hawaii)
> Amanda Owen (Iowa)
> Johanne Paradis (Alberta)
> Maria Polinsky (Harvard)
> Philippe Pr?vost (Tours)
> Leah Roberts (Max-Planck)
> Monika Schmid (Groningen)
> Bonnie Schwartz (Hawaii)
> Michael Sharwood Smith (Heriot-Watt)
> Antonella Sorace (Edinburgh
> Ianthi Tsimpli (Aristotle-Thessaloniki)
> Michael Ullman (Georgetown)
> Bill VanPatten (Texas Tech)
> Lydia White (McGill)
> Martha Young-Scholten (Newcastle)
>
> -- 
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> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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 lizspeedvelmag at gmail.com  Tue Mar  2 22:43:53 2010
From: lizspeedvelmag at gmail.com (Liz P.)
Date: Tue, 2 Mar 2010 14:43:53 -0800
Subject: Your Baby Can Read....Research?
In-Reply-To: <4B8C6E74.3070108@bu.edu>
Message-ID: <TUE.2.MAR.2010.144353.0800.>

I really Appreciate that you all took to time to inform me and give me
your opinions on the subject matter. I knew it seemed to good to be
true and that is why i preferred to ask Professionals and experts in
Language before i continued with it. I love my daughter and I agree
that after reading all of your input it would be just a trick that you
are teaching the child. I do read to her every day, and in three
languages, so im hoping her language comes soon for she only says
simple words like Agua, Mama, Dada, Teta Etc.
But once again thank you so much for easing my worries by sharing with
me all of your wonderful knowledge.

Sincerely,
Liz Pattison
Undergraduate Research Assistant
University of Texas at El Paso

On Mar 1, 6:48?pm, Jean Berko Gleason <glea... at bu.edu> wrote:
> Hi Donna ?... thanks.. ?I couldn't resist.....
>
> Jean
>
> Donna Jackson wrote:
> > thank-you...this was the best comment ever!
> > Donna Jackson-Maldonado
>
> > Jean Berko Gleason escribi???:
> >> Hi ?this is a very interesting

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From James_Morgan at brown.edu  Tue Mar  2 23:05:01 2010
From: James_Morgan at brown.edu (James Morgan)
Date: Tue, 2 Mar 2010 18:05:01 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <5d988673-986b-4823-9fb0-870685a00ee3@y7g2000prc.googlegrou
 ps.com>
Message-ID: <TUE.2.MAR.2010.180501.0500.>

Hi Liz,

I hope that you will also follow the wise advice to enjoy your baby and not 
get too anxious about whether she is meeting artificial developmental 
deadlines. You daughter is 16 months old and using one-word utterances - 
that is well within the norms. I remember that when my own daughter was 19 
months, she had a total vocabulary of four words: mama, dada, wawa ("dog") 
and yaya ("doll"). The average productive vocabulary size at that age is 
about 80, so we were starting to get a bit worried about her. For no good 
reason, as it turned out. She soon started talking much more and using 
sentences, not just one word at a time. After I took her for her check up 
just before her second birthday, on the way out to the car, she said to me 
"Dad, you know what I like about going to the doctor's office is getting to 
play with all the toys in the waiting room." Quite a sentence! She is now a 
highly verbal young adult.

Children follow different developmental pathways. I suspect that trying to 
force any child down any pre-planned route is never optimal.

Best,
   Jim Morgan

At 05:43 PM 3/2/2010, you wrote:
>I really Appreciate that you all took to time to inform me and give me
>your opinions on the subject matter. I knew it seemed to good to be
>true and that is why i preferred to ask Professionals and experts in
>Language before i continued with it. I love my daughter and I agree
>that after reading all of your input it would be just a trick that you
>are teaching the child. I do read to her every day, and in three
>languages, so im hoping her language comes soon for she only says
>simple words like Agua, Mama, Dada, Teta Etc.
>But once again thank you so much for easing my worries by sharing with
>me all of your wonderful knowledge.
>
>Sincerely,
>Liz Pattison
>Undergraduate Research Assistant
>University of Texas at El Paso
>
>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
> > Hi Donna  ... thanks..  I couldn't resist.....
> >
> > Jean
> >
> > Donna Jackson wrote:
> > > thank-you...this was the best comment ever!
> > > Donna Jackson-Maldonado
> >
> > > Jean Berko Gleason escribi???:
> > >> Hi  this is a very interesting
>
>--
>You received this message because you are subscribed to the Google Groups 
>"Info-CHILDES" group.
>To post to this group, send email to info-childes at googlegroups.com.
>To unsubscribe from this group, send email to 
>info-childes+unsubscribe at googlegroups.com.
>For more options, visit this group at 
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From k1n at psu.edu  Wed Mar  3 02:11:28 2010
From: k1n at psu.edu (Keith Nelson)
Date: Tue, 2 Mar 2010 21:11:28 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <6.0.3.0.2.20100302175220.02ab1da0@email.brown.edu>
Message-ID: <TUE.2.MAR.2010.211128.0500.>

Hi Liz,   I agree with these comments from Jim, 
as well as most you have received.   My own 
daughter too was not an especially quick starter, 
but once she got into sentences she just 
blossomed and blossomed and was so marvelous to 
observe and enjoy.

	Really fluent exposure to 3 languages 
even if they are not equal in hours  per week is 
a great deal your daughter is getting as a great 
bonus for her language flexibility, and probably 
also for her thinking flexibility.  So, yes, 
enjoy, follow her interests and enthusiasms, and 
have fun in ordinary circumstances away from too 
much technology and as often as possible out in 
nature.

	Best regards,  Keith Nelson


At 6:05 PM -0500 3/2/10, James Morgan wrote:
>Hi Liz,
>
>I hope that you will also follow the wise advice 
>to enjoy your baby and not get too anxious about 
>whether she is meeting artificial developmental 
>deadlines. You daughter is 16 months old and 
>using one-word utterances - that is well within 
>the norms. I remember that when my own daughter 
>was 19 months, she had a total vocabulary of 
>four words: mama, dada, wawa ("dog") and yaya 
>("doll"). The average productive vocabulary size 
>at that age is about 80, so we were starting to 
>get a bit worried about her. For no good reason, 
>as it turned out. She soon started talking much 
>more and using sentences, not just one word at a 
>time. After I took her for her check up just 
>before her second birthday, on the way out to 
>the car, she said to me "Dad, you know what I 
>like about going to the doctor's office is 
>getting to play with all the toys in the waiting 
>room." Quite a sentence! She is now a highly 
>verbal young adult.
>
>Children follow different developmental 
>pathways. I suspect that trying to force any 
>child down any pre-planned route is never 
>optimal.
>
>Best,
>   Jim Morgan
>
>At 05:43 PM 3/2/2010, you wrote:
>>I really Appreciate that you all took to time to inform me and give me
>>your opinions on the subject matter. I knew it seemed to good to be
>>true and that is why i preferred to ask Professionals and experts in
>>Language before i continued with it. I love my daughter and I agree
>>that after reading all of your input it would be just a trick that you
>>are teaching the child. I do read to her every day, and in three
>>languages, so im hoping her language comes soon for she only says
>>simple words like Agua, Mama, Dada, Teta Etc.
>>But once again thank you so much for easing my worries by sharing with
>>me all of your wonderful knowledge.
>>
>>Sincerely,
>>Liz Pattison
>>Undergraduate Research Assistant
>>University of Texas at El Paso
>>
>>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
>>>  Hi Donna  ... thanks..  I couldn't resist.....
>>>
>>>  Jean
>>>
>>>  Donna Jackson wrote:
>>>  > thank-you...this was the best comment ever!
>>>  > Donna Jackson-Maldonado
>>>
>>>  > Jean Berko Gleason escribi???:
>>>  >> Hi  this is a very interesting
>>
>>--
>>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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>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 
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-- 



Keith Nelson
Professor of Psychology
Penn State University
414 Moore Building
University Park, PA   16802


keithnelsonart at psu.edu

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi? ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From kohne005 at umn.edu  Wed Mar  3 13:16:10 2010
From: kohne005 at umn.edu (kohne005)
Date: Wed, 3 Mar 2010 07:16:10 -0600
Subject: SLIGHT CHANGE Conference on Language Impairment in
 Monolingual and Bilingual: Denmark
In-Reply-To: <018a01caba23$49c66180$dd532480$@edu>
Message-ID: <WED.3.MAR.2010.071610.0600.>

Dear Colleagues,

Please replace the text announcement sent yesterday regarding the Call for
Abstracts for the 2010 conference 'Language Impairment in Monolingual and
Bilingual Society' with the attached announcement in Word. 

 

Thanks! -k

 

 

 

 

 

Dear All,

 

There has been a slight but important change in the Announcement for the
MoBiLIS conference, which means I need to ask all to:

 

1) delete the versions I mailed you yesterday

 

2) substitute any present postings with the version I'm attaching here

 

3) Use the present announcement for any new postings

 

 

I apologize for this inconvience.

 

Best Regards

 

Kristine

 

 

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From mccune at rci.rutgers.edu  Wed Mar  3 14:20:29 2010
From: mccune at rci.rutgers.edu (Lorraine McCune)
Date: Wed, 3 Mar 2010 09:20:29 -0500
Subject: Your Baby Can Read....Research? More on Early Language
 Variability
In-Reply-To: <p06230900c7b37412b191@[192.168.254.100]>
Message-ID: <WED.3.MAR.2010.092029.0500.>

Most norms these days are based on parent report 
measures and do not distinguish between what may 
have been context-limited words such as Jim lists 
and words that generalize. I call them 
"referential words" because they refer to 
situations that are organized with reference to 
some internal sense of meaning to which the child 
refers. (The grouping of meanings under a given 
lexical item may be idiosyncratic for the child.) 
Once children have a couple of these words ... 
and wawa and yaya below had potential for this... 
in my work I have found rapid lexical growth, 
more exponential than linear once the shift to 
referential words occurs. Timing for the shift 
varied from 14 months to 27 months by videotaped 
data. Timing in 20 participants could be 
predicted by cognitive, communicative, and 
phonetic variables that I believe show a dynamic systems organization.

McCune, L (2008) How Children learn to Learn language. Oxford.

Pardon the promotion!

Lorraine


At 09:11 PM 3/2/2010, you wrote:
>Hi Liz,   I agree with these comments from Jim, 
>as well as most you have received.   My own 
>daughter too was not an especially quick 
>starter, but once she got into sentences she 
>just blossomed and blossomed and was so marvelous to observe and enjoy.
>
>         Really fluent exposure to 3 languages 
> even if they are not equal in hours  per week 
> is a great deal your daughter is getting as a 
> great bonus for her language flexibility, and 
> probably also for her thinking 
> flexibility.  So, yes, enjoy, follow her 
> interests and enthusiasms, and have fun in 
> ordinary circumstances away from too much 
> technology and as often as possible out in nature.
>
>         Best regards,  Keith Nelson
>
>
>At 6:05 PM -0500 3/2/10, James Morgan wrote:
>>Hi Liz,
>>
>>I hope that you will also follow the wise 
>>advice to enjoy your baby and not get too 
>>anxious about whether she is meeting artificial 
>>developmental deadlines. You daughter is 16 
>>months old and using one-word utterances - that 
>>is well within the norms. I remember that when 
>>my own daughter was 19 months, she had a total 
>>vocabulary of four words: mama, dada, wawa 
>>("dog") and yaya ("doll"). The average 
>>productive vocabulary size at that age is about 
>>80, so we were starting to get a bit worried 
>>about her. For no good reason, as it turned 
>>out. She soon started talking much more and 
>>using sentences, not just one word at a time. 
>>After I took her for her check up just before 
>>her second birthday, on the way out to the car, 
>>she said to me "Dad, you know what I like about 
>>going to the doctor's office is getting to play 
>>with all the toys in the waiting room." Quite a 
>>sentence! She is now a highly verbal young adult.
>>
>>Children follow different developmental 
>>pathways. I suspect that trying to force any 
>>child down any pre-planned route is never optimal.
>>
>>Best,
>>   Jim Morgan
>>
>>At 05:43 PM 3/2/2010, you wrote:
>>>I really Appreciate that you all took to time to inform me and give me
>>>your opinions on the subject matter. I knew it seemed to good to be
>>>true and that is why i preferred to ask Professionals and experts in
>>>Language before i continued with it. I love my daughter and I agree
>>>that after reading all of your input it would be just a trick that you
>>>are teaching the child. I do read to her every day, and in three
>>>languages, so im hoping her language comes soon for she only says
>>>simple words like Agua, Mama, Dada, Teta Etc.
>>>But once again thank you so much for easing my worries by sharing with
>>>me all of your wonderful knowledge.
>>>
>>>Sincerely,
>>>Liz Pattison
>>>Undergraduate Research Assistant
>>>University of Texas at El Paso
>>>
>>>On Mar 1, 6:48 pm, Jean Berko Gleason <glea... at bu.edu> wrote:
>>>>  Hi Donna  ... thanks..  I couldn't resist.....
>>>>
>>>>  Jean
>>>>
>>>>  Donna Jackson wrote:
>>>>  > thank-you...this was the best comment ever!
>>>>  > Donna Jackson-Maldonado
>>>>
>>>>  > Jean Berko Gleason escribi???:
>>>>  >> Hi  this is a very interesting
>>>
>>>--
>>>You received this message because you are 
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>>>http://groups.google.com/group/info-childes?hl=en.
>>
>>
>>--
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>
>
>--
>
>
>
>Keith Nelson
>Professor of Psychology
>Penn State University
>414 Moore Building
>University Park, PA   16802
>
>
>keithnelsonart at psu.edu
>
>814 863 1747
>
>
>
>And what is mind
>and how is it recognized ?
>It is clearly drawn
>in Sumi  ink, the
>sound of breezes drifting through pine.
>
>--Ikkyu Sojun
>Japanese Zen Master    1394-1481
>
>--
>You received this message because you are 
>subscribed to the Google Groups "Info-CHILDES" group.
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>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

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From victoria.murphy at education.ox.ac.uk  Wed Mar  3 15:07:04 2010
From: victoria.murphy at education.ox.ac.uk (Vicki)
Date: Wed, 3 Mar 2010 07:07:04 -0800
Subject: Collocations in L2 child vocabulary
Message-ID: <WED.3.MAR.2010.070704.0800.>

Dear all,

A group of us are about to begin a project investigating children's
collocational knowledge in their L2.  As we are beginning to start
worrying about our tasks we would like to make some principled
decisions about what kinds of collocations would be appropriate to
include.  To that end we are interested in looking at some databases
which might be relevant to children in their L2.  We wondered whether
any of you might have some suggestions as to where we could begin to
search for what collocations we might reasonably expect L2 children to
know?

Many thanks in advance for your suggestions.

Vicki

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From joanne.n.lee at gmail.com  Wed Mar  3 16:55:23 2010
From: joanne.n.lee at gmail.com (Joanne Lee)
Date: Wed, 3 Mar 2010 11:55:23 -0500
Subject: MCDI - Polish version
Message-ID: <WED.3.MAR.2010.115523.0500.>

Hi colleagues,

Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca.

Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From joanne.n.lee at gmail.com  Wed Mar  3 16:55:30 2010
From: joanne.n.lee at gmail.com (Joanne Lee)
Date: Wed, 3 Mar 2010 11:55:30 -0500
Subject: MCDI - Polish version
Message-ID: <WED.3.MAR.2010.115530.0500.>

Hi colleagues,

Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca.

Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From miguel.perez.pereira at usc.es  Wed Mar  3 17:01:19 2010
From: miguel.perez.pereira at usc.es (=?ISO-8859-1?Q?Miguel_P=E9rez_Pereira?=)
Date: Wed, 3 Mar 2010 18:01:19 +0100
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855l56339077yfa1ef5cedb52939c@mail.gmail.com>
Message-ID: <WED.3.MAR.2010.180119.0100.>

Dear Joanne, Can you get in touch with Magdalena Smoczinska? She  
produced the Polish adaptation of the MCDI.
Best wishes
Miguel
Miguel P?rez Pereira
Departamento de Psicolox?a Evolutiva e da Educaci?n
Universidade de Santiago de Compostela
Spain
miguel.perez.pereira at usc.es




El 03/03/2010, a las 17:55, Joanne Lee escribi?:

> Hi colleagues,
>
> Does anyone know of a Polish version of the MCDI checklist? Please  
> email me at jlee at wlu.ca.
>
> Many thanks,
> Joanne Lee
> Wilfrid Laurier University
> Department of Psychology
> Waterloo, ON, Canada
>
> -- 
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> 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 dalep at unm.edu  Wed Mar  3 17:03:40 2010
From: dalep at unm.edu (Philip Dale)
Date: Wed, 3 Mar 2010 10:03:40 -0700
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855w1a454d0evce022b0cf16dcaa8@mail.gmail.com>
Message-ID: <WED.3.MAR.2010.100340.0700.>

For a list of CDI adaptations projects, see our website
http://www.sci.sdsu.edu/cdi/adaptations_ol.htm
The Polish adaptation is complete and normed, btw.
Philip Dale

  _____  

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Joanne Lee
Sent: Wednesday, March 03, 2010 9:55 AM
To: info-childes at googlegroups.com
Subject: MCDI - Polish version


Hi colleagues,
 
Does anyone know of a Polish version of the MCDI checklist? Please email me
at jlee at wlu.ca. 
 
Many thanks,
Joanne Lee
Wilfrid Laurier University
Department of Psychology
Waterloo, ON, Canada

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From lieven at eva.mpg.de  Wed Mar  3 19:35:04 2010
From: lieven at eva.mpg.de (elena lieven)
Date: Wed, 3 Mar 2010 19:35:04 +0000
Subject: Collocations in L2 child vocabulary
In-Reply-To: <d592c3c8-ff45-4765-8ab1-eaa1c83026dd@z35g2000yqd.googlegroups.com>
Message-ID: <WED.3.MAR.2010.193504.0000.>

Dear Vicki
In the following study, small children are tested on collocations drawn 
from CDS to L1 learners. This may be of help to you
Bannard, C., & MATTHEWS, D. (2008). Stored Word Sequences in Language 
Learning: The effect of familiarity on children?s repetition of 
four-word combinations. /Psychological Science/, 19, 241-248.
Best wishes
Elena Lieven

Vicki wrote:

>Dear all,
>
>A group of us are about to begin a project investigating children's
>collocational knowledge in their L2.  As we are beginning to start
>worrying about our tasks we would like to make some principled
>decisions about what kinds of collocations would be appropriate to
>include.  To that end we are interested in looking at some databases
>which might be relevant to children in their L2.  We wondered whether
>any of you might have some suggestions as to where we could begin to
>search for what collocations we might reasonably expect L2 children to
>know?
>
>Many thanks in advance for your suggestions.
>
>Vicki
>
>  
>

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From letitia.naigles at uconn.edu  Wed Mar  3 20:28:43 2010
From: letitia.naigles at uconn.edu (letty)
Date: Wed, 3 Mar 2010 12:28:43 -0800
Subject: RA position at UCONN--revised start date
Message-ID: <WED.3.MAR.2010.122843.0800.>

please bring this to the attention of your excellent students--and
note revised start date of summer 2010!

thanks,
letty

REVISED

Research Assistant I
Child Language Lab - Department of Psychology

The Department of Psychology at the University of Connecticut is
seeking applicants to fill a full-time, end-date position as Research
Assistant I on an NIH-supported research project comparing the
processes of language development in typically developing children and
children with autism under the supervision of Dr. Letitia Naigles.
Responsibilities include data collection (off-site at children?s
homes), entry, and analysis; subject recruitment and scheduling;
maintenance of subject files and correspondence; and coordination of
lab activities.

Minimum qualifications:  Bachelor?s degree in speech pathology,
psychology, linguistics, or a related discipline with experience in
the conduct of health or natural/social science research, or an
equivalent combination of education and experience.

Preferred Qualifications:  One or more years of experience working
with children and their families; experience with children on the
autistic spectrum; research experience involving children, computer
skills in statistical software; and excellent organizational and
interpersonal skills.

This position offers full benefits and an exciting work environment.
The position is ideal for anyone who wants to learn more about
children?s language development, developmental disabilities, or
research or for anyone who would enjoy the intellectual stimulation of
working on a university campus.  There may be opportunities to attend
professional conferences.

This is an end-date position renewable yearly for up to three years.
The desired start date is Summer 2010.  Feel free to send inquiries
via e-mail to Letitia.naigles at uconn.edu.

To apply, please send a cover letter describing your interests and
goals, your resume, and contact information for three references to:
Carol Valone, University of Connecticut, Department of Psychology, 406
Babbidge Road, U-1020, Storrs, CT 06269-1020; or via email to:
carol.valone at uconn.edu.  (Search # 2010248)

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From edy.veneziano at paris5.sorbonne.fr  Thu Mar  4 09:02:53 2010
From: edy.veneziano at paris5.sorbonne.fr (edy veneziano)
Date: Thu, 4 Mar 2010 10:02:53 +0100
Subject: REMINDER  :  International Conference in Paris -
 Grammaticalization and Language acquisition -
Message-ID: <THU.4.MAR.2010.100253.0100.>



ANNOUNCEMENT of a Conference in PARIS, France
No registration fees
For organization purposes,
please announce your attendance by just sending an email to georgie.morand at sfl.cnrs.fr



International Conference
Grammaticalization and language acquisition
25 - 26 March 2010
Paris, France
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

This Conference places itself within current debates on the origin and  
nature of children's language competences. The issues addressed  
concern more particularly the emergence and development of two central  
categories of linguistic systems: Nouns and Verbs.

At the end of their first year of life children talk in single word  
utterances to communicate meanings and intentions. Around three years  
of age, they have acquired enough linguistic knowledge to produce  
grammatically appropriate utterances for the same purpose. The  
development of grammaticality - or grammaticalization - of utterances  
is a central process showing that language is not only a way to  
communicate meanings and intentions but has properties specific to an  
organized system. Understanding how the processes of  
grammaticalization take place during the second and third year, and  
how they progress and are enriched by further development, is  
fundamental for a theory of language acquisition in general, and for a  
greater understanding of typical and atypical development, in  
particular.

In this Conference results obtained within two research projects  
supported by the ANR, LANGRAMACQ (directed by D. Bassano) and EMERGRAM  
(directed by E. Veneziano), will be presented and discussed.  The main  
issues will concern the emergence of the Noun and Verb categories  
within a language system under construction, the nature of the  
subject's knowledge at different developmental periods, and of the  
processes of acquisition.  The two projects deal with these issues  
basing themselves on developmental and cross-linguistic approaches.  
They ally the study of early comprehension and production, as well as  
analyses of late developments (first and second language acquisition  
in adult learners). They bring together experimental and fine-grained,  
scientifically-sound methods of analyses of corpora. They plead for  
the usefulness of models, e.g., nonlinear dynamic systems theory, for  
a better understanding of the dynamics of development.

PROGRAM

THURSDAY March 25th

9h30 - 10h
Introduction
D. Bassano & E. Veneziano

Introduction to ANR Langramacq
D. Bassano

10h - 11h
Early comprehension of syntactic constructions: Transitive structures  
in French
M. Kail, D. Bassano,  M. Boibieux et P. Bonnet
	Developmental issues
	Experimental paradigms
	Reversible transitive structures: New results based on the intermodal  
preferential looking paradigm

11h-11h15: Coffee break

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
	A contrastive and dynamic approach to development
	Language typology and determiner systems: French, Dutch, German
	The development of determiner use: Comparing the three children
	Prosodic and lexical influences on determiner acquisition

13h -14h30: Lunch

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
	A dynamic model of adaptation between child directed speech and child  
language
	Applying the model to the study of three variables: MLU, vocabulary,  
determiner use

15h30 ? 16h
Looking for input effects: A study on noun grammaticalization in French
D. Bassano, I. Maillochon & P. Bonnet

16h-16h30:  Coffee break

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
	Typological constraints on the expression of motion in first  
language: French, English, German
	Space and temporality in second language acquisition by adults

18h00- 18h30
Discussion
Discussant: J. Weissenborn

FRIDAY March 26th

9h30 - 10h
Introduction to ANR Emergram
E. Veneziano

10h-11h15
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
	Longitudinal development in the production of "Fillers"
	The comprehension of noun and verb grammatical cues in 2 to 4 years old

11h15 -11h30 : Coffee break

11h30 - 12h00
Nouns and Verbs in Spanish : Input and Output from 20 to 25 month
S. L?pez Ornat & S. Nieva

12h00 - 13h00
Verbal morphology: Acquisition, input and conversation in development
	Verb inflections in the single-form verb period: The role of the  
input and of conversational contingencies
	E. Veneziano & C. Parisse
	
	Homophone verb forms and adult's reformulations: The first  
constructions of verb paradigms
	E. V. Clark & Marie-Catherine de Marneffe

  13h -14h30: Lunch

14h30-15h00
Verbal morphology: Acquisition, input and conversation in development  
(cont'ed)
	First Inflection Contrasts in Spanish Verbs: Interaction and Homonymy
	C. Rojas Nieto

15h00-15h45
Transitions towards articulated speech
	Funny Things can Happen on the way to Word Combinations (15h00-15h30)
	A. Peters
	
	A conversational model for the transition to articulated speech: An  
introduction (15h30-15h45)
	E. Veneziano

15h45 - 16h15 Coffee break

16h15 - 17h15
Transitions towards articulated speech (cont'ed)
	Towards word combination in Spanish: the role of conversational  
interaction
	S. Nieva

	Transition to multiword utterances in English
	L. McCune & E. Herr-Israel

17h15 - 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
Discussant : E.V. Clark









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From L.Dominguez at soton.ac.uk  Thu Mar  4 11:27:23 2010
From: L.Dominguez at soton.ac.uk (Dominguez L.)
Date: Thu, 4 Mar 2010 11:27:23 +0000
Subject: BBC4 Radio show on the infant brain
Message-ID: <THU.4.MAR.2010.112723.0000.>

Dear All,

I thought some of you may be interested to know that the UK BBC4 is broadcasting a show today called "The Infant Brain": http://www.bbc.co.uk/programmes/b00r2cn4

Guests:
Usha Goswami, Professor of Education at the University of Cambridge and Director of its Centre for Neuroscience in Education.

Annette Karmiloff-Smith, Professorial Research Fellow at the Centre for Brain and Cognitive Development at the Department of Psychological Sciences, Birkbeck College, University of London.

Denis Mareschal, Professor of Psychology at the Centre for Brain and Cognitive Development at Birkbeck College, University of London.

It's repeated live tonight but it should be accessible anytime through the BBC IPlayer: http://www.bbc.co.uk/iplayer/episode/b00r2cn4/In_Our_Time_The_Infant_Brain/

Cheers,

Laura

Dr. Laura Dominguez
Lecturer in Linguistics
http://www.soton.ac.uk/ml/profiles/dominguez.html
Centre for Applied Language Research
Modern Languages
University of Southampton
Southampton SO17 1BJ
U.K.

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From meh at psych.uw.edu.pl  Thu Mar  4 13:33:14 2010
From: meh at psych.uw.edu.pl (Ewa Haman)
Date: Thu, 4 Mar 2010 05:33:14 -0800
Subject: MCDI - Polish version
In-Reply-To: <7113a4f81003030855w1a454d0evce022b0cf16dcaa8@mail.gmail.com>
Message-ID: <THU.4.MAR.2010.053314.0800.>

Dear Joanne,
THe Polish version of MCDI was prepared by Magdalena Smoczynska from
Jagellonian University (Cracow). It is not officially published yet
but there are norms already. I think you should contact MS directly
(try: masmo at lingua.filg.uj.edu.pl).
Regards,
Ewa Haman
Faculty of Psychology
University of Warsaw

On 3 Mar, 17:55, Joanne Lee <joanne.n.... at gmail.com> wrote:
> Hi colleagues,
>
> Does anyone know of a Polish version of the MCDI checklist? Please email me
> at j... at wlu.ca.
>
> Many thanks,
> Joanne Lee
> Wilfrid Laurier University
> Department of Psychology
> Waterloo, ON, Canada

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From ngoni.chipere at gmail.com  Sat Mar  6 19:42:03 2010
From: ngoni.chipere at gmail.com (Ngoni Chipere)
Date: Sat, 6 Mar 2010 15:42:03 -0400
Subject: Your Baby Can Read....Research?
In-Reply-To: <3f2fbd34-3923-4be3-858a-87f4a5a4da63@t41g2000yqt.googlegroups.com>
Message-ID: <SAT.6.MAR.2010.154203.0400.>

Dear all

I know this thread is done, but it seems like some research has been carried
out in this general area (in case nobody has mentioned this)

http://www.sciencedaily.com/releases/2010/03/100301165612.htm

Look under Related Stories on the right of the article for more articles on
the issue.

best wishes

Ngoni Chipere

On Sun, Feb 28, 2010 at 5:53 PM, Liz P. <lizspeedvelmag at gmail.com> wrote:

> Hello Everybody,
> I have a 16 month old baby girl, and i just recently acquired the Your
> Baby Can Read Program, but when i started watching it, it seems too
> good to be true, and i was asking my Language Acquisition professor
> and she suggested that i inquire within to see if anyone knows the
> research behind this program and if there are any down falls or
> reasons why i shouldnt continue with the program with my daughter. I
> can see the Pros (shell learn to read and expand her vocabulary) but
> what would the Cons be. Thank you so much for your time. Any comments
> will be appreciated
>
> Liz Pattison
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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>
>

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From barriere.isa at gmail.com  Sat Mar  6 20:27:08 2010
From: barriere.isa at gmail.com (isa barriere)
Date: Sat, 6 Mar 2010 15:27:08 -0500
Subject: Your Baby Can Read....Research?
In-Reply-To: <2b4b69e01003061142x2e4d1c34g300c24954c8d9f95@mail.gmail.com>
Message-ID: <SAT.6.MAR.2010.152708.0500.>

Dear all,

Here is a reference to a relatively recent critical review of the evidence.
The American Acedemics of Pediatrics has successfully prosecuted publishers
of these materials.

Best,
Isabelle Barriere, PhD
  Teaching gestural signs to infants to advance child development: A review
of the evidence *J. Cyne Johnston *

*Andr?e Durieux-Smith *

University of Ottawa

*Kathleen Bloom *

University of Waterloo

Should parents be encouraged to teach their hearing infants to communicate
using gestural signs? Does signing in infancy advance child behaviour and
development as claimed by many commercially available products for parents?
To answer these questions, a review was undertaken to evaluate currently
available research studies that examined the effectiveness of
prelingual signing
for normally developing, hearing infants. Databases, reference lists and the
Internet were searched for relevant documents using a pre-determined
search protocol.
Seventeen reports met the review?s inclusion criteria and were retrieved and
evaluated. The review failed to support claims that signing
facilitates language
development, due to insufficiencies in scientific methods and to equivocal
results.

*Key Words:* Gestures ? infants ? pre-lingual ? sign language ? review

 First Language, Vol. 25, No. 2, 235-251 (2005)
DOI: 10.1177/0142723705050340


On Sat, Mar 6, 2010 at 2:42 PM, Ngoni Chipere <ngoni.chipere at gmail.com>wrote:

> Dear all
>
> I know this thread is done, but it seems like some research has been
> carried out in this general area (in case nobody has mentioned this)
>
> http://www.sciencedaily.com/releases/2010/03/100301165612.htm
>
> Look under Related Stories on the right of the article for more articles on
> the issue.
>
> best wishes
>
> Ngoni Chipere
>
>
> On Sun, Feb 28, 2010 at 5:53 PM, Liz P. <lizspeedvelmag at gmail.com> wrote:
>
>> Hello Everybody,
>> I have a 16 month old baby girl, and i just recently acquired the Your
>> Baby Can Read Program, but when i started watching it, it seems too
>> good to be true, and i was asking my Language Acquisition professor
>> and she suggested that i inquire within to see if anyone knows the
>> research behind this program and if there are any down falls or
>> reasons why i shouldnt continue with the program with my daughter. I
>> can see the Pros (shell learn to read and expand her vocabulary) but
>> what would the Cons be. Thank you so much for your time. Any comments
>> will be appreciated
>>
>> Liz Pattison
>>
>> --
>>  You received this message because you are subscribed to the Google
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com<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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> "Info-CHILDES" group.
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From lmorett at ucsc.edu  Sun Mar  7 20:21:40 2010
From: lmorett at ucsc.edu (Laura Morett)
Date: Sun, 7 Mar 2010 12:21:40 -0800
Subject: Use of baby signs in children acquiring sign language
Message-ID: <SUN.7.MAR.2010.122140.0800.>

Dear all,
A recent post to another thread reminded me of something I've recently  
been wondering about.  Does anyone know if there is an research on the  
use of baby signs with children acquiring ASL or another actual sign  
language?  I understand that the two are very different beasts, in  
that baby signs are considered more akin to gestures than actual sign  
languages, which have been shown to have all of the characteristics of  
spoken languages.  I also understand that sign language generally  
emerges more quickly than spoken language, due to children's better  
motor control over their hands than their larynx, so perhaps there is  
no need for them to use baby signs at all.  But I was just wondering  
if anyone knows of any research on this at all.

On a related note, do users of sign languages such as ASL gesture?   
Would this be impossible, due to their use of both hands for signing?

Thanks,
Laura Morett



************************************************************************************************
Laura Maribeth Morett
Ph.D. Student
Cognitive Psychology Area
Department of Psychology
University of California, Santa Cruz

Office: Social Sciences 2, Room 419
Lab: Bilingualism & Cognition, SS2 411
Mailstop: Psychology Faculty Services
Phone: (831) 459-4592
Fax: (831) 459-5319
Personal website: http://people.ucsc.edu/~lmorett
Email: lmorett at ucsc.edu

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From Roberta at udel.edu  Sun Mar  7 20:33:02 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Sun, 7 Mar 2010 15:33:02 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <A5EA8F6A-4FE9-4B8A-A589-6F7D085A548F@ucsc.edu>
Message-ID: <SUN.7.MAR.2010.153302.0500.>

See the research by Linda Acredolo at University of CA Davis about baby's
use of "baby sign" and its impact on oral language acquisition.
Best, Roberta Golinkoff

On Sun, Mar 7, 2010 at 3:21 PM, Laura Morett <lmorett at ucsc.edu> wrote:

> Dear all,
> A recent post to another thread reminded me of something I've recently been
> wondering about.  Does anyone know if there is an research on the use of
> baby signs with children acquiring ASL or another actual sign language?  I
> understand that the two are very different beasts, in that baby signs are
> considered more akin to gestures than actual sign languages, which have been
> shown to have all of the characteristics of spoken languages.  I also
> understand that sign language generally emerges more quickly than spoken
> language, due to children's better motor control over their hands than their
> larynx, so perhaps there is no need for them to use baby signs at all.  But
> I was just wondering if anyone knows of any research on this at all.
>
> On a related note, do users of sign languages such as ASL gesture?  Would
> this be impossible, due to their use of both hands for signing?
>
> Thanks,
> Laura Morett
>
>
>
>
> ************************************************************************************************
> Laura Maribeth Morett
> Ph.D. Student
> Cognitive Psychology Area
> Department of Psychology
> University of California, Santa Cruz
>
> Office: Social Sciences 2, Room 419
> Lab: Bilingualism & Cognition, SS2 411
> Mailstop: Psychology Faculty Services
> Phone: (831) 459-4592
> Fax: (831) 459-5319
> Personal website: http://people.ucsc.edu/~lmorett<http://people.ucsc.edu/%7Elmorett>
> Email: lmorett at ucsc.edu
>
>  --
> 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.
>



-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From pgordon at tc.columbia.edu  Sun Mar  7 21:09:28 2010
From: pgordon at tc.columbia.edu (Peter Gordon)
Date: Sun, 7 Mar 2010 16:09:28 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <20100307130142.CYY41334@mail.sdsu.edu>
Message-ID: <SUN.7.MAR.2010.160928.0500.>

It seems that there is a separate issue about whether young infants can
learn to communicate with a simplified sign system (which seems to be the
case) and whether that helps (or hinders) normal language learning (which
seems to be more controversial).   Probably shouldn't throw out the baby
signs with the bathwater, just because it doesn't help with regular language
if some parents find it useful for understanding an infants needs.

Peter Gordon


On 3/7/10 4:01 PM, "reilly1 at mail.sdsu.edu" <reilly1 at mail.sdsu.edu> wrote:

> Hi Laura,
> Karen Emmorey has done work on gesture in ASL if you are interested.
> Cheers
> Judy 

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From reilly1 at mail.sdsu.edu  Sun Mar  7 21:01:42 2010
From: reilly1 at mail.sdsu.edu (reilly1 at mail.sdsu.edu)
Date: Sun, 7 Mar 2010 13:01:42 -0800
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <A5EA8F6A-4FE9-4B8A-A589-6F7D085A548F@ucsc.edu>
Message-ID: <SUN.7.MAR.2010.130142.0800.>

Hi Laura,
Karen Emmorey has done work on gesture in ASL if you are interested.
Cheers
Judy 

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From Roberta at udel.edu  Tue Mar  9 01:48:23 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Mon, 8 Mar 2010 20:48:23 -0500
Subject: Use of baby signs in children acquiring sign language
In-Reply-To: <C7B98038.7F09%pgordon@tc.columbia.edu>
Message-ID: <MON.8.MAR.2010.204823.0500.>

Hi all! Because I know that Linda Acredolo has something to say on this
issue, I asked her if she wished to respond.  Please if you wish to dialogue
with Linda write directly to her as she is not on this list-serve.
Roberta Golinkoff


Linda Acredolo writes:

I would be delighted to communicate with anyone interested in the research
foundation upon which the ?signing with babies? movement is based.  The main
study, funded by NIH, was published in the peer-reviewed *Journal of
Nonverbal Behavior* (2000, 24, 81-103) and provides a solid basis for our
conclusion that signing facilitates language development.  (A detailed
critique of the Johnston & Bloom paper is available upon request from
lpacredolo at ucdavis.edu.)



 More generally, here are the factors we believe account for the
facilitative effect:



   1. *The experience of signing teaches babies useful lessons about how
   language works--lessons that speed up the process of learning to talk once
   words are finally available.  *By enabling a baby to practice learning
   and using symbols to label objects, express needs, and describe feelings,
   and also by helping babies differentiate concepts, signing creates the
   mental framework which makes it easy to incorporate words as soon as a
   baby?s articulatory abilities enable him/her to do so.



   1. *The natural reaction by a parent to their baby?s use of a sign is to
   ?bathe? the child with words, and, as we all know, the more words a child
   hears, the faster he or she will learn to talk. *For example, when a baby
   signs ?BIRD? while strolling through the park, parents automatically respond
   with something like,  ?Oh, you see the bird!  Yes, that?s a bird?and there
   are some more birds over there.  Oh, look, the birds flew away.  Bye bye
   birdies!?.  This exposure to words is exactly what children need to learn
   how to say the words themselves. What?s more, the sign has enabled the baby
   to *choose the topic*, making it very likely that the baby will pay
   attention to the words the parent says. Support for this belief comes from
   Mike Tomasello?s work with word learning which showed that babies learn
   language more rapidly if parents follow a baby?s lead. Using signs results
   in children hearing lots of words and sentences directly relevant
to the*topic they have chosen
   *.



   1. *Just as babies learn to crawl before they can walk, signing gives
   them a developmentally appropriate way to communicate before they can talk.
   *Once children learn to crawl, the excitement they feel at being able to
   get around on their own provides motivation to get around even better?and
   that alternative is walking.  Similarly, once children experience the joy of
   communicating with signs, they are extremely motivated to find even better
   ways to do so?and that alternative is through words.



   1. *Signing increases interest in books, and books expose children to new
   vocabulary.  *Because signs enable a baby to take an active role in
   book-reading at earlier ages (by labeling pictures with signs), babies who
   sign tend to really enjoy book-reading, thereby engaging them in a very
   helpful, language-rich activity.



Linda Acredolo, Ph.D.

Professor Emeritus

University of California, Davis,




On Sun, Mar 7, 2010 at 4:09 PM, Peter Gordon <pgordon at tc.columbia.edu>wrote:

> It seems that there is a separate issue about whether young infants can
> learn to communicate with a simplified sign system (which seems to be the
> case) and whether that helps (or hinders) normal language learning (which
> seems to be more controversial).   Probably shouldn't throw out the baby
> signs with the bathwater, just because it doesn't help with regular
> language
> if some parents find it useful for understanding an infants needs.
>
> Peter Gordon
>
>
> On 3/7/10 4:01 PM, "reilly1 at mail.sdsu.edu" <reilly1 at mail.sdsu.edu> wrote:
>
> > Hi Laura,
> > Karen Emmorey has done work on gesture in ASL if you are interested.
> > Cheers
> > Judy
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> 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.
>
>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From ekaterina.smyk at gmail.com  Tue Mar  9 17:08:27 2010
From: ekaterina.smyk at gmail.com (Katya)
Date: Tue, 9 Mar 2010 09:08:27 -0800
Subject: Question regarding obligatory contexts of tense morphemes in
 story retells
Message-ID: <TUE.9.MAR.2010.090827.0800.>

Dear all,

What will be the best way to determine obligatory contexts for the
past tense morpheme -ed and the present 3rd person singular morpheme ?
s in story retells of children learning English as a second language?

I suppose in the strictest sense, the whole story should be in the
past tense. Many children, however, use the present tense correctly in
the story retell situation, perhaps as a sociolinguistic result of
their past storytelling experiences or perhaps from storytelling
tense transfer from their native language, Spanish. Then there are the
kids that will switch between the two tenses throughout their retell.
This is particularly difficult because if they use both morphemes in
one sample and then proceed to omit the tense morpheme in a certain
utterance, it is hard to determine what tense morpheme they are
omitting.

Overall, should the context be determined by the whole language sample
or at the sentence level?

Any suggestions would be helpful,

Thanks in advance,

Katya

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From macw at cmu.edu  Tue Mar  9 17:25:17 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 9 Mar 2010 12:25:17 -0500
Subject: Question regarding obligatory contexts of tense morphemes in
 story  retells
In-Reply-To: <e408724c-8e2c-4e0b-a421-f8c71ee021e2@m35g2000prh.googlegroups.com>
Message-ID: <TUE.9.MAR.2010.122517.0500.>

Dear Katya,

    My own opinion is that there will be many sentences in narratives  for which it is not possible to determine obligatory context.  If the sentence includes a temporal adverbial such as "yesterday", then an obligatory context is clearly established.  However, it is not possible in the general case to assume that all verbs in a story should be in the past tense.  One can switch temporal perspective to join into the flow of a past action, treating it as if it were a narration of an ongoing activity.  This is a stylistic choice and one might want to assume that it is not available to learners, but I rather doubt that.  In addition, there are other reasons to shift to the present, such as when one describes the habitual functionality of something, as in "the oar only fits into the slot, if you push at an angle".  You have to put this into the present, even if the overall story is in the past.  Furthermore, if you are looking for the morpheme on the main verb, you have to remember that in the past progressive, it shifts to the auxiliary or modal.  But then, do you really want to treat the past progressive as equivalent to the simple past, thereby ignoring verb-specific effects?  
  
   Regarding the 3rd person present marker, the tense issues are roughly parallel, although there is the additional issue of person-number agreement in that case.  However, unless subjects are omitted, that is usually pretty clear.

   Computation of obligatory context is a core problem in the rich literature on the Aspect Hypothesis in both L1 and L2 learning.   I do believe that one could eventually devise a system that reduced the range of these problems, but it would require attention specifically to this issue rather than simply taking some known coding system off the shelf.  I would be more than happy to have info-childes readers correct me on this.

--  Brian MacWhinney, Psychology CMU

On Mar 9, 2010, at 12:08 PM, Katya wrote:

> Dear all,
> 
> What will be the best way to determine obligatory contexts for the
> past tense morpheme -ed and the present 3rd person singular morpheme ?
> s in story retells of children learning English as a second language?
> 
> I suppose in the strictest sense, the whole story should be in the
> past tense. Many children, however, use the present tense correctly in
> the story retell situation, perhaps as a sociolinguistic result of
> their past storytelling experiences or perhaps from storytelling
> tense transfer from their native language, Spanish. Then there are the
> kids that will switch between the two tenses throughout their retell.
> This is particularly difficult because if they use both morphemes in
> one sample and then proceed to omit the tense morpheme in a certain
> utterance, it is hard to determine what tense morpheme they are
> omitting.
> 
> Overall, should the context be determined by the whole language sample
> or at the sentence level?
> 
> Any suggestions would be helpful,
> 
> Thanks in advance,
> 
> Katya
> 
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> 

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From shahin at qu.edu.qa  Thu Mar 11 00:02:10 2010
From: shahin at qu.edu.qa (Kimary Shahin)
Date: Wed, 10 Mar 2010 16:02:10 -0800
Subject: website for Arabic acquisition project
Message-ID: <WED.10.MAR.2010.160210.0800.>

The website for the project ?Baseline Data for Arabic Acquisition with
Clinical Applications? (?????? ?????? ????? ??????? ????? ??????? ??
??????? ????????? , I dati di base per acquisizione araba con
applicazioni cliniche, Grundlagendaten zur Aneignung von Arabisch mit
klinischer Anwendung, Donn?es de base pour l'acquisition de la langue
arabe avec applications cliniques ) is now online, at:
http://lughataltefel.qu.edu.qa .

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From aaabrahamsen at gmail.com  Sat Mar 13 02:43:27 2010
From: aaabrahamsen at gmail.com (adele abrahamsen)
Date: Fri, 12 Mar 2010 18:43:27 -0800
Subject: Use of baby signs in children acquiring sign language
Message-ID: <FRI.12.MAR.2010.184327.0800.>

Hello, Laura (and others following this thread), here's another perspective.
Focusing on the type of input parents make available to infants, ASL is, as
you say, quite different than referential gestures ("baby signs"). But if
you examine what the infants themselves produce, for the first several
months the similarities are more striking than the differences. In a 2000
book chapter, I compared infant production data from two studies: Folven and
Bonvillian's 1991 study of hearing babies provided with ASL from birth (plus
gestures, presumably, and varying amounts of spoken English) and Goodwin and
Acredolo's 1993 study of hearing babies for whom parents deliberately
enhanced their use of referential gestures to accompany some of their spoken
English words beginning near 11 months of age.

Focusing just on number of forms (ASL signs or referential gestures), there
was a massive difference in what was provided, but no detectable difference
in age at first manual form meeting symbolic criteria (~12 mo). The first
symbolic spoken word appeared at the same age in both groups (~12 mo). With
symbolic criteria not applied, the first ASL sign was ~8 mo and the tenth
form was attained at 13.5 mo for ASL, 14.1 mo for referential gestures, and
13.3 mo for the latter group's spoken words.  By the end of each study, the
number of manual forms was (only) two to three times as high for the ASL
learners (e.g., median of 31 forms at an estimated average age of 17.4 mo)
as for babies with enhanced exposure to referential gestures (e.g., median
of 16.5 at an average age a bit above 20 mo.).

An initial interpretation is that the early forms for both groups are quite
similar not only in their onset but also in their developmental role -- an
enhancement of the usually more limited, naturally occurring symbolic
gestures. For the ASL learners these morph a few months later into a sign
lexicon and for the other babies declines as they acquire a larger lexicon
of spoken words. The main caveat is that the ASL learners should also be
acquiring phonological knowledge throughout and comprehension of ASL syntax
later in this period, setting them apart in these respects from the others.

Fine-grained longitudinal study of the individual manual forms used by ASL
learners and their parents at 8-24 months would be invaluable. I'd venture
that if it turned out that these parents are like those of Acredolo and
Goodwyn's earliest families (who did not deliberately enhance their
gesturing but naturally arrived at an average of 4 or 5 referential gestures
used symbolically by the babies), in addition to ASL they would be seen to
use a few idiosyncratic forms that get picked up by their babies but later
fall away. From the baby's perspective all the forms could be picked up
initially as vehicles for symbolic gesturing, and the ASL signs would also
offer the opportunity to extract aspects of ASL phonology and syntax.

See Abrahamsen, A. (2000). Explorations of enhanced gestural input to
children in the bimodal
period.<http://crl.ucsd.edu/%7Eadele/publications/abrahamsen_enhancedgesture.pdf>In
K. Emmorey and H. Lane (Eds.),
*The signs of language revisited: An anthology to honor Ursula Bellugi and
Edward Klima* (pp. 357-399). Hillsdale, NJ: Erlbaum. (And please note: I
excluded early talkers from G&A's sample and then adjusted the raw data from
each study to make them as comparable as possible. On certain vocabulary
measures there also was comparable data from two of the babies in my own
Toddler Sign Program - similar in important respects to the baby signing
situation but using forms borrowed from ASL rather than invented forms. The
relation between number of forms and age was similar.)

Adele Abrahamsen
Project Scientist
Center for Research in Language
University of California, San Diego
9500 Gilman Drive, 0526
La Jolla, CA 92093-0526

Email:  adele at crl.ucsd.edu

Homepage: crl.ucsd.edu/~adele
Inquiry website:  inquiry.ucsd.edu



On Mon, Mar 8, 2010 at 4:38 AM,
<info-childes+noreply at googlegroups.com<info-childes%2Bnoreply at googlegroups.com>
> wrote:

>   Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>    - Use of baby signs in children acquiring sign language<#1273dc8754760e81_group_thread_0>[4 Updates]
>
>   Topic: Use of baby signs in children acquiring sign language<http://groups.google.com/group/info-childes/t/dbcd9cd1909bbaf8>
>
>    Laura Morett <lmorett at ucsc.edu> Mar 07 12:21PM -0800 ^<#1273dc8754760e81_digest_top>
>
>    Dear all,
>    A recent post to another thread reminded me of something I've recently
>    been wondering about. Does anyone know if there is an research on the
>    use of baby signs with children acquiring ASL or another actual sign
>    language? I understand that the two are very different beasts, in
>    that baby signs are considered more akin to gestures than actual sign
>    languages, which have been shown to have all of the characteristics of
>    spoken languages. I also understand that sign language generally
>    emerges more quickly than spoken language, due to children's better
>    motor control over their hands than their larynx, so perhaps there is
>    no need for them to use baby signs at all. But I was just wondering
>    if anyone knows of any research on this at all.
>
>    On a related note, do users of sign languages such as ASL gesture?
>    Would this be impossible, due to their use of both hands for signing?
>
>    Thanks,
>    Laura Morett
>
>
>
>
>    ************************************************************************************************
>    Laura Maribeth Morett
>    Ph.D. Student
>    Cognitive Psychology Area
>    Department of Psychology
>    University of California, Santa Cruz
>
>    Office: Social Sciences 2, Room 419
>    Lab: Bilingualism & Cognition, SS2 411
>    Mailstop: Psychology Faculty Services
>    Phone: (831) 459-4592
>    Fax: (831) 459-5319
>    Personal website: http://people.ucsc.edu/~lmorett<http://people.ucsc.edu/%7Elmorett>
>    Email: lmorett at ucsc.edu
>
>
>
>
>    Roberta Golinkoff <Roberta at udel.edu> Mar 07 03:33PM -0500 ^<#1273dc8754760e81_digest_top>
>
>    See the research by Linda Acredolo at University of CA Davis about
>    baby's
>    use of "baby sign" and its impact on oral language acquisition.
>    Best, Roberta Golinkoff
>
>    > .
>    > For more options, visit this group at
>    > http://groups.google.com/group/info-childes?hl=en.
>
>    --
>    Roberta Michnick Golinkoff, Ph. D.
>    H. Rodney Sharp Professor
>    School of Education and Departments of Psychology and Linguistics and
>    Cognitive Science
>    University of Delaware, Newark, DE 19716
>    Office: 302-831-1634; Fax: 302-831-4110
>    Web page: http://udel.edu/~roberta/ <http://udel.edu/%7Eroberta/>
>    Author of "A Mandate for Playful Learning in Preschool: Presenting the
>    Evidence" (Oxford)
>    http://www.mandateforplayfullearning.com/
>    Please check out our doctoral program at
>    http://www.udel.edu/education/graduate/index.html
>    The late Mary Dunn said, "Life is the time we have to learn."
>
>
>
>
>    <reilly1 at mail.sdsu.edu> Mar 07 01:01PM -0800 ^<#1273dc8754760e81_digest_top>
>
>    Hi Laura,
>    Karen Emmorey has done work on gesture in ASL if you are interested.
>    Cheers
>    Judy
>
>
>
>
>    Peter Gordon <pgordon at tc.columbia.edu> Mar 07 04:09PM -0500 ^<#1273dc8754760e81_digest_top>
>
>    It seems that there is a separate issue about whether young infants can
>    learn to communicate with a simplified sign system (which seems to be
>    the
>    case) and whether that helps (or hinders) normal language learning
>    (which
>    seems to be more controversial). Probably shouldn't throw out the baby
>    signs with the bathwater, just because it doesn't help with regular
>    language
>    if some parents find it useful for understanding an infants needs.
>
>    Peter Gordon
>
>
>
>
>
>  --
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From mariateresa.guasti at unimib.it  Mon Mar 15 09:19:36 2010
From: mariateresa.guasti at unimib.it (Maria Teresa Guasti)
Date: Mon, 15 Mar 2010 10:19:36 +0100
Subject: No subject
Message-ID: <MON.15.MAR.2010.101936.0100.>

Hello,


I am trying to find out when do monolingual children start to learn 
synonymous words in their language? Do bilingual children start to do 
so in one language early than monolingual peers  Could you point out 
to me some reference for this topic.

Best
Teresa

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From mv509 at york.ac.uk  Mon Mar 15 11:14:01 2010
From: mv509 at york.ac.uk (Marilyn Vihman)
Date: Mon, 15 Mar 2010 11:14:01 +0000
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <FBCMCL01B085lRN8aK3000d7995@FBCMCL01B08.fbc.local>
Message-ID: <MON.15.MAR.2010.111401.0000.>

Dear Teresa,

I attempted to address the question of when synonyms come in for a  
bilingual child in my 1985 paper, Language differentiation of a  
bilingual child (JChLg), although it was widely misinterpreted as an  
endorsement of the 'unitary' or 'fused representation' hypothesis of  
Volterra & Taeschner, 1978. In fact, I found that my son began to  
match words in one language with corresponding words in the other very  
early on (from about his 8th word, as I recall); the same can be seen  
in Deuchar & Quay's diary study (2000, OUP).

My paper implied, by its title and some of the discussion, that a  
bilingual child may not be 'differentiating' his two languages, even  
though I did try to show that the vocabularies were overlapping to a  
degree, not made up of complementary words/meanings. At least since  
Mehler et al. 1989 I realise that on the basis of prosody alone it is  
unlikely that a bilingual child would not in some sense have the  
languages marked as separate, although the issue of 'separate systems'  
- much discussed and still disputed in the literature (cf. Vihman  
2002, 'Getting started without a system', Intl. J of BIling) - is  
another issue.

I hope that's helpful!

-marilyn

On 15 Mar 2010, at 09:19, Maria Teresa Guasti wrote:

>
> Hello,
>
>
> I am trying to find out when do monolingual children start to learn  
> synonymous words in their language? Do bilingual children start to  
> do so in one language early than monolingual peers  Could you point  
> out to me some reference for this topic.
>
> Best
> Teresa
>
> -- 
> 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 bpearson at research.umass.edu  Mon Mar 15 13:31:43 2010
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Mon, 15 Mar 2010 09:31:43 -0400
Subject: within-language synonyms
In-Reply-To: <FBCMCL01B085lRN8aK3000d7995@FBCMCL01B08.fbc.local>
Message-ID: <MON.15.MAR.2010.093143.0400.>

Dear Teresa,

I think your question is asking not about cross-language synonyms (or  
translation equivalents), but about synonyms within a single language.  
Is that right?

I believe Ginny Gathercole in the mid-1990s had at least a  
presentation (at the child language symposium at Stanford) and perhaps  
a paper that was written in response to Eve Clark's claim that the  
principle of contrast kept children from accepting synonyms.  Perhaps  
you could look those up, or maybe Ginny will weigh in here, too, with  
her own and other references.

Ciao,
Barbara

On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:

>
> Hello,
>
>
> I am trying to find out when do monolingual children start to learn  
> synonymous words in their language? Do bilingual children start to  
> do so in one language early than monolingual peers  Could you point  
> out to me some reference for this topic.
>
> Best
> Teresa
>
> -- 
> 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 margaretmfleck at yahoo.com  Mon Mar 15 14:10:33 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 07:10:33 -0700
Subject: within-language synonyms
In-Reply-To: <3FECCEEE-4C6D-4D73-A790-2E103AE3929F@research.umass.edu>
Message-ID: <MON.15.MAR.2010.071033.0700.>


Admittedly it's only one pair, but there should be lots of data somewhere about
whether and when kids acquire both members of the sofa/couch synonym pair
from the MacArthur CDI.?? 

Margaret Fleck

--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:

From: Barbara Pearson <bpearson at research.umass.edu>
Subject: Re: within-language synonyms
To: info-childes at googlegroups.com
Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson" <bpearson at research.umass.edu>
Date: Monday, March 15, 2010, 6:31 AM

Dear Teresa,

I think your question is asking not about cross-language synonyms (or translation equivalents), but about synonyms within a single language. Is that right?

I believe Ginny Gathercole in the mid-1990s had at least a presentation (at the child language symposium at Stanford) and perhaps a paper that was written in response to Eve Clark's claim that the principle of contrast kept children from accepting synonyms.? Perhaps you could look those up, or maybe Ginny will weigh in here, too, with her own and other references.

Ciao,
Barbara

On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:

> 
> Hello,
> 
> 
> I am trying to find out when do monolingual children start to learn synonymous words in their language? Do bilingual children start to do so in one language early than monolingual peers? Could you point out to me some reference for this topic.
> 
> Best
> Teresa
> 
> --You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> 

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From elenan at ualberta.ca  Mon Mar 15 20:39:44 2010
From: elenan at ualberta.ca (Elena Nicoladis)
Date: Mon, 15 Mar 2010 14:39:44 -0600
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <A68F6269-996A-4873-8A5B-6DAF54E476A6@york.ac.uk>
Message-ID: <MON.15.MAR.2010.143944.0600.>

Further indirect answers to Teresa's questions. In the two papers listed
below, we showed that bilingual children showed earlier pragmatic
differentiation than lexical differentiation. That is, they first
seemed to learn to speak a language with a particular person and THEN
they learned a bunch of translation equivalents.

While these are small samples so not necessarily generalizable, these
results do lead to the possibility that children can learn synonyms if
they have some pragmatic reason to do so...

Cheers,
Elena

Nicoladis, E. (1998).  First clues to the existence of two input
languages:  Pragmatic and lexical differentiation in a bilingual
child.  Bilingualism: Language and Cognition, 1, 105-116.
Nicoladis, E. & Genesee, F. (1996).  A longitudinal study of
pragmatic differentiation in young bilingual children.  Language
Learning, 46, 439-464.



Quoting "Marilyn Vihman" <mv509 at york.ac.uk>:

> Dear Teresa,
>
> I attempted to address the question of when synonyms come in for a  
> bilingual child in my 1985 paper, Language differentiation of a  
> bilingual child (JChLg), although it was widely misinterpreted as an  
> endorsement of the 'unitary' or 'fused representation' hypothesis of  
> Volterra & Taeschner, 1978. In fact, I found that my son began to  
> match words in one language with corresponding words in the other  
> very early on (from about his 8th word, as I recall); the same can  
> be seen in Deuchar & Quay's diary study (2000, OUP).
>
> My paper implied, by its title and some of the discussion, that a  
> bilingual child may not be 'differentiating' his two languages, even  
> though I did try to show that the vocabularies were overlapping to a  
> degree, not made up of complementary words/meanings. At least since  
> Mehler et al. 1989 I realise that on the basis of prosody alone it  
> is unlikely that a bilingual child would not in some sense have the  
> languages marked as separate, although the issue of 'separate  
> systems' - much discussed and still disputed in the literature (cf.  
> Vihman 2002, 'Getting started without a system', Intl. J of BIling)  
> - is another issue.
>
> I hope that's helpful!
>
> -marilyn
>
> On 15 Mar 2010, at 09:19, Maria Teresa Guasti wrote:
>
>>
>> Hello,
>>
>>
>> I am trying to find out when do monolingual children start to learn  
>> synonymous words in their language? Do bilingual children start to  
>> do so in one language early than monolingual peers  Could you point  
>> out to me some reference for this topic.
>>
>> Best
>> Teresa
>>
>> -- 
>> You received this message because you are subscribed to the Google  
>> Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send 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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>
>



***************************************
Elena Nicoladis, PhD
Department of Psychology
University of Alberta
P2-17 Biological Sciences Bdg.
Edmonton AB
T6G 2E9
CANADA

"Since all the sciences, and especially psychology, are still immersed  
in such tremendous realms of the uncertain and the unknown, the best  
that any individual scientist, especially any psychologist, can do  
seems to be to follow his own gleam and his own bent, however  
inadequate they may be. In the end, the only sure criterion is to have  
fun."
E. C. Tolman, 1959
***************************************

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From margaretmfleck at yahoo.com  Mon Mar 15 23:53:42 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 16:53:42 -0700
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <20100315143944.45922z6wi13704qo@webmail.ualberta.ca>
Message-ID: <MON.15.MAR.2010.165342.0700.>


One important special case for monolingual children involves thosewho deal regularly with more than one dialect, e.g. father vs. motheror home vs. daycare. ? ?Whether or not they use more than one ofa synonym pair, they need to understand both.
For example, British empire vs. American yields pairs for small kidslike nappy/diaper,?trousers/pants, pants/undies, biscuit/cookie,?biscuit/scone, chips/fries, crisps/chips. ? The biscuit/cookie pairis very important for small kids, because cookies are an extremelyimportant object in their lives.
I'm just looking at some diary data for my middle kid and I have cookiefrom <= 17 months, and biscuit meaning cookie at 18. ??
It's really common these days for the parents and the most important coupledaycare providers to represent more than one dialect. ? ?Someone mustsurely have data?
Margaret


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From margaretmfleck at yahoo.com  Tue Mar 16 00:13:52 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 15 Mar 2010 17:13:52 -0700
Subject: synonyms in a bilingual child's lexicon
In-Reply-To: <91274.97506.qm@web65707.mail.ac4.yahoo.com>
Message-ID: <MON.15.MAR.2010.171352.0700.>


Notice, by the way, that the two-dialect case is potentially morecomplicated than the bilingual one, because you can't cleanlyassociate each word with a particular adult or a particular surroundinglanguage context. ? It's easy to for one adult to entrain the other into usingthe word from the "wrong" dialect. ? E.g. if my husband starts aconversation with "biscuit," I'm likely to echo his choice of wordrather than necessarily switching to "cookie." ??
Margaret

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From k.j.alcock at lancaster.ac.uk  Tue Mar 16 09:33:35 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Tue, 16 Mar 2010 09:33:35 +0000
Subject: within-language synonyms
In-Reply-To: <712565.34879.qm@web65702.mail.ac4.yahoo.com>
Message-ID: <TUE.16.MAR.2010.093335.0000.>

There are several of these equivalents on some of the CDIs but unless
parents circle the one their child produces and the data is entered with
this information, it won?t be in everyone?s database.

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


From: Margaret Fleck <margaretmfleck at yahoo.com>
Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Mon, 15 Mar 2010 14:10:33 -0000
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Cc: Ginny Gathercole <v.c.gathercole at bangor.ac.uk>, Barbara Pearson
<bpearson at research.umass.edu>
Subject: Re: within-language synonyms


Admittedly it's only one pair, but there should be lots of data somewhere
about
whether and when kids acquire both members of the sofa/couch synonym pair
from the MacArthur CDI.

Margaret Fleck

--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:
> 
> From: Barbara Pearson <bpearson at research.umass.edu>
> Subject: Re: within-language synonyms
> To: info-childes at googlegroups.com
> Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson"
> <bpearson at research.umass.edu>
> Date: Monday, March 15, 2010, 6:31 AM
> 
> Dear Teresa,
> 
> I think your question is asking not about cross-language synonyms (or
> translation equivalents), but about synonyms within a single language. Is that
> right?
> 
> I believe Ginny Gathercole in the mid-1990s had at least a presentation (at
> the child language symposium at Stanford) and perhaps a paper that was written
> in response to Eve Clark's claim that the principle of contrast kept children
> from accepting synonyms.  Perhaps you could look those up, or maybe Ginny will
> weigh in here, too, with her own and other references.
> 
> Ciao,
> Barbara
> 
> On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:
> 
>> > 
>> > Hello,
>> > 
>> > 
>> > I am trying to find out when do monolingual children start to learn
>> synonymous words in their language? Do bilingual children start to do so in
>> one language early than monolingual peers  Could you point out to me some
>> reference for this topic.
>> > 
>> > Best
>> > Teresa
>> > 
>> > --You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> > To post to this group, send email to info-childes at googlegroups.com
>> </mc/compose?to=info-childes at googlegroups.com> .
>> > To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com
>> </mc/compose?to=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
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From margaretmfleck at yahoo.com  Tue Mar 16 15:35:40 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Tue, 16 Mar 2010 08:35:40 -0700
Subject: within-language synonyms
In-Reply-To: <C7C500EF.73B51%k.j.alcock@lancaster.ac.uk>
Message-ID: <TUE.16.MAR.2010.083540.0700.>


The odd thing about couch/sofa is that the two are listed as separate entries,
at least as of fairly recently.? I have *no* idea why they would have done such 
a thing and perhaps it eventually got changed.?? But data from the earlier versions
would therefore show which of the two (or both) words kids were using.

Margaret

--- On Tue, 3/16/10, Katie Alcock <k.j.alcock at lancaster.ac.uk> wrote:

From: Katie Alcock <k.j.alcock at lancaster.ac.uk>
Subject: Re: within-language synonyms
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
Date: Tuesday, March 16, 2010, 2:33 AM



Re: within-language synonyms
There are several of these equivalents on some of the CDIs but unless parents circle the one their child produces and the data is entered with this information, it won?t be in everyone?s database.



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



From: Margaret Fleck <margaretmfleck at yahoo.com>

Reply-To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

Date: Mon, 15 Mar 2010 14:10:33 -0000

To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

Cc: Ginny Gathercole <v.c.gathercole at bangor.ac.uk>, Barbara Pearson <bpearson at research.umass.edu>

Subject: Re: within-language synonyms





Admittedly it's only one pair, but there should be lots of data somewhere about

whether and when kids acquire both members of the sofa/couch synonym pair

from the MacArthur CDI. ??



Margaret Fleck



--- On Mon, 3/15/10, Barbara Pearson <bpearson at research.umass.edu> wrote:



From: Barbara Pearson <bpearson at research.umass.edu>

Subject: Re: within-language synonyms

To: info-childes at googlegroups.com

Cc: "Ginny Gathercole" <v.c.gathercole at bangor.ac.uk>, "Barbara Pearson" <bpearson at research.umass.edu>

Date: Monday, March 15, 2010, 6:31 AM



Dear Teresa,



I think your question is asking not about cross-language synonyms (or translation equivalents), but about synonyms within a single language. Is that right?



I believe Ginny Gathercole in the mid-1990s had at least a presentation (at the child language symposium at Stanford) and perhaps a paper that was written in response to Eve Clark's claim that the principle of contrast kept children from accepting synonyms. ?Perhaps you could look those up, or maybe Ginny will weigh in here, too, with her own and other references.



Ciao,

Barbara



On Mar 15, 2010, at 5:19 AM, Maria Teresa Guasti wrote:



> 

> Hello,

> 

> 

> I am trying to find out when do monolingual children start to learn synonymous words in their language? Do bilingual children start to do so in one language early than monolingual peers ?Could you point out to me some reference for this topic.

> 

> Best

> Teresa

> 

> --You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.

> To post to this group, send email to info-childes at googlegroups.com </mc/compose?to=info-childes at googlegroups.com> .

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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 khirshpa at temple.edu  Tue Mar 16 20:46:46 2010
From: khirshpa at temple.edu (Kathy Hirsh-Pasek)
Date: Tue, 16 Mar 2010 16:46:46 -0400
Subject: Summer Internships
Message-ID: <TUE.16.MAR.2010.164646.0400.>

If anyone has brilliant undergrads they want to share, please send them our way. Thanks. Kathy


    TEMPLE UNIVERSITY
      PSYCHOLOGY DEPARTMENT
 
SUMMER INTERNSHIP OPPORTUNITY!!!
 
Are you interested in exploring psychology beyond mere class work? Do you want to go to graduate school?  Do you want hands-on experience with cutting-edge research?
 
If you answered "yes" to any of these questions, then the Temple University Infant Lab or the Temple University Research in Spatial Cognition Lab might be a great place for you to spend your summer vacation!
 
These labs, directed by Professors Kathy Hirsh-Pasek and Nora Newcombe, conduct research on language acquisition, parent-child play interactions, spatial development, memory development, and spatial learning both in theory and application.  We are currently looking for bright, energetic students who are hungry to peer into the world of children and spatial intelligence. In addition to the spectacular experience, we may be able to offer an honorarium.  This is also a specific recruitment effort for underrepresented minority students. 
 
If you are interested in this opportunity, please send the following to our lab coordinator, Katrina Ferrara, (katrina.ferrara at gmail.com):
 
(1)               A resume indicating your academic and volunteer experiences
(2)     Your availability during the summer (e.g., number of hours per week)

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From gudrun.ziegler at web.de  Wed Mar 17 18:55:19 2010
From: gudrun.ziegler at web.de (Gudrun Ziegler)
Date: Wed, 17 Mar 2010 19:55:19 +0100
Subject: Trilingual Master -
 =?windows-1252?Q?=93Learning_and_Development_in_Multilingual_and_Multi?=
 =?windows-1252?Q?cultural_Contexts=94_?= at the University of
 Luxembourg
In-Reply-To: <cdfe4421-5b37-4085-bb64-b2ba015aa7b4@x10g2000prk.googlegroups.com>
Message-ID: <WED.17.MAR.2010.195519.0100.>

For information and dissemination, best regards, Gudrun Ziegler 
--------------
Innovative trilingual master?s programme ?Learning and Development in Multilingual and Multicultural Contexts? at the University of Luxembourg
Registration is now open for academic year 2010/2011
 
Luxembourg, 15 March 2010 - During the Open Day at the University of Luxembourg on 20 March 2010 teaching staff as well as students and alumni of the innovative trilingual MA study programme ?Learning and Development in Multilingual and Multicultural Contexts? will be presenting core subjects of the programme as well as some of the challenging activities offered by the programme (Saturday, March 20, Campus Walferdange, Room Montessori, 12:00).
 
Launched in 2007, the programme takes in 25 students per academic year, full-time and part-time mode is possible. Currently students from 35 countries participate in this programme in the learning sciences. Prerequisites are a completed three-year degree (or equivalent), the functional mastery of two of the three academic languages (English, French, German) as well as the submission of a personalized application file. Registration is now open for applicants from non-EU and EU-countries.
 
The study programme gives students a unique opportunity to develop their own profile as multilingual learner, actor and innovator in complex, multi facetted development processes. The four pillars of the study programme combine and contrast case-based analyses with regard to media and socio-cultural shaped learning and communication processes, information brokering and information design, multilingualism and its integration into the educational landscape, multimodality and knowledge transfer.
 
Experts from Luxembourg and abroad hold seminars and thus allow students to gain broad knowledge about current research trends and debates in the discussed fields. Furthermore, the academic programme includes international master classes jointly organised with complementary study programmes in the United Kingdom, France and Germany as well as workshops with business partners and educational institutions.
 
Succesful alumni of the programme work in the area of sustainable education, language policies, multicultural mediation and multilingual (language) learning processes, both in the area of pratical application (e.g., NGOs) as well as University based reasearch.
 
Information sessions on the study programme will be held on 28.4. and 9.6., 7 PM, Room Voygotsky, Campus Walferdange.
 
 
Please refer to the web site of the Master "Learning and Development in Multilingual and Multicultural Contexts" http://www.multi-learn.uni.lu for more information on the application procedure, application deadlines, the study programme and a list of courses/topics of the programme.
You can also contact the programme coordinator Marie Delafont marie.delafont at uni.lu or the programme director, Ass.-Prof. Dr. Gudrun Ziegler (gudrun.ziegler at uni.lu), if you have further questions.

 

 

Master innovant trilingue ? Learning and Development in Multilingual and Multicultural Contexts ? (MA multi-LEARN) ? l?Universit? du Luxembourg

Les inscriptions sont ouvertes pour l?ann?e acad?mique 2010/2011

Luxembourg, 15 mars 2010 - Les Portes Ouvertes de l?Universit? de Luxembourg, samedi prochain marque l'entr?e dans la phase cruciale des inscriptions pour le Master trilingue en sciences de l??ducation ? Learning and Development in Multilingual and Multicultural Contexts ?. Les enseignants ainsi que les ?tudiants et alumnis du programme d??tudes pr?senteront les activit?s cl?s du Master (Samedi, 20 mars, 12h, salle Montessori, Campus Walferdange).

Introduit en 2007, le programme accepte 25 ?tudiant-e-s par ann?e acad?mique, ?tudiant ? plein temps ou ? temps partiel. Provenant de 35 pays diff?rents, les ?tudiants actuels du programme participent ? ce cursus qui figure parmi les plus innovants en Europe, pla?ant au centre le d?veloppement - individuel et institutionnel - en situations d'apprentissage diversif?es, multilingues et multiculturelles. Toutes et tous ont rempli les crit?res de candidature suivants : un dipl?me ?quivalent ? trois ann?es d??tudes universitaires, la ma?trise fonctionnelle d?au moins deux des trois langues scientifiques officielles du cursus (Allemand, Anglais, Fran?ais), ainsi que le d?p?t d?un dossier de candidature relatif au profil personnel, acad?mique et profesionnel, de l??tudiant(e). L?inscription est actuellement ouverte aux candidats des pays EU et non-EU.

Le cursus du Master propose ? ses ?tudiant(e)s une possibilit? unique en son genre, pour d?velopper son profil en tant qu?apprenant, acteur et retransmetteur au gr? de processus de d?veloppement complexes et multifactoriels. Les quatre domaines d?activit? du cursus, qui invitent r?guli?rement des experts internationaux au Luxembourg, r?unissent et contrastent constamment des analyses imminentes frapp?es par des aspects m?diaux et socioculturels d?riv?s de processus de d?veloppement et de communication, de la m?diation et du design d?information, du multilinguisme et de la politique d?int?gration, de la multimodalit? et de la m?diation du savoir et de l'apprentissage.

Des ? masterclasses ? internationales effectu?es en coop?ration avec des cursus ? vis?e compl?mentiare, propos?s au Royaume Uni, en France et en Allemagne, ainsi que des ? workshops ? pratiques organis?s en ?troite coop?ration avec les partenaires industriels et divers acteurs de cultures scientifiques, techniques et ?ducatives.

Les alumnis du programme trilingue travaille dans les domaines de l??ducation durable, les politiques linguistiques, la m?diation culturelle et les processus d?apprentissage multilingue et du d?veloppement, au niveau pratique (cf. ONG) et de la recherche ? l?Universit?.

Les prochaines s?ances d?information se tiendront les 28.4.2010 et 9.6.2010, 19h, Salle Voygotsky, Campus Walferdange.
 
Le site web du Master ? Learning and Development in Multilingual and Multucultural Contexts ? pr?sente toutes informations suppl?mentaires concernant les ?tapes de la proc?dure d?admission, les d?lais de candidature, le programme d??tudes et les listes de cours/sujets : http://www.multi-learn.uni.lu

Pour toute information contactez la coordinatrice du programme Marie Delafont marie.delafont at uni.lu ou la directrice scientifique du programme Assoc.-Prof. Dr. Gudrun Ziegler gudrun.ziegler at uni.lu

 

Innovativer dreisprachiger Studiengang an der Universit?t Luxemburg

Master "Learning and Development in Multilingual and Multicultural Contexts" ?ffnet Einschreibungen f?r 2010/2011

Luxemburg, den 15. M?rz 2010-  Am Tag der offenen T?r an der Universit?t Luxemburg am 20. M?rz pr?sentieren Lehrende wie Studierende Inhalt und Arbeitsweise des innovativen dreisprachigen bildungswissenschaftlichen Masterstudiengangs "Learning and Development in Multilingual and Multicultural Contexts". Interessierte sind um 12 Uhr in den Raum Montessori auf Campus Walferdange gebeten.

Der 2007 lancierte, dreisprachige Master l?sst 25 Studierende zum Studim zu und z?hlt Studierende aus 35 verschiedenen L?ndern, die den Studiengang in Vollzeit oder Teilzeit absolvieren. Zugelassungsbedinungen zum innovativen Masterstudiengang, der Lern- und Entwicklungsprozesse in Diversit?t, Mehrsprachigkeit und Multikulturalit?t zum Zentrum hat sind sind ein dreij?hriger Universit?tsabschluss, die funktionale Beherrschung zweier der drei Wissenschaftssprachen des Studiengangs (Deutsch, English, Fran?ais) sowie ein profilbezogenes Bewerbungsdossier.

Das Studienprogramm bietet den Studierenden einen in Europa einmaligen Rahmen, um das eigene Profil als Lernender und Akteur und in komplexen und multifaktoriellen Entwicklungsprozessen zu entwickeln. Die vier Arbeitsbereiche des Studiengangs, die regelm??ig internationale Experten nach Luxemburg f?hren, vereinen und kontrastieren stets fallbezogen Analysen zu medial und soziokulturell gepr?gten Lern- und Kommunikationsprozessen, zu Informationsvermittlung und -design, Mehrsprachigkeit und Bildungsintegration, Multimodalit?t und Wissensvermittlung.

Internationale Masterklassen, die zusammen mit komplement?ren Studieng?ngen in England, Frankreich und Deutschland durchgef?hrt werden, sowie Praxisworkshops mit Firmenpartnern und Bildungstr?gern erg?nzen das akademische Programm.

Absolventinnen und Absolventen des dreisprachigen Studiengangs sind aktiv im Bereich der nachhaltigen Bildungsarbeit, der Sprachpolitik, der Kulturvermittlung, des mehrsprachigen Lernens, der Entwciklugns- und Kooperationsarbeit, sowohl in praktischer (Nicht-Regierungsorganisationen) wie auch wissenschaftlicher Hinsicht (universit?re Forschung).

Informationsveranstaltungen werden auch stattfinden am 28.4.2010 sowie 9.6.2010, jeweils um 19 Uhr, Raum Vygtosky, Campus Walferdange.

Informationen zum Studiengang Master "Learning and Development in Multilingual and Multicultural Contexts" sowie zu Bewerbungsverfahren, Einschreibefristen, Kurslisten und Themen des Studienprogramms finden sich auf http://www.multi-learn.uni.lu

Information erteilt auch das Koordinationsb?ro des Programmes, Marie Delafont marie.delafont at uni.lu sowie die Studiendirektion Assoc.-Prof. Dr. Gudrun Ziegler (gudrun.ziegler at uni.lu).

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From papafragou at psych.udel.edu  Thu Mar 18 14:46:16 2010
From: papafragou at psych.udel.edu (Anna Papafragou)
Date: Thu, 18 Mar 2010 07:46:16 -0700
Subject: Post-Doctoral Position in Language and Scene Perception,
 Language and Cognition lab, Department of Psychology,
 University of Delaware
Message-ID: <THU.18.MAR.2010.074616.0700.>

Post-Doctoral Position in Language and Scene Perception, Language and
Cognition lab, Department of Psychology, University of Delaware

One post-doctoral position is available in the Department of
Psychology at the University of Delaware. This post is linked to an
NIH-funded project on Spatial Language and its interface with Spatial
Cognition awarded to Anna Papafragou (University of Delaware) and John
Trueswell (University of Pennsylvania). The postdoctoral researcher
will take a leading role in designing and conducting experimental work
on the acquisition and processing of spatial language and the
relationship of spatial language to scene perception/ spatial
cognition. The researcher will also act as a liaison between the two
collaborating labs at UD and UPenn and will participate in project-
related research meetings at both institutions. A PhD in Psychology,
Linguistics, Cognitive Science or a related field is required.
Technical expertise with eye tracking methodologies and/or a
background in spatial cognition/scene perception are preferred. The
researcher will have access to and be encouraged to use the Tobii eye
tracker in the Language and Cognition Lab. Lab members have access to
on-campus preschool and infant testing facilities.

The postdoctoral researcher is expected to participate fully in the
intellectual life of the Department. The researcher is also expected
to contribute to the interdisciplinary group of cognitive scientists
at UD that includes faculty, postdocs and students in Psychology,
Linguistics, Education and related disciplines. Affiliated facilities
include two ERP labs, three eye tracking labs, and two infant labs.

The position is available in the Summer or Fall of 2010 (starting date
is negotiable) and is for an initial period of one year with potential
extension for an additional year. Salary rates follow NIH pay scales;
a generous benefits package is included. The position is open to non-
US citizens. Candidates should send a CV, samples of written work and
three letters of recommendation to the Director of the Language and
Cognition lab: Anna Papafragou, Wolf Hall, Department of Psychology,
University of Delaware, Newark DE 19716 (papafragou at psych.udel.edu).
Review of materials will begin on April 20th and will continue until
the position is filled.

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From bpearson at research.umass.edu  Thu Mar 18 19:01:47 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Thu, 18 Mar 2010 15:01:47 -0400
Subject: adult frog stories in English
Message-ID: <THU.18.MAR.2010.150147.0400.>

Dear Infochilds,

I am corresponding with a student (and her teacher) in central China.  She was very happy to learn of the link to children's frog stories in English, but wonders if someone has any of them--to share--from adults (or at least teenagers)?

I don't see any listed in the database manual on the CHILDES site.  Does anyone know of any that we could share with her?

Thank you.

Barbara
*************************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Depts of Linguistics & Communication Disorders
RAB, 70 Butterfield Terrace
University of Massachusetts
Amherst MA 01003

Tel: 413-545-5023
Fax: 413-545-2792

bpearson at research.umass.edu
www.umass.edu/aae/bp_indexold.htm 
www.zurer.com/pearson/bilingualchild

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From macw at cmu.edu  Thu Mar 18 20:32:36 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 18 Mar 2010 16:32:36 -0400
Subject: adult frog stories in English
In-Reply-To: <E1NsM9Z-0001On-Lq@cm06fe.ist.berkeley.edu>
Message-ID: <THU.18.MAR.2010.163236.0400.>

Dan,
    Several years back, I tried to put the Berkeley english into CHAT format.  All of the corpora in CHILDES are in CHAT, so having a corpus that is not in that format makes it impossible to run CLAN programs on them.  However, I think that it would make sense to have these data available in their original form and then people can go through them by hand or by using other programs.  So, I will try to find a good place to post them on the web set.  Many thanks.

--Brian

On Mar 18, 2010, at 4:17 PM, Dan I. Slobin wrote:

> Dear Barbara,
> 
> I received a similar email and sent the student our corpus of adult English frog stories.  But I don't understand why the original Berkeley frog story database is no longer on CHILDES.
> I've attached the entire corpus, as it used to appear on CHILDES, in the hope that it can be re-posted for public access.
> 
> Best,
> Dan
> 
> At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:
>> Dear Infochilds,
>>  
>> I am corresponding with a student (and her teacher) in central China.  She was very happy to learn of the link to children's frog stories in English, but wonders if someone has any of them--to share--from adults (or at least teenagers)?
>>  
>> I don't see any listed in the database manual on the CHILDES site.  Does anyone know of any that we could share with her?
>>  
>> Thank you.
>>  
>> Barbara
>> *************************************************************
>> Barbara Zurer Pearson, Ph.D.
>> Research Associate
>> Depts of Linguistics & Communication Disorders
>> RAB, 70 Butterfield Terrace
>> University of Massachusetts
>> Amherst MA 01003
>>  
>> Tel: 413-545-5023
>> Fax: 413-545-2792
>>  
>> bpearson at research.umass.edu
>> www.umass.edu/aae/bp_indexold.htm 
>> www.zurer.com/pearson/bilingualchild
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
> Dan I. Slobin, Professor Emeritus of Psychology and Linguistics
>  
> address:                                                                email: slobin at berkeley.edu
> Department of Psychology                                phone (Dept):  1-510-642-5292
> 3210 Tolman #1650                                       phone (home): 1-510-848-1769
> University of California                                        fax: 1-510-642-5293
> Berkeley, CA 94720-1650, USA                     http://psychology.berkeley.edu/faculty/profiles/dslobin.html
> >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 
> 
> <ENGLISH.doc>

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From slobin at berkeley.edu  Thu Mar 18 20:17:07 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Thu, 18 Mar 2010 13:17:07 -0700
Subject: adult frog stories in English
In-Reply-To: <76D6BCEA68494AF39D7CA5C88B11DBD7@RESUO.ads.umass.edu>
Message-ID: <THU.18.MAR.2010.131707.0700.>

Dear Barbara,

I received a similar email and sent the student our corpus of adult 
English frog stories.  But I don't understand why the original 
Berkeley frog story database is no longer on CHILDES.
I've attached the entire corpus, as it used to appear on CHILDES, in 
the hope that it can be re-posted for public access.

Best,
Dan

At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:
>Dear Infochilds,
>
>I am corresponding with a student (and her teacher) in central 
>China.  She was very happy to learn of the link to children's frog 
>stories in English, but wonders if someone has any of them--to 
>share--from adults (or at least teenagers)?
>
>I don't see any listed in the database manual on the CHILDES 
>site.  Does anyone know of any that we could share with her?
>
>Thank you.
>
>Barbara
>*************************************************************
>Barbara Zurer Pearson, Ph.D.
>Research Associate
>Depts of Linguistics & Communication Disorders
>RAB, 70 Butterfield Terrace
>University of Massachusetts
>Amherst MA 01003
>
>Tel: 413-545-5023
>Fax: 413-545-2792
>
><mailto:bpearson at research.umass.edu>bpearson at research.umass.edu
>www.umass.edu/aae/bp_indexold.htm
>www.zurer.com/pearson/bilingualchild
>
>--
>You received this message because you are subscribed to the Google 
>Groups "Info-CHILDES" group.
>To post to this group, send email to info-childes at googlegroups.com.
>To unsubscribe from this group, send email to 
>info-childes+unsubscribe at googlegroups.com.
>For more options, visit this group at 
>http://groups.google.com/group/info-childes?hl=en.

 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics

address: 
email: slobin at berkeley.edu
Department of Psychology                                phone 
(Dept):  1-510-642-5292
3210 Tolman #1650                                       phone (home): 
1-510-848-1769
University of California                                        fax: 
1-510-642-5293
Berkeley, CA 94720-1650, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
 >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> 

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From margaretmfleck at yahoo.com  Fri Mar 19 00:45:41 2010
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Thu, 18 Mar 2010 17:45:41 -0700
Subject: adult frog stories in English
In-Reply-To: <8C7977C2-6D6E-4530-93DE-4CB336B307D0@cmu.edu>
Message-ID: <THU.18.MAR.2010.174541.0700.>


If the original is in Word (like the file Dan Slobin just circulated), then itmight be helpful to also post a plaintext version (if possible). ? ?That makesthe file(s) a lot easier to browse and is a necessary first step for reading itwith a computer program. ? ?Although I just produced myself *a* plaintextversion fairly quickly, it has issues (e.g. unwanted line breaks) that I suspecta practiced Word hacker could avoid. ??
Margaret Fleck
--- On Thu, 3/18/10, Brian MacWhinney <macw at cmu.edu> wrote:

From: Brian MacWhinney <macw at cmu.edu>
Subject: Re: adult frog stories in English
To: "CHILDES" <info-childes at googlegroups.com>
Date: Thursday, March 18, 2010, 1:32 PM

Dan,?? ?Several years back, I tried to put the Berkeley english into CHAT format. ?All of the corpora in CHILDES are in CHAT, so having a corpus that is not in that format makes it impossible to run CLAN programs on them. ?However, I think that it would make sense to have these data available in their original form and then people can go through them by hand or by using other programs. ?So, I will try to find a good place to post them on the web set. ?Many thanks.
--Brian
On Mar 18, 2010, at 4:17 PM, Dan I. Slobin wrote:

Dear Barbara,


I received a similar email and sent the student our corpus of adult
English frog stories.? But I don't understand why the original
Berkeley frog story database is no longer on CHILDES.

I've attached the entire corpus, as it used to appear on CHILDES, in the
hope that it can be re-posted for public access.


Best,

Dan


At 12:01 PM 3/18/2010, Barbara Zurer Pearson wrote:

Dear
Infochilds,

?

I am corresponding with a student (and her teacher)
in central China.? She was very happy to learn of the link to
children's frog stories in English, but wonders if someone has any of
them--to share--from adults (or at least teenagers)?

?

I don't see any listed in the database manual on the
CHILDES site.? Does anyone know of any that we could share with
her?

?

Thank you.

?

Barbara

*************************************************************

Barbara Zurer Pearson, Ph.D.

Research Associate

Depts of Linguistics & Communication Disorders

RAB, 70 Butterfield Terrace

University of Massachusetts

Amherst MA 01003

?

Tel: 413-545-5023

Fax: 413-545-2792

?


bpearson at research.umass.edu


www.umass.edu/aae/bp_indexold.htm 


www.zurer.com/pearson/bilingualchild



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>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Dan I. Slobin, Professor Emeritus of Psychology and Linguistics

?


address:?????????????????????????????????????????????????
??????????
 ???email: slobin at berkeley.edu

Department of
Psychology?????????????????????????
 ??????phone
(Dept):? 1-510-642-5292

3210 Tolman
#1650????????????????????????????????????
 ??phone (home): 1-510-848-1769

University of
California?????????????????????????????????
 ??????fax:
1-510-642-5293

Berkeley, CA 94720-1650,
USA??????????????????
 ? 

http://psychology.berkeley.edu/faculty/profiles/dslobin.html

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>


 

<ENGLISH.doc>
 



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From dalep at unm.edu  Sun Mar 21 02:50:22 2010
From: dalep at unm.edu (Philip Dale)
Date: Sat, 20 Mar 2010 20:50:22 -0600
Subject: CLEX: A Cross-linguistic lexical norms database
In-Reply-To: <712565.34879.qm@web65702.mail.ac4.yahoo.com>
Message-ID: <SAT.20.MAR.2010.205022.0600.>

Researchers and others interested in early vocabulary development may find
the newly elaborated CLEX website useful. The website
(http://www.cdi-clex.org <http://www.cdi-clex.org/> ) is a collaboration of
the CDI Advisory Board and the Center for Child Language, University of
Southern Denmark. It contains detailed lexical norms for all words included
in the MacArthur-Bates CDI for American English and adaptations of the CDI
into Mexican Spanish, Danish, Swedish, and Croatian. CLEX was inspired by
the collaborative success of the CHILDES system, and it is hoped that
additional language datasets will be incorporated into the system soon. The
website permits a range of query functions, both within and across
languages, including evaluation of user-defined subscales. More information
on the CLEX website is included in an article in the latest (March) issue of
the Journal of Child Language, ?CLEX: A cross-linguistic lexical norms
database?, by J?rgensen, Dale, Bleses, and Fenson.

 

The abstract is included below:

Parent report has proven a valid and cost-effective means of evaluating

early child language. Norming datasets for these instruments, which

provide the basis for standardized comparisons of individual children

to a population, can also be used to derive norms for the acquisition

of individual words in production and comprehension and also early

gestures and symbolic actions. These lexical norms have a wide range of

uses in basic research, assessment and intervention. In addition,
crosslinguistic

comparisons of lexical development are greatly facilitated by

the availability of norms from diverse languages. This report describes

the development of CLEX, a new web-based cross-linguistic database

for lexical data from adaptations of the MacArthur-Bates Communicative

Development Inventories. CLEX provides tools for a range of

analyses within and across languages. It is designed to incorporate

additional language datasets easily, and to permit users to define

mappings between lexical items in pairs of languages for more specific

cross-linguistic comparisons.

 

Philip Dale

 

 

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From majaroch at gmail.com  Thu Mar 25 14:40:46 2010
From: majaroch at gmail.com (Maja Roch)
Date: Thu, 25 Mar 2010 07:40:46 -0700
Subject: dominant language
Message-ID: <THU.25.MAR.2010.074046.0700.>

Hello,
is anybody familiar with some possible criteria to be adopted for
establishing a dominant language of a bilingual child?
Best regards,
Maja Roch

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From ehoff at fau.edu  Thu Mar 25 14:46:23 2010
From: ehoff at fau.edu (Erika Hoff)
Date: Thu, 25 Mar 2010 10:46:23 -0400
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.104623.0400.>

I'd look at work by Kohnert and by Jia and Aaronson because they both talk
about dominant language shift. I would be very interested if someone has an
argument for "dominance" and "balance" as anything other than arbitrary
distinctions. With respect to vocabulary, I find the full range of ratios of
one language to the other.

Erika Hoff

-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Maja Roch
Sent: Thursday, March 25, 2010 10:41 AM
To: Info-CHILDES
Subject: dominant language

Hello,
is anybody familiar with some possible criteria to be adopted for
establishing a dominant language of a bilingual child?
Best regards,
Maja Roch

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From bpearson at research.umass.edu  Thu Mar 25 14:54:26 2010
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Thu, 25 Mar 2010 10:54:26 -0400
Subject: dominant language
In-Reply-To: <00e001cacc29$f29bc260$d7d34720$@edu>
Message-ID: <THU.25.MAR.2010.105426.0400.>

Also, Paradis and Genesee (and colleagues) have some work where they  
track dominance that differs in more than one modality.

(Btw, I'm comfortable with just a rough balance based on time in each  
language.  For many purposes, it tells you what you want to know, and  
it's better to take it into consideration than not to do so.)

Best wishes,
Barbara Pearson


On Mar 25, 2010, at 10:46 AM, Erika Hoff wrote:

> I'd look at work by Kohnert and by Jia and Aaronson because they  
> both talk
> about dominant language shift. I would be very interested if someone  
> has an
> argument for "dominance" and "balance" as anything other than  
> arbitrary
> distinctions. With respect to vocabulary, I find the full range of  
> ratios of
> one language to the other.
>
> Erika Hoff
>
> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com 
> ]
> On Behalf Of Maja Roch
> Sent: Thursday, March 25, 2010 10:41 AM
> To: Info-CHILDES
> Subject: dominant language
>
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> -- 
> You received this message because you are subscribed to the Google  
> Groups
> "Info-CHILDES" group.
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>
> -- 
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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 
> .
>



************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate, Depts of Linguistics and   Communication Disorders
c/o 226 South College
University of Massachusetts Amherst
Amherst MA 01003

bpearson at research.umass.edu
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson/bilingualchild/

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From johanne.paradis at ualberta.ca  Thu Mar 25 15:31:10 2010
From: johanne.paradis at ualberta.ca (Johanne Paradis)
Date: Thu, 25 Mar 2010 09:31:10 -0600
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.093110.0600.>

Dear Maja

I have used some different combinations of measures for determining language dominance in bilingual children.  Here is a list of papers where myself and my colleagues have employed these combinations.  Essentially, I believe the best way to determine the dominant - more proficient - language is by using measures from more than one linguistic domain -  at least one vocabulary and one morphosyntax measure.

Regards,
Johanne

Foroodi Nejad, F., & Paradis, J. (2009). Crosslinguistic transfer in the acquisition of compound words in Farsi-English bilinguals. Bilingualism: Language and Cognition, 12, 411-427. 

Paradis, J. & Nicoladis, E. (2007). The influence of dominance and sociolinguistic context on bilingual preschoolers? language choice.  The International Journal of Bilingualism and Bilingual Education, 10, 1-21.

Paradis, J., Crago, M., Genesee, F. & Rice, M. (2003).  Bilingual children with specific language impairment:  How do they compare with their monolingual peers?  Journal of Speech, Language and Hearing Research,46, 1-15.


Genesee, F., Nicoladis, E. & Paradis, J. (1995).  Language differentiation in early bilingual development.  Journal of Child Language, 22,  611-631. 



On 2010-03-25, at 8:40 AM, Maja Roch wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
> 
> -- 
> 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.
> 

**********************************
Johanne Paradis
Associate Professor
4-46 Assiniboia Hall
Department of Linguistics
University of Alberta
Edmonton, AB
T6G 2E7
Canada

tel:	1 (780) 492-0805
fax:	1 (780) 492-0806
http://www.ualberta.ca/~jparadis/   




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From macw at cmu.edu  Thu Mar 25 16:31:16 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 25 Mar 2010 12:31:16 -0400
Subject: dominance
Message-ID: <THU.25.MAR.2010.123116.0400.>

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

Virginia 
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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From Jeanine.Treffers-Daller at uwe.ac.uk  Thu Mar 25 17:56:54 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Thu, 25 Mar 2010 17:56:54 +0000
Subject: dominance
In-Reply-To: <4D677B5F-980D-4BB1-AC45-96849F7C1D30@cmu.edu>
Message-ID: <THU.25.MAR.2010.175654.0000.>

Dear Maja
I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
This article will appear next year in the International Journal of Bilingualism.

Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

Can send you an advance copy if you're interested.

best wishes
Jeanine
Abstract
The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.

best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02

________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 25 March 2010 16:31
To: CHILDES
Subject: dominance

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

Virginia
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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From susan.foster-cohen at canterbury.ac.nz  Thu Mar 25 18:36:44 2010
From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen)
Date: Fri, 26 Mar 2010 07:36:44 +1300
Subject: language dominance
Message-ID: <FRI.26.MAR.2010.073644.1300.>

Dear all:
 
I would recommend looking at the work of Natascha Mueller. She looks at subsystems of language, rather than language as a whole, and has some really interesting findings and a sophisticated linguistic interpretation of dominance.
 
Cheers,
 
Susan Foster-Cohen

 

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From aliyah.morgenstern at gmail.com  Thu Mar 25 23:58:35 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Fri, 26 Mar 2010 00:58:35 +0100
Subject: dominant language
In-Reply-To: <00e001cacc29$f29bc260$d7d34720$@edu>
Message-ID: <FRI.26.MAR.2010.005835.0100.>

I would be very interested to!
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 25 mars 10 ? 15:46, Erika Hoff a ?crit :

> I'd look at work by Kohnert and by Jia and Aaronson because they  
> both talk
> about dominant language shift. I would be very interested if someone  
> has an
> argument for "dominance" and "balance" as anything other than  
> arbitrary
> distinctions. With respect to vocabulary, I find the full range of  
> ratios of
> one language to the other.
>
> Erika Hoff
>
> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com 
> ]
> On Behalf Of Maja Roch
> Sent: Thursday, March 25, 2010 10:41 AM
> To: Info-CHILDES
> Subject: dominant language
>
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> -- 
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> .
>

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From xequalsfun at gmail.com  Fri Mar 26 01:36:10 2010
From: xequalsfun at gmail.com (Darin)
Date: Thu, 25 Mar 2010 18:36:10 -0700
Subject: dominant language
In-Reply-To: <3DDBB894-B7C3-4FA9-A1DD-6FDABECBDC95@gmail.com>
Message-ID: <THU.25.MAR.2010.183610.0700.>

Hello Maja -

In addition to the previous suggestions, you might also consider
asking them what they feel most comfortable with (depending, of
course, on their age).  I agree that "dominance" may not be as clear
cut as it seems, especially for children whose school language is
different from their home language.  They may be more comfortable with
certain vocabulary, tasks, contexts, etc. in one language over
another, regardless of which one may appear to be dominant.

- Darin Woolpert
SDSU/UCSD Joint Doctoral Program
Language and Communicative Disorders


On Mar 25, 4:58?pm, Aliyah MORGENSTERN <aliyah.morgenst... at gmail.com>
wrote:
> I would be very interested to!
> 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 25 mars 10 ? 15:46, Erika Hoff a ?crit :
>
> > I'd look at work by Kohnert and by Jia and Aaronson because they ?
> > both talk
> > about dominant language shift. I would be very interested if someone ?
> > has an
> > argument for "dominance" and "balance" as anything other than ?
> > arbitrary
> > distinctions. With respect to vocabulary, I find the full range of ?
> > ratios of
> > one language to the other.
>
> > Erika Hoff
>
> > -----Original Message-----
> > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com
> > ]
> > On Behalf Of Maja Roch
> > Sent: Thursday, March 25, 2010 10:41 AM
> > To: Info-CHILDES
> > Subject: dominant language
>
> > Hello,
> > is anybody familiar with some possible criteria to be adopted for
> > establishing a dominant language of a bilingual child?
> > Best regards,
> > Maja Roch
>
> > --
> > You received this message because you are subscribed to the Google ?
> > Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send 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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> > 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 ekaterina.smyk at gmail.com  Fri Mar 26 05:52:51 2010
From: ekaterina.smyk at gmail.com (Ekaterina Smyk)
Date: Thu, 25 Mar 2010 22:52:51 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <THU.25.MAR.2010.225251.0700.>

The first question here is how language dominance is defined. Sometimes
language dominance is used interchangeably with language proficiency due to
a definition of language dominance in terms of the relative proficiency in
two languages. However, these two constructs can be distinguished in terms
of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
and second language grammatical processing in *Applied Psycholinguistics*).
Often language dominance implies the superior performance on measures of
fluency, speed, automaticity, and accuracy in processing. For example, in
order to be a highly proficient in a certain language a speaker does have to
be dominant in that language. In addition, assessment of language dominance
is frequently based on the underlying assumption of uniform superior
performance in the dominant language. However, dominance in one aspect of
the language does not necessarily imply dominance in others.

Katya

On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com> wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> --
> 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>
> .
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> http://groups.google.com/group/info-childes?hl=en.
>
>

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From miguel.perez.pereira at usc.es  Fri Mar 26 09:21:20 2010
From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=)
Date: Fri, 26 Mar 2010 10:21:20 +0100
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.102120.0100.>

Dear Jeanine,
Will you be so kind of sending me an advance copy of your paper?
Thank you
Miguel
El 25/03/2010, a las 18:56, Jeanine Treffers-Daller escribi?:

> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>  
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>  
> Can send you an advance copy if you're interested.
>  
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>  
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>  
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
> 
> Dear Maja,
> 
>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
> 
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
> 
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
> 
> Virginia 
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Kong
> http://www.cuhk.edu.hk/lin/cbrc/
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> -- 
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> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.

Miguel P?rez Pereira
Departamento de Psicolox?a Evolutiva e da Educaci?n
Universidade de Santiago de Compostela
157802 Santiago de Compostela
Spain
miguel.perez.pereira at usc.es



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From ehoff at fau.edu  Fri Mar 26 14:07:25 2010
From: ehoff at fau.edu (Erika Hoff)
Date: Fri, 26 Mar 2010 10:07:25 -0400
Subject: dominance
In-Reply-To: <044329CD-3331-42B4-BFB0-66C0B2CBED59@usc.es>
Message-ID: <FRI.26.MAR.2010.100725.0400.>

Dear Jeanine,

 

I would very much like a preprint as well.

 

Many thanks,

 

Erika Hoff

ehoff at fau.edu

 

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com]
On Behalf Of Miguel P?rez Pereira
Sent: Friday, March 26, 2010 5:21 AM
To: info-childes at googlegroups.com
Subject: Re: dominance

 

Dear Jeanine,

Will you be so kind of sending me an advance copy of your paper?

Thank you

Miguel

El 25/03/2010, a las 18:56, Jeanine Treffers-Daller escribi?:





Dear Maja

I have proposed a measure based on indices of lexical richness, which can be
used with children as well as adults.

This article will appear next year in the International Journal of
Bilingualism.

 

Treffers-Daler, J. (in press) Operationalising and measuring language
dominance.

 

Can send you an advance copy if you're interested.

 

best wishes

Jeanine

Abstract

The aim of this article is to show how measures of lexical richness (Guiraud
1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to
operationalise and measure language dominance among bilinguals. A typology
of bilinguals is proposed based on these measures of lexical richness, and
the validity of the typology is then investigated in an empirical study
among two groups of bilingual informants with different language dominance
profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
bilinguals from Paris). The most important advantage of the proposed
operationalisation is that it allows researchers carry out precise
measurements of bilingual ability in languages or language varieties for
which no standardised tests exist and that these measures can be calculated
on oral data that have been collected in an informal and unobtrusive way, in
a naturalistic setting.

 

best wishes

Jeanine

=========================

Professor Jeanine Treffers-Daller

Professor of Linguistics

Department of Languages, Linguistics and Area Studies

School of Humanities, Languages and Social Sciences

Faculty of Social Science and Humanities

Frenchay Campus

Coldharbour Lane

Bristol

BS16 1QY

tel. 00-44-117-3282390

Room 4D02

 

  _____  

From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 25 March 2010 16:31
To: CHILDES
Subject: dominance

Dear Maja,

    We've proposed using Mean Length Utterance differentials as a measure of
language dominance:

Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
Development and Language Contact. Cambridge University Press. (Ch.3:
Methodology)
Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
bilingual acquisition: a case for Mean Length Utterance differentials.
Language Assessment Quarterly 3: 97-116.

While absolute MLU comparisons are of questionable validity due to
morphological differences between languages and how they are transcribed,
MLU differentials can be used effectively to compare different children
acquiring the same language pair, or different stages of development in the
same child. In some domains there is evidence that the prevalence of
cross-linguistic influence depends on the degree of dominance (see Yip and
Matthews 2007: 150 for the case of null objects).

Virginia 
Childhood Bilingualism Research Centre
Department of Linguistics and Modern Languages
Chinese University of Hong Kong
http://www.cuhk.edu.hk/lin/cbrc/

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http://groups.google.com/group/info-childes?hl=en.

 

Miguel P?rez Pereira

Departamento de Psicolox?a Evolutiva e da Educaci?n

Universidade de Santiago de Compostela

157802 Santiago de Compostela

Spain

miguel.perez.pereira at usc.es

 

 

 

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From shiromartha at gmail.com  Fri Mar 26 14:54:33 2010
From: shiromartha at gmail.com (Martha Shiro)
Date: Fri, 26 Mar 2010 10:54:33 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.105433.0400.>

Dear Jeanine,
Can I have a pre-print of your article as well? Thanking you in advance
Martha


Martha Shiro
Instituto de Filolog?a "Andr?s Bello"
Universidad Central de Venezuela
shiromartha at gmail.com
  ----- Original Message ----- 
  From: Jeanine Treffers-Daller 
  To: info-childes at googlegroups.com 
  Sent: Thursday, March 25, 2010 1:56 PM
  Subject: RE: dominance


  Dear Maja
  I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
  This article will appear next year in the International Journal of Bilingualism.

  Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

  Can send you an advance copy if you're interested.

  best wishes
  Jeanine
  Abstract

  The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting. 

   

  best wishes
  Jeanine
  =========================
  Professor Jeanine Treffers-Daller
  Professor of Linguistics
  Department of Languages, Linguistics and Area Studies
  School of Humanities, Languages and Social Sciences
  Faculty of Social Science and Humanities
  Frenchay Campus
  Coldharbour Lane
  Bristol
  BS16 1QY
  tel. 00-44-117-3282390
  Room 4D02


------------------------------------------------------------------------------
  From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
  Sent: 25 March 2010 16:31
  To: CHILDES
  Subject: dominance


  Dear Maja,

      We've proposed using Mean Length Utterance differentials as a measure of language dominance:

  Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
  Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
  bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

  While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

  Virginia 
  Childhood Bilingualism Research Centre
  Department of Linguistics and Modern Languages
  Chinese University of Hong Kong
  http://www.cuhk.edu.hk/lin/cbrc/


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From csilva at usc.edu  Fri Mar 26 16:39:49 2010
From: csilva at usc.edu (Silva-corvalan, Carmen: USC)
Date: Fri, 26 Mar 2010 09:39:49 -0700
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <FRI.26.MAR.2010.093949.0700.>

Hi Jeanine:
I'd also be thankful if you could send me an advanced copy of your
article or, as Barbara suggests, if you sent me the link where I could
find it.
All best,
Carmen  (Silva-Corval?n)

University of Southern California
University Park Ave., THH-156
Los Angeles, CA 90089-0358, USA
csilva at usc.edu


On Mar 25, 10:56?am, Jeanine Treffers-Daller <Jeanine.Treffers-
Dal... at uwe.ac.uk> wrote:
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
> ? ? We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>
> --
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From bpearson at research.umass.edu  Fri Mar 26 16:33:12 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Fri, 26 Mar 2010 12:33:12 -0400
Subject: dominance
Message-ID: <FRI.26.MAR.2010.123312.0400.>

Dear Jeanine,
Could you add me to your list for the preprint (or give us a link for where you can post it)?

Thank you.
Barbara

  ----- Original Message ----- 
  From: Martha Shiro 
  To: info-childes at googlegroups.com 
  Sent: Friday, March 26, 2010 10:54 AM
  Subject: Re: dominance


  Dear Jeanine,
  Can I have a pre-print of your article as well? Thanking you in advance
  Martha


  Martha Shiro
  Instituto de Filolog?a "Andr?s Bello"
  Universidad Central de Venezuela
  shiromartha at gmail.com
    ----- Original Message ----- 
    From: Jeanine Treffers-Daller 
    To: info-childes at googlegroups.com 
    Sent: Thursday, March 25, 2010 1:56 PM
    Subject: RE: dominance


    Dear Maja
    I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
    This article will appear next year in the International Journal of Bilingualism.

    Treffers-Daler, J. (in press) Operationalising and measuring language dominance.

    Can send you an advance copy if you're interested.

    best wishes
    Jeanine
    Abstract

    The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting. 

     

    best wishes
    Jeanine
    =========================
    Professor Jeanine Treffers-Daller
    Professor of Linguistics
    Department of Languages, Linguistics and Area Studies
    School of Humanities, Languages and Social Sciences
    Faculty of Social Science and Humanities
    Frenchay Campus
    Coldharbour Lane
    Bristol
    BS16 1QY
    tel. 00-44-117-3282390
    Room 4D02


----------------------------------------------------------------------------
    From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
    Sent: 25 March 2010 16:31
    To: CHILDES
    Subject: dominance


    Dear Maja,

        We've proposed using Mean Length Utterance differentials as a measure of language dominance:

    Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
    Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
    bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.

    While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).

    Virginia 
    Childhood Bilingualism Research Centre
    Department of Linguistics and Modern Languages
    Chinese University of Hong Kong
    http://www.cuhk.edu.hk/lin/cbrc/


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From billrago at gmail.com  Fri Mar 26 13:45:57 2010
From: billrago at gmail.com (Bill Rago)
Date: Fri, 26 Mar 2010 06:45:57 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <FRI.26.MAR.2010.064557.0700.>

Hello Mara,

William O'Grady at the Univ. of Hawaii is working on a type of
assessment that may be of interest to you.  It involves measuring
lexical access through timed picture-naming tasks.  Here is the
link...

http://www.ling.hawaii.edu/node/41

Best,

Bill Rago



On Mar 25, 11:40?pm, Maja Roch <majar... at gmail.com> wrote:
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch

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From lempert at psych.utoronto.ca  Fri Mar 26 16:48:15 2010
From: lempert at psych.utoronto.ca (Henrietta Lempert)
Date: Fri, 26 Mar 2010 12:48:15 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA2F@EGEN-MBX02.campus.ads.uwe.
 ac.uk>
Message-ID: <FRI.26.MAR.2010.124815.0400.>

Could you kindly add me to your preprint/link list?
Many thanks,
Henrietta
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can
> be used with children as well as adults.
> This article will appear next year in the International Journal of
> Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language
> dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness
> (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to
> operationalise and measure language dominance among bilinguals. A typology
> of bilinguals is proposed based on these measures of lexical richness, and
> the validity of the typology is then investigated in an empirical study
> among two groups of bilingual informants with different language dominance
> profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
> bilinguals from Paris). The most important advantage of the proposed
> operationalisation is that it allows researchers carry out precise
> measurements of bilingual ability in languages or language varieties for
> which no standardised tests exist and that these measures can be
> calculated on oral data that have been collected in an informal and
> unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> Behalf Of Brian MacWhinney [macw at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
>     We've proposed using Mean Length Utterance differentials as a measure
> of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
> Development and Language Contact. Cambridge University Press. (Ch.3:
> Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials.
> Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to
> morphological differences between languages and how they are transcribed,
> MLU differentials can be used effectively to compare different children
> acquiring the same language pair, or different stages of development in
> the same child. In some domains there is evidence that the prevalence of
> cross-linguistic influence depends on the degree of dominance (see Yip and
> Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Kong
> http://www.cuhk.edu.hk/lin/cbrc/
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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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> "Info-CHILDES" group.
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> 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 Roberta at udel.edu  Fri Mar 26 17:58:31 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Fri, 26 Mar 2010 13:58:31 -0400
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.135831.0400.>

Perhaps you could attach the paper for all of us!
All best, Roberta Golinkoff

On Fri, Mar 26, 2010 at 12:48 PM, Henrietta Lempert <
lempert at psych.utoronto.ca> wrote:

> Could you kindly add me to your preprint/link list?
> Many thanks,
> Henrietta
> > Dear Maja
> > I have proposed a measure based on indices of lexical richness, which can
> > be used with children as well as adults.
> > This article will appear next year in the International Journal of
> > Bilingualism.
> >
> > Treffers-Daler, J. (in press) Operationalising and measuring language
> > dominance.
> >
> > Can send you an advance copy if you're interested.
> >
> > best wishes
> > Jeanine
> > Abstract
> > The aim of this article is to show how measures of lexical richness
> > (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to
> > operationalise and measure language dominance among bilinguals. A
> typology
> > of bilinguals is proposed based on these measures of lexical richness,
> and
> > the validity of the typology is then investigated in an empirical study
> > among two groups of bilingual informants with different language
> dominance
> > profiles (25 Dutch-French bilinguals from Brussels and 24 French-English
> > bilinguals from Paris). The most important advantage of the proposed
> > operationalisation is that it allows researchers carry out precise
> > measurements of bilingual ability in languages or language varieties for
> > which no standardised tests exist and that these measures can be
> > calculated on oral data that have been collected in an informal and
> > unobtrusive way, in a naturalistic setting.
> >
> > best wishes
> > Jeanine
> > =========================
> > Professor Jeanine Treffers-Daller
> > Professor of Linguistics
> > Department of Languages, Linguistics and Area Studies
> > School of Humanities, Languages and Social Sciences
> > Faculty of Social Science and Humanities
> > Frenchay Campus
> > Coldharbour Lane
> > Bristol
> > BS16 1QY
> > tel. 00-44-117-3282390
> > Room 4D02
> >
> > ________________________________
> > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On
> > Behalf Of Brian MacWhinney [macw at cmu.edu]
> > Sent: 25 March 2010 16:31
> > To: CHILDES
> > Subject: dominance
> >
> > Dear Maja,
> >
> >     We've proposed using Mean Length Utterance differentials as a measure
> > of language dominance:
> >
> > Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
> > Development and Language Contact. Cambridge University Press. (Ch.3:
> > Methodology)
> > Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> > bilingual acquisition: a case for Mean Length Utterance differentials.
> > Language Assessment Quarterly 3: 97-116.
> >
> > While absolute MLU comparisons are of questionable validity due to
> > morphological differences between languages and how they are transcribed,
> > MLU differentials can be used effectively to compare different children
> > acquiring the same language pair, or different stages of development in
> > the same child. In some domains there is evidence that the prevalence of
> > cross-linguistic influence depends on the degree of dominance (see Yip
> and
> > Matthews 2007: 150 for the case of null objects).
> >
> > Virginia
> > Childhood Bilingualism Research Centre
> > Department of Linguistics and Modern Languages
> > Chinese University of Hong Kong
> > http://www.cuhk.edu.hk/lin/cbrc/
> >
> > --
> > You received this message because you are subscribed to the Google Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > 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.
> >
> > --
> > You received this message because you are subscribed to the Google Groups
> > "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > 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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> "Info-CHILDES" group.
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> .
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From macw at cmu.edu  Fri Mar 26 18:53:39 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 26 Mar 2010 14:53:39 -0400
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.145339.0400.>

Dear Info-CHILDES People,
    If you are interested in receiving articles from people, it is probably best to send an email to that person directly, rather than to the list.  Google Groups also provides the option of attaching files directly to the mailing list.  After a fortunately short-lived porno spam attack last year, I blocked this feature, even for members, but the group owner (Davida Fromm, fromm at andrew.cmu.edu) can post files if you send them to her.  We have a quota of 100MB of which we are currently using zero, so there is plenty of room for posting papers.

-- Brian MacWhinney
 

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From aliyah.morgenstern at gmail.com  Fri Mar 26 19:13:32 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Fri, 26 Mar 2010 20:13:32 +0100
Subject: dominance
In-Reply-To: <a0a23afe4958c0d02cfebd3eb8490dba.squirrel@webmail.psych.utoronto.ca>
Message-ID: <FRI.26.MAR.2010.201332.0100.>

Could you also add me?
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 26 mars 10 ? 17:48, Henrietta Lempert a ?crit :

> Could you kindly add me to your preprint/link list?
> Many thanks,
> Henrietta
>> Dear Maja
>> I have proposed a measure based on indices of lexical richness,  
>> which can
>> be used with children as well as adults.
>> This article will appear next year in the International Journal of
>> Bilingualism.
>>
>> Treffers-Daler, J. (in press) Operationalising and measuring language
>> dominance.
>>
>> Can send you an advance copy if you're interested.
>>
>> best wishes
>> Jeanine
>> Abstract
>> The aim of this article is to show how measures of lexical richness
>> (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be  
>> used to
>> operationalise and measure language dominance among bilinguals. A  
>> typology
>> of bilinguals is proposed based on these measures of lexical  
>> richness, and
>> the validity of the typology is then investigated in an empirical  
>> study
>> among two groups of bilingual informants with different language  
>> dominance
>> profiles (25 Dutch-French bilinguals from Brussels and 24 French- 
>> English
>> bilinguals from Paris). The most important advantage of the proposed
>> operationalisation is that it allows researchers carry out precise
>> measurements of bilingual ability in languages or language  
>> varieties for
>> which no standardised tests exist and that these measures can be
>> calculated on oral data that have been collected in an informal and
>> unobtrusive way, in a naturalistic setting.
>>
>> best wishes
>> Jeanine
>> =========================
>> Professor Jeanine Treffers-Daller
>> Professor of Linguistics
>> Department of Languages, Linguistics and Area Studies
>> School of Humanities, Languages and Social Sciences
>> Faculty of Social Science and Humanities
>> Frenchay Campus
>> Coldharbour Lane
>> Bristol
>> BS16 1QY
>> tel. 00-44-117-3282390
>> Room 4D02
>>
>> ________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com]  
>> On
>> Behalf Of Brian MacWhinney [macw at cmu.edu]
>> Sent: 25 March 2010 16:31
>> To: CHILDES
>> Subject: dominance
>>
>> Dear Maja,
>>
>>    We've proposed using Mean Length Utterance differentials as a  
>> measure
>> of language dominance:
>>
>> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early
>> Development and Language Contact. Cambridge University Press. (Ch.3:
>> Methodology)
>> Yip, Virginia and Stephen Matthews. 2006. Assessing language  
>> dominance in
>> bilingual acquisition: a case for Mean Length Utterance  
>> differentials.
>> Language Assessment Quarterly 3: 97-116.
>>
>> While absolute MLU comparisons are of questionable validity due to
>> morphological differences between languages and how they are  
>> transcribed,
>> MLU differentials can be used effectively to compare different  
>> children
>> acquiring the same language pair, or different stages of  
>> development in
>> the same child. In some domains there is evidence that the  
>> prevalence of
>> cross-linguistic influence depends on the degree of dominance (see  
>> Yip and
>> Matthews 2007: 150 for the case of null objects).
>>
>> Virginia
>> Childhood Bilingualism Research Centre
>> Department of Linguistics and Modern Languages
>> Chinese University of Hong Kong
>> http://www.cuhk.edu.hk/lin/cbrc/
>>
>> --
>> You received this message because you are subscribed to the Google  
>> Groups
>> "Info-CHILDES" group.
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>>
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>
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From brunilda at gmail.com  Fri Mar 26 19:43:45 2010
From: brunilda at gmail.com (Bruno Estigarribia)
Date: Fri, 26 Mar 2010 15:43:45 -0400
Subject: dominant language
In-Reply-To: <98c1ae751003252252p41393fa7v8f23f3e049ca493e@mail.gmail.com>
Message-ID: <FRI.26.MAR.2010.154345.0400.>

Forgive the silly question. This is not my field but the following 
struck me as counterintuitive so I want to make sure this is what was 
intended:
"For example, in order to be a highly proficient in a certain language a 
speaker does have to be dominant in that language."
Isn't the converse more intuitively sensible? You can, I guess, be 
highly proficient in two languages but (I want to say, by definition 
almost), only dominant in one of them. Am I missing something (perhaps 
in the literature) that contradicts this?
Just curious.
Bruno
-- 
Bruno Estigarribia
Research Assistant Professor
364A Davie Hall, CB #3270
Department of Psychology - University of North Carolina at Chapel Hill
Chapel Hill, NC 27599-3270
USA

> The first question here is how language dominance is defined. 
> Sometimes language dominance is used interchangeably with language 
> proficiency due to a definition of language dominance in terms of the 
> relative proficiency in two languages. However, these two constructs 
> can be distinguished in terms of psycholinguistic properties (See 
> Birdsong (2006) Dominance, proficiency, and second language 
> grammatical processing in /Applied Psycholinguistics/). Often language 
> dominance implies the superior performance on measures of fluency, 
> speed, automaticity, and accuracy in processing. For example, in order 
> to be a highly proficient in a certain language a speaker does have to 
> be dominant in that language. In addition, assessment of language 
> dominance is frequently based on the underlying assumption of uniform 
> superior performance in the dominant language. However, dominance in 
> one aspect of the language does not necessarily imply dominance in 
> others.
>  
> Katya
>
> On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com 
> <mailto:majaroch at gmail.com>> wrote:
>
>     Hello,
>     is anybody familiar with some possible criteria to be adopted for
>     establishing a dominant language of a bilingual child?
>     Best regards,
>     Maja Roch
>
>     --
>     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  Sat Mar 27 00:57:41 2010
From: ervintripp at gmail.com (Susan Ervin-Tripp)
Date: Fri, 26 Mar 2010 17:57:41 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <FRI.26.MAR.2010.175741.0700.>

Dominance turns out to be a good predictor in bilingual semantics and
memory, at least in adults, so it is not a useless concept. Naming speed has
been
in use since Lampert more than fifty years ago, so there should be a lot of
evidence on its correlations with other measures by now. Since children are
sensitive to the language abilities of interlocutors surprisingly early, any
testing has to be done by speakers that the child has heard use both
languages in similar situations. Setting and situation matter to children.

On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com> wrote:

> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch
>
> --
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>
>

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From ekaterina.smyk at gmail.com  Sat Mar 27 00:09:29 2010
From: ekaterina.smyk at gmail.com (Ekaterina Smyk)
Date: Fri, 26 Mar 2010 17:09:29 -0700
Subject: dominant language
In-Reply-To: <4BAD0E71.6070004@gmail.com>
Message-ID: <FRI.26.MAR.2010.170929.0700.>

Well, it seems to me that a speaker can be considered as ?always? more
proficient in the dominant language only if dominance is defined based on a
relative proficiency in two languages. However, if language proficiency is
considered as a distinct construct (e.g., as a level of linguistic
attainment), then the relations between dominance and proficiency can vary.
For example, a speaker may be dominant in L2, but be more proficient in L1.
There are numerous operational definitions of language dominance and
proficiency so I am sure some people may disagree with me. I would be very
interested in hearing other opinions as well.
Katya


On Fri, Mar 26, 2010 at 12:43 PM, Bruno Estigarribia <brunilda at gmail.com>wrote:

> Forgive the silly question. This is not my field but the following struck
> me as counterintuitive so I want to make sure this is what was intended:
>
> "For example, in order to be a highly proficient in a certain language a
> speaker does have to be dominant in that language."
> Isn't the converse more intuitively sensible? You can, I guess, be highly
> proficient in two languages but (I want to say, by definition almost), only
> dominant in one of them. Am I missing something (perhaps in the literature)
> that contradicts this?
> Just curious.
> Bruno
> --
> Bruno Estigarribia
> Research Assistant Professor
> 364A Davie Hall, CB #3270
> Department of Psychology - University of North Carolina at Chapel Hill
> Chapel Hill, NC 27599-3270
> USA
>
>  The first question here is how language dominance is defined. Sometimes
>> language dominance is used interchangeably with language proficiency due to
>> a definition of language dominance in terms of the relative proficiency in
>> two languages. However, these two constructs can be distinguished in terms
>> of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
>> and second language grammatical processing in /Applied Psycholinguistics/).
>> Often language dominance implies the superior performance on measures of
>> fluency, speed, automaticity, and accuracy in processing. For example, in
>> order to be a highly proficient in a certain language a speaker does have to
>> be dominant in that language. In addition, assessment of language dominance
>> is frequently based on the underlying assumption of uniform superior
>> performance in the dominant language. However, dominance in one aspect of
>> the language does not necessarily imply dominance in others.
>>  Katya
>>
>> On Thu, Mar 25, 2010 at 7:40 AM, Maja Roch <majaroch at gmail.com <mailto:
>> majaroch at gmail.com>> wrote:
>>
>>    Hello,
>>    is anybody familiar with some possible criteria to be adopted for
>>    establishing a dominant language of a bilingual child?
>>    Best regards,
>>    Maja Roch
>>
>>    --
>>    You received this message because you are subscribed to the Google
>>    Groups "Info-CHILDES" group.
>>    To post to this group, send email to info-childes at googlegroups.com
>>    <mailto:info-childes at googlegroups.com>.
>>
>>    To unsubscribe from this group, send email to
>>    info-childes+unsubscribe at googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
>>    <mailto:info-childes%2Bunsubscribe at googlegroups.com<info-childes%252Bunsubscribe at googlegroups.com>>.
>>
>>
>>    For more options, visit this group at
>>    http://groups.google.com/group/info-childes?hl=en.
>>
>>
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From sbresee at umd.edu  Sat Mar 27 13:34:13 2010
From: sbresee at umd.edu (sbresee at umd.edu)
Date: Sat, 27 Mar 2010 09:34:13 -0400
Subject: dominance
In-Reply-To: <87D66CBDC77D439AAC5E0DB970098737@MarthaPC>
Message-ID: <SAT.27.MAR.2010.093413.0400.>

Professor Treffers-Daller and Professor Shiro, 
Please send a pre-print or copy of your articles if possible. I am very interested in the current research on ways to observe and analyze language development in naturalistic settings.
Thank you, 
Susan Bresee
sbresee at umd.edu 

---- Original message ----
>Date: Fri, 26 Mar 2010 10:54:33 -0400
>From: "Martha Shiro" <shiromartha at gmail.com>  
>Subject: Re: dominance  
>To: <info-childes at googlegroups.com>
>
>   Dear Jeanine,
>   Can I have a pre-print of your article as well?
>   Thanking you in advance
>   Martha
>    
>    
>   Martha Shiro
>   Instituto de FilologAa "AndrA(c)s Bello"
>   Universidad Central de Venezuela
>   shiromartha at gmail.com
>
>     ----- Original Message -----
>     From: Jeanine Treffers-Daller
>     To: info-childes at googlegroups.com
>     Sent: Thursday, March 25, 2010 1:56 PM
>     Subject: RE: dominance
>     Dear Maja
>     I have proposed a measure based on indices of
>     lexical richness, which can be used with children
>     as well as adults.
>     This article will appear next year in the
>     International Journal of Bilingualism.
>      
>     Treffers-Daler, J. (in press) Operationalising and
>     measuring language dominance.
>      
>     Can send you an advance copy if you're interested.
>      
>     best wishes
>     Jeanine
>
>     Abstract
>
>     The aim of this article is to show how measures of
>     lexical richness (Guiraud 1954; Malvern, Richards,
>     Chipere and DurA!n, 2004) can be used to
>     operationalise and measure language dominance
>     among bilinguals. A typology of bilinguals is
>     proposed based on these measures of lexical
>     richness, and the validity of the typology is then
>     investigated in an empirical study among two
>     groups of bilingual informants with different
>     language dominance profiles (25 Dutch-French
>     bilinguals from Brussels and 24 French-English
>     bilinguals from Paris). The most important
>     advantage of the proposed operationalisation is
>     that it allows researchers carry out precise
>     measurements of bilingual ability in languages or
>     language varieties for which no standardised tests
>     exist and that these measures can be calculated on
>     oral data that have been collected in an informal
>     and unobtrusive way, in a naturalistic setting.
>
>      
>
>     best wishes
>     Jeanine
>     =========================
>     Professor Jeanine Treffers-Daller
>     Professor of Linguistics
>     Department of Languages, Linguistics and Area
>     Studies
>     School of Humanities, Languages and Social
>     Sciences
>     Faculty of Social Science and Humanities
>     Frenchay Campus
>     Coldharbour Lane
>     Bristol
>     BS16 1QY
>     tel. 00-44-117-3282390
>     Room 4D02
>      
>
>     ------------------------------------------------
>
>     From: info-childes at googlegroups.com
>     [info-childes at googlegroups.com] On Behalf Of Brian
>     MacWhinney [macw at cmu.edu]
>     Sent: 25 March 2010 16:31
>     To: CHILDES
>     Subject: dominance
>     Dear Maja,
>
>         We've proposed using Mean Length Utterance
>     differentials as a measure of language dominance:
>
>     Yip, Virginia and Stephen Matthews. 2007.The
>     Bilingual Child: Early Development and Language
>     Contact. Cambridge University Press. (Ch.3:
>     Methodology)
>     Yip, Virginia and Stephen Matthews. 2006.
>     Assessing language dominance in
>     bilingual acquisition: a case for Mean Length
>     Utterance differentials. Language Assessment
>     Quarterly 3: 97-116.
>
>     While absolute MLU comparisons are of questionable
>     validity due to morphological differences between
>     languages and how they are transcribed, MLU
>     differentials can be used effectively to compare
>     different children acquiring the same language
>     pair, or different stages of development in the
>     same child. In some domains there is evidence that
>     the prevalence of cross-linguistic influence
>     depends on the degree of dominance (see Yip and
>     Matthews 2007: 150 for the case of null objects).
>
>     Virginia 
>     Childhood Bilingualism Research Centre
>     Department of Linguistics and Modern Languages
>     Chinese University of Hong Kong
>     http://www.cuhk.edu.hk/lin/cbrc/
>
>     --
>     You received this message because you are
>     subscribed to the Google Groups "Info-CHILDES"
>     group.
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>     info-childes at googlegroups.com.
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>     info-childes+unsubscribe at googlegroups.com.
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From Jeanine.Treffers-Daller at uwe.ac.uk  Sun Mar 28 17:48:31 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Sun, 28 Mar 2010 18:48:31 +0100
Subject: dominance
In-Reply-To: <5af95c69-3579-45da-89f8-7b2175049b60@u19g2000prh.googlegroups.com>
Message-ID: <SUN.28.MAR.2010.184831.0100.>

Dear Carmen
Many thanks for your email and your interest in my paper. I have attached it to this email. It will appear next year in the International Journal of Bilingulaism.
Davida Fromm will probably circulate it to the mailing list shortly too.
best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Silva-corvalan, Carmen: USC [csilva at usc.edu]
Sent: 26 March 2010 16:39
To: Info-CHILDES
Subject: Re: dominance

Hi Jeanine:
I'd also be thankful if you could send me an advanced copy of your
article or, as Barbara suggests, if you sent me the link where I could
find it.
All best,
Carmen  (Silva-Corval?n)

University of Southern California
University Park Ave., THH-156
Los Angeles, CA 90089-0358, USA
csilva at usc.edu


On Mar 25, 10:56 am, Jeanine Treffers-Daller <Jeanine.Treffers-
Dal... at uwe.ac.uk> wrote:
> Dear Maja
> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
> This article will appear next year in the International Journal of Bilingualism.
>
> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>
> Can send you an advance copy if you're interested.
>
> best wishes
> Jeanine
> Abstract
> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>
> best wishes
> Jeanine
> =========================
> Professor Jeanine Treffers-Daller
> Professor of Linguistics
> Department of Languages, Linguistics and Area Studies
> School of Humanities, Languages and Social Sciences
> Faculty of Social Science and Humanities
> Frenchay Campus
> Coldharbour Lane
> Bristol
> BS16 1QY
> tel. 00-44-117-3282390
> Room 4D02
>
> ________________________________
> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
> Sent: 25 March 2010 16:31
> To: CHILDES
> Subject: dominance
>
> Dear Maja,
>
>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>
> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>
> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>
> Virginia
> Childhood Bilingualism Research Centre
> Department of Linguistics and Modern Languages
> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>
> --
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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From gary.marcus at nyu.edu  Sun Mar 28 23:50:11 2010
From: gary.marcus at nyu.edu (Gary Marcus)
Date: Sun, 28 Mar 2010 19:50:11 -0400
Subject: Lab Coordinator Position at NYU
Message-ID: <SUN.28.MAR.2010.195011.0400.>

The NYU Infant Cognition and Communication Laboratory (http://www.psych.nyu.edu/niccl/ 
) under the direction of Dr. Athena Vouloumanos and the NYU Center for  
Child Language (http://www.psych.nyu.edu/gary/babylab/ 
babylabhome.html) under the direction of Dr. Gary Marcus are seeking a  
full-time lab manager to coordinate research on language acquisition  
and cognitive development in infants and young children beginning at  
the end of August 2010 and based at NYU's Greenwich Village campus.

Job duties include: (1) conducting experiments with infants, young  
children and adults; (2) training and supervising a staff of  
undergraduate research assistants; (3) general administrative duties,  
including data management and maintenance of budgets, lab web pages  
and participant recruiting systems; and (4) providing general support  
for the professors and other researchers in the laboratory.

Candidates should have: a bachelor's degree in psychology or a related  
scientific field such as cognitive science; one or more years of  
research experience; the ability to work independently; keen attention  
to detail; excellent public relations skills; and the ability to  
interact warmly and professionally with parents and children. Strong  
organizational, computational, managerial, problem-solving, and  
analytic skills are essential.

Please send a letter of interest describing your research experiences  
and career goals, a current resume, unofficial college transcript, and  
two or more reference letters to Amanda Pogue at psych.niccl at nyu.edu.

For best consideration please apply by April 7, 2010.


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From bilingualforumireland at gmail.com  Mon Mar 29 08:54:01 2010
From: bilingualforumireland at gmail.com (FrancescaLaMorgia)
Date: Mon, 29 Mar 2010 01:54:01 -0700
Subject: dominant language
In-Reply-To: <bc277f6c-8a93-49c3-989a-7f4b316f4322@r27g2000yqn.googlegroups.com>
Message-ID: <MON.29.MAR.2010.015401.0700.>

Hello,
I have just written my PhD thesis on input and dominance in bilingual
first language acquisition. If you are interested, I can send it to
you.
You can email me at francesca.lamorgia2 at mail.dcu.ie

Francesca La Morgia


On Mar 25, 3:40?pm, Maja Roch <majar... at gmail.com> wrote:
> Hello,
> is anybody familiar with some possible criteria to be adopted for
> establishing a dominant language of a bilingual child?
> Best regards,
> Maja Roch

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From opitzc at tcd.ie  Mon Mar 29 14:34:46 2010
From: opitzc at tcd.ie (Conny Opitz)
Date: Mon, 29 Mar 2010 15:34:46 +0100
Subject: dominant language
In-Reply-To: <98c1ae751003261709k6814225euae87fed07e09335b@mail.gmail.com>
Message-ID: <MON.29.MAR.2010.153446.0100.>

 The point about the importance of spelling out how one conceives of
dominance/balance relative to proficiency is very well made. As you point
out, they are often treated as one and the same, i.e. dominance is
established on the basis of the relative proficiency of the relevant
languages to one another. It seems to me that this is a question both of
terminology - "dominance" as "higher proficiency of one language compared to
another" vs. "the most active/accessible language" (cf. the lay person's
"Litmus test" for establishing language dominance by asking "What language
do you dream in?"), and possibly of merging co-occurring phenomena. Treating
dominance as proficiency may be appropriate in child acquisition studies
(which is not my area) if it is the case that the language in which more
input is received ends up being the more dominant (as in "active" ) AND ALSO
the more proficient ("better", more complete/developed) (be that overall or
in a specific domain). This makes sense theoretically and practically (given
relatively fixed linguistic environments during acquisition).

However, from my studying first-language attrition in post-maturational
language users (apologies if you feel introducing adults into this debate is
misplaced), it would seem that the distinction between dominance (as level
of activation/speed of access) and proficiency is a real one (thank you for
the Birdsong reference), because dominance patterns in this sense can and do
change, while proficiency in a mature L1 seems to be relatively stable. (Of
course, this raises the question of how one defines "proficiency", and
whether this concept includes the requirement for fluency.) The situation
you describe in which a person becomes dominant in L2 (in the sense of being
more fluent, having readier access to the language) but remains more
proficient in L1 (in the sense of having a greater stock of vocabulary and
of using the language more accurately and idiomatically) is fairly common
for adults who post-puberty have gone to live in another country/area with a
different language. Adult migrants who have a lot of contact with the second
language find that although their knowledge of their first language is there
somewhere, they may experience difficulty in accessing it, particularly
lexical knowledge, so there is a mismatch between proficiency (they are
relatively ok on accuracy and complexity of language use) and dominance
(speed of access is reduced).

In preparing a paper for the 2010 EuroSLA Yearbook (ref below), I have
grappled with the proficiency vs. dominance problem, and found that
disentangling knowledge of a language and the ability to use that knowledge
(proficiency) on the one hand from the facility or speed with which the
knowledge is accessed (dominance) on the other made sense for my
participants. Although there are few (no?) pure proficiency tests, different
measures focus more on one or the other dimension and thus make possible the
separation of proficiency and dominance in the above senses. Bilingual
profiles for adult bilinguals established on the basis of two tests
completed in German and English - a C-test (which is a global proficiency
test) and several verbal fluency tasks (which tap lexical access and have
been used as dominance tests) - turned out to be different for most
participants - while L1 is stronger for many participants on the C-test
(higher L1 proficiency score), the fluency tasks show a greater incidence of
L1-L2 balance or L2 dominance (higher L2 verbal fluency scores). This would
seem to indicate that there really are two different phenomena at play - but
in children this may not be as obvious.

Children are also affected by L1 attrition - in fact, it proceeds much more
rapidly and completely than in adults, though it is unclear whether they
simply lose access to their L1 (which may stop developing altogether), or
whether the knowledge is in fact altered and/or replaced by the new L2.
(This is debated in relation to adults, too, and some would claim that being
able to access the language is all that counts.) Of course, in these
situations, the developing L1, having been acquired to a lower level and
being less fixed in the mind, has a different standing to begin with. The
inverse pattern of ultimate L1 and L2 "dominance" (defined as relative
proficiency) found by Jia and Aaronson referred to previously are a function
of age-related factors (level of L1 acquisition at AOA, and different
linguistic environments/preferences). So younger arrivals tend to achieve a
lower level of L1 proficiency - and that L1 is presumably also not terribly
active. So it is possible that in children - in stable linguistic
environments - the two dimensions of proficiency and dominance (as fluent
access) develop in tandem and therefore can be treated as synonymous for
practical purposes, while in adults this would not seem warranted (unless
one deals with people living in their original linguistic environment) ...
Over to the experts!


Conny


Opitz, C. (forthc.). L1 Attrition and L2 Acquisition: Global Language
Proficiency and Language Dominance in Adult Bilinguals. *EUROSLA Yearbook *L.
Roberts. Amsterdam/Philadelphia, John Benjamins. *10*.




On 27 March 2010 01:09, Ekaterina Smyk <ekaterina.smyk at gmail.com> wrote:

> Well, it seems to me that a speaker can be considered as ?always? more
> proficient in the dominant language only if dominance is defined based on a
> relative proficiency in two languages. However, if language proficiency is
> considered as a distinct construct (e.g., as a level of linguistic
> attainment), then the relations between dominance and proficiency can vary.
> For example, a speaker may be dominant in L2, but be more proficient in L1.
> There are numerous operational definitions of language dominance and
> proficiency so I am sure some people may disagree with me. I would be very
> interested in hearing other opinions as well.
> Katya
>
>
> On Fri, Mar 26, 2010 at 12:43 PM, Bruno Estigarribia <brunilda at gmail.com>wrote:
>
>> Forgive the silly question. This is not my field but the following struck
>> me as counterintuitive so I want to make sure this is what was intended:
>>
>> "For example, in order to be a highly proficient in a certain language a
>> speaker does have to be dominant in that language."
>> Isn't the converse more intuitively sensible? You can, I guess, be highly
>> proficient in two languages but (I want to say, by definition almost), only
>> dominant in one of them. Am I missing something (perhaps in the literature)
>> that contradicts this?
>> Just curious.
>> Bruno
>> --
>> Bruno Estigarribia
>> Research Assistant Professor
>> 364A Davie Hall, CB #3270
>> Department of Psychology - University of North Carolina at Chapel Hill
>> Chapel Hill, NC 27599-3270
>> USA
>>
>>  The first question here is how language dominance is defined. Sometimes
>>> language dominance is used interchangeably with language proficiency due to
>>> a definition of language dominance in terms of the relative proficiency in
>>> two languages. However, these two constructs can be distinguished in terms
>>> of psycholinguistic properties (See Birdsong (2006) Dominance, proficiency,
>>> and second language grammatical processing in /Applied Psycholinguistics/).
>>> Often language dominance implies the superior performance on measures of
>>> fluency, speed, automaticity, and accuracy in processing. For example, in
>>> order to be a highly proficient in a certain language a speaker does have to
>>> be dominant in that language. In addition, assessment of language dominance
>>> is frequently based on the underlying assumption of uniform superior
>>> performance in the dominant language. However, dominance in one aspect of
>>> the language does not necessarily imply dominance in others.
>>>  Katya
>>>
>>
>


-- 
Conny Opitz
Russian and Slavonic Studies
Trinity College Dublin
Dublin 2
Ireland

Email: opitzc at tcd.ie
Tel: +353-1-8961108/8500906

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From macw at cmu.edu  Mon Mar 29 16:42:41 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 12:42:41 -0400
Subject: one million mark
Message-ID: <MON.29.MAR.2010.124241.0400.>

Dear Info-CHILDES,

    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.

Best regards,

-- Brian MacWhinney

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From slobin at berkeley.edu  Mon Mar 29 18:53:49 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Mon, 29 Mar 2010 11:53:49 -0700
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.115349.0700.>

Bravo, Brian!  You deserve the gratitude of the worldwide group of 
child language researchers.
Dan

At 09:42 AM 3/29/2010, you wrote:
>Dear Info-CHILDES,
>
>     I was happy to notice this morning that the number of "hits" to 
> the CHILDES home page since 2003 passed the one million mark 
> sometime this last weekend.  In this age of trillion dollar 
> deficits and terabyte drives, a million may seem a small 
> number.  However, for a small academic discipline, it is not bad at 
> all.  Also, I have noticed that the number of hits to the web page 
> seems to be an accelerating function, which is another nice signal.
>
>Best regards,
>
>-- 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.


******************************************************************************************************************************
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, 
University of California, Berkeley
address: 
email: slobin at berkeley.edu
2323 Rose St.                           phone (home): 
1-510-848-1769
Berkeley, CA 94708, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
******************************************************************************************************************************

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From shanley at bu.edu  Mon Mar 29 18:42:28 2010
From: shanley at bu.edu (Shanley Allen)
Date: Mon, 29 Mar 2010 14:42:28 -0400
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.144228.0400.>

Great news, Brian. And many thanks to you and Leonid and others for keeping it all working so seamlessly.
Best,
Shanley.


On Mar 29, 2010, at 12:42 PM, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.
> 
> Best regards,
> 
> -- 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.
> 
> 

****************************************************************************
Shanley Allen, PhD
Associate Professor and Chair
Department of Literacy and Language, 
     Counseling and Development
School of Education, Boston University
2 Silber Way, Boston, MA, 02215, USA

e-mail: shanley at bu.edu
phone: +1-617-358-0354
office: SED 331
web: http://efolio.bu.edu/portfolio/showPublicPortfolio.do?shareId=127
****************************************************************************




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From k1n at psu.edu  Mon Mar 29 19:37:01 2010
From: k1n at psu.edu (Keith Nelson)
Date: Mon, 29 Mar 2010 15:37:01 -0400
Subject: one million mark
In-Reply-To: <E1NwK5t-0001Is-A8@cm03fe.ist.berkeley.edu>
Message-ID: <MON.29.MAR.2010.153701.0400.>

I agree, DOUBLE BRAVOS BRIAN !!   Keith



At 11:53 AM -0700 3/29/10, Dan I. Slobin wrote:
>Bravo, Brian!  You deserve the gratitude of the 
>worldwide group of child language researchers.
>Dan
>
>At 09:42 AM 3/29/2010, you wrote:
>
>>Dear Info-CHILDES,
>>
>>     I was happy to notice this morning that the 
>>number of "hits" to the CHILDES home page since 
>>2003 passed the one million mark sometime this 
>>last weekend.  In this age of trillion dollar 
>>deficits and terabyte drives, a million may 
>>seem a small number.  However, for a small 
>>academic discipline, it is not bad at all. 
>>Also, I have noticed that the number of hits to 
>>the web page seems to be an accelerating 
>>function, which is another nice signal.
>>
>>Best regards,
>>
>>-- 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.
>>
>
>******************************************************************************************************************************
>Dan I. Slobin, Professor Emeritus of Psychology 
>and Linguistics, University of California, 
>Berkeley
>address:????????????????????????????????????????????????? 
>????	email: slobin at berkeley.edu
>2323 Rose St.????????			phone 
>(home): 1-510-848-1769?????????????
>Berkeley, CA 94708, USA?????????????????? 
><http://psychology.berkeley.edu/faculty/profiles/dslobin.html> 
>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
>******************************************************************************************************************************
>
>--
>You received this message because you are 
>subscribed to the Google Groups "Info-CHILDES" 
>group.
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-- 



Keith Nelson
Professor of Psychology
Penn State University
414 Moore Building
University Park, PA   16802


keithnelsonart at psu.edu

814 863 1747



And what is mind
and how is it recognized ?
It is clearly drawn
in Sumi? ink, the
sound of breezes drifting through pine.

--Ikkyu Sojun
Japanese Zen Master    1394-1481

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From macw at cmu.edu  Mon Mar 29 20:10:37 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 16:10:37 -0400
Subject: frogs are back
Message-ID: <MON.29.MAR.2010.161037.0400.>

Dear Info-CHILDES,

    I managed to reformat the Renner-Marchman-Slobin English frog story corpora into current CHAT format and they are now back in their rightful place on the net in the /Frogs directory with the other frog story corpora.  Sorry this took so long.

--Brian MacWhinney

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From macw at cmu.edu  Mon Mar 29 20:16:37 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 29 Mar 2010 16:16:37 -0400
Subject: Leo dense database
Message-ID: <MON.29.MAR.2010.161637.0400.>

Dear Info-CHILDES,
    I am happy to announce the addition to CHILDES or a second of the Leipzig-Manchester-MPI dense database corpora.  This one is a corpus of the German child Leo, created by Heike Behrens and contributed by Heike and Elena Lieven.  For large segments of his development, Leo was recorded on a daily basis, yielding a total corpus size of 53MB, much like the 63MB Leipzig-Manchester-MPI dense corpus for the English-speaking child Thomas.  Many thanks to Heike, Elena, and their coworkers for contributing this second dense corpus.

-- Brian MacWhinney

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From aliyah.morgenstern at gmail.com  Mon Mar 29 22:57:38 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 30 Mar 2010 00:57:38 +0200
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <TUE.30.MAR.2010.005738.0200.>

Congratulations Brian! It shows how much you have given us!
Thanks a MILLION!
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 29 mars 10 ? 18:42, Brian MacWhinney a ?crit :

> Dear Info-CHILDES,
>
>    I was happy to notice this morning that the number of "hits" to  
> the CHILDES home page since 2003 passed the one million mark  
> sometime this last weekend.  In this age of trillion dollar deficits  
> and terabyte drives, a million may seem a small number.  However,  
> for a small academic discipline, it is not bad at all.  Also, I have  
> noticed that the number of hits to the web page seems to be an  
> accelerating function, which is another nice signal.
>
> Best regards,
>
> -- 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 
> .
>

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From djackson at uaq.mx  Mon Mar 29 23:38:14 2010
From: djackson at uaq.mx (Donna Jackson)
Date: Mon, 29 Mar 2010 17:38:14 -0600
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <MON.29.MAR.2010.173814.0600.>

congratulations...We all know how much this means to many users.
Donna Jackson-Maldonado

Brian MacWhinney escribi?:
> Dear Info-CHILDES,
>
>     I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.
>
> Best regards,
>
> -- Brian MacWhinney
>
>   

-- 
Dr. Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Aut?noma de Quer?taro
Quer?taro, M?xico
tel & fax: (52) 442 2180264
office: (52) 442 1921200 x. 6120/6114
web: www.donnajackson.weebly.com
e-mail: djackson at uaq.mx or djacksonmal at hotmail.com

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From sbresee at umd.edu  Tue Mar 30 03:00:30 2010
From: sbresee at umd.edu (sbresee at umd.edu)
Date: Mon, 29 Mar 2010 23:00:30 -0400
Subject: dominance
In-Reply-To: <20010E745C50274D93A655F97E2815972F21A6AA39@EGEN-MBX02.campus.ads.uwe.ac.uk>
Message-ID: <MON.29.MAR.2010.230030.0400.>

Thank you. 

---- Original message ----
>Date: Sun, 28 Mar 2010 18:48:31 +0100
>From: Jeanine Treffers-Daller <Jeanine.Treffers-Daller at uwe.ac.uk>  
>Subject: RE: dominance  
>To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
>
>Dear Carmen
>Many thanks for your email and your interest in my paper. I have attached it to this email. It will appear next year in the International Journal of Bilingulaism.
>Davida Fromm will probably circulate it to the mailing list shortly too.
>best wishes
>Jeanine
>=========================
>Professor Jeanine Treffers-Daller
>Professor of Linguistics
>Department of Languages, Linguistics and Area Studies
>School of Humanities, Languages and Social Sciences
>Faculty of Social Science and Humanities
>Frenchay Campus
>Coldharbour Lane
>Bristol
>BS16 1QY
>tel. 00-44-117-3282390
>Room 4D02
>________________________________________
>From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Silva-corvalan, Carmen: USC [csilva at usc.edu]
>Sent: 26 March 2010 16:39
>To: Info-CHILDES
>Subject: Re: dominance
>
>Hi Jeanine:
>I'd also be thankful if you could send me an advanced copy of your
>article or, as Barbara suggests, if you sent me the link where I could
>find it.
>All best,
>Carmen  (Silva-Corval?n)
>
>University of Southern California
>University Park Ave., THH-156
>Los Angeles, CA 90089-0358, USA
>csilva at usc.edu
>
>
>On Mar 25, 10:56 am, Jeanine Treffers-Daller <Jeanine.Treffers-
>Dal... at uwe.ac.uk> wrote:
>> Dear Maja
>> I have proposed a measure based on indices of lexical richness, which can be used with children as well as adults.
>> This article will appear next year in the International Journal of Bilingualism.
>>
>> Treffers-Daler, J. (in press) Operationalising and measuring language dominance.
>>
>> Can send you an advance copy if you're interested.
>>
>> best wishes
>> Jeanine
>> Abstract
>> The aim of this article is to show how measures of lexical richness (Guiraud 1954; Malvern, Richards, Chipere and Dur?n, 2004) can be used to operationalise and measure language dominance among bilinguals. A typology of bilinguals is proposed based on these measures of lexical richness, and the validity of the typology is then investigated in an empirical study among two groups of bilingual informants with different language dominance profiles (25 Dutch-French bilinguals from Brussels and 24 French-English bilinguals from Paris). The most important advantage of the proposed operationalisation is that it allows researchers carry out precise measurements of bilingual ability in languages or language varieties for which no standardised tests exist and that these measures can be calculated on oral data that have been collected in an informal and unobtrusive way, in a naturalistic setting.
>>
>> best wishes
>> Jeanine
>> =========================
>> Professor Jeanine Treffers-Daller
>> Professor of Linguistics
>> Department of Languages, Linguistics and Area Studies
>> School of Humanities, Languages and Social Sciences
>> Faculty of Social Science and Humanities
>> Frenchay Campus
>> Coldharbour Lane
>> Bristol
>> BS16 1QY
>> tel. 00-44-117-3282390
>> Room 4D02
>>
>> ________________________________
>> From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [m... at cmu.edu]
>> Sent: 25 March 2010 16:31
>> To: CHILDES
>> Subject: dominance
>>
>> Dear Maja,
>>
>>     We've proposed using Mean Length Utterance differentials as a measure of language dominance:
>>
>> Yip, Virginia and Stephen Matthews. 2007.The Bilingual Child: Early Development and Language Contact. Cambridge University Press. (Ch.3: Methodology)
>> Yip, Virginia and Stephen Matthews. 2006. Assessing language dominance in
>> bilingual acquisition: a case for Mean Length Utterance differentials. Language Assessment Quarterly 3: 97-116.
>>
>> While absolute MLU comparisons are of questionable validity due to morphological differences between languages and how they are transcribed, MLU differentials can be used effectively to compare different children acquiring the same language pair, or different stages of development in the same child. In some domains there is evidence that the prevalence of cross-linguistic influence depends on the degree of dominance (see Yip and Matthews 2007: 150 for the case of null objects).
>>
>> Virginia
>> Childhood Bilingualism Research Centre
>> Department of Linguistics and Modern Languages
>> Chinese University of Hong Konghttp://www.cuhk.edu.hk/lin/cbrc/
>>
>> --
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>
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>
>________________
>Operationalising language dominance_JTD.pdf (290k bytes)

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From msyonata at huji.ac.il  Tue Mar 30 05:52:29 2010
From: msyonata at huji.ac.il (Yonata Levy)
Date: Tue, 30 Mar 2010 08:52:29 +0300
Subject: one million mark
Message-ID: <TUE.30.MAR.2010.085229.0300.>

Congratulations, Brian! and thank you for keeping the flame burning all this 
time!

Yonata.

----- Original Message ----- 
From: "Brian MacWhinney" <macw at cmu.edu>
To: "CHILDES" <info-childes at googlegroups.com>
Sent: Monday, March 29, 2010 7:42 PM
Subject: one million mark


> Dear Info-CHILDES,
>
>    I was happy to notice this morning that the number of "hits" to the 
> CHILDES home page since 2003 passed the one million mark sometime this 
> last weekend.  In this age of trillion dollar deficits and terabyte 
> drives, a million may seem a small number.  However, for a small academic 
> discipline, it is not bad at all.  Also, I have noticed that the number of 
> hits to the web page seems to be an accelerating function, which is 
> another nice signal.
>
> Best regards,
>
> -- Brian MacWhinney
>
> -- 
> You received this message because you are subscribed to the Google Groups 
> "Info-CHILDES" group.
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> http://groups.google.com/group/info-childes?hl=en.
> 

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From A.E.Baker at uva.nl  Tue Mar 30 06:50:15 2010
From: A.E.Baker at uva.nl (Baker, A.E.)
Date: Tue, 30 Mar 2010 08:50:15 +0200
Subject: one million mark
In-Reply-To: <C6781AD4-9A98-4B70-94D1-C55B7AFFFB34@cmu.edu>
Message-ID: <TUE.30.MAR.2010.085015.0200.>

Congratulations, Brian, and thanks again for all the work you have put in. It is a great resource. 

Anne 


prof. dr. Anne E. Baker 
Psycholinguistics, Language Pathology and Sign Linguistics 
Universiteit van Amsterdam 
Spuistraat 210, NL 1012 VT Amsterdam. 
Tel. +31-20-5253853, 3864 (secr.) 
email:a.e.baker at uva.nl 
email secr.:taalwetenschap-fgw at uva.nl 
homepage: https://home.medewerker.uva.nl/a.e.baker 
Linguistics Research Institute Amsterdam Centre for Language and Communication 
email: aclc-fgw at uva.nl 
http://hum.uva.nl/aclc 
tel. +31-20-525-2543 

president Sign Language Linguistics Society www.slls.eu


-----Original Message-----
From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Brian MacWhinney
Sent: maandag 29 maart 2010 18:43
To: CHILDES
Subject: one million mark

Dear Info-CHILDES,

    I was happy to notice this morning that the number of "hits" to the CHILDES home page since 2003 passed the one million mark sometime this last weekend.  In this age of trillion dollar deficits and terabyte drives, a million may seem a small number.  However, for a small academic discipline, it is not bad at all.  Also, I have noticed that the number of hits to the web page seems to be an accelerating function, which is another nice signal.

Best regards,

-- Brian MacWhinney

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From serratrice at manchester.ac.uk  Tue Mar 30 15:45:31 2010
From: serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Tue, 30 Mar 2010 16:45:31 +0100
Subject: one million mark
Message-ID: <TUE.30.MAR.2010.164531.0100.>

Dear Brian,

this is excellent news indeed. Thank you for maintaining such a brilliant resource.

Best,

Ludovica Serratrice

Dr Ludovica Serratrice
The University of Manchester
School of Psychological Sciences
Ellen Wilkinson Building
Oxford Road
Manchester M13 9PL
Tel: 0161-2757208
Email: Serratrice at manchester.ac.uk
http://www.psych-sci.manchester.ac.uk/staff/93808
? 


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From Roberta at udel.edu  Tue Mar 30 15:54:42 2010
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Tue, 30 Mar 2010 11:54:42 -0400
Subject: one million mark
In-Reply-To: <20100330164531390.00000001548@HD-00A2801>
Message-ID: <TUE.30.MAR.2010.115442.0400.>

Sometimes grant expenditures pay off; sometimes they are of questionable
long term value.

Brian's grant funding for the CHILDES project over the years has turned into
a heuristic and enduring resource for us all, all over the world!

GO BRIAN! THANKS!!!
 Roberta Golinkoff

On Tue, Mar 30, 2010 at 11:45 AM, Ludovica Serratrice <
serratrice at manchester.ac.uk> wrote:

> Dear Brian,
>
> this is excellent news indeed. Thank you for maintaining such a brilliant
> resource.
>
> Best,
>
> Ludovica Serratrice
>
> Dr Ludovica Serratrice
> The University of Manchester
> School of Psychological Sciences
> Ellen Wilkinson Building
> Oxford Road
> Manchester M13 9PL
> Tel: 0161-2757208
> Email: Serratrice at manchester.ac.uk
> http://www.psych-sci.manchester.ac.uk/staff/93808
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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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.
>
>


-- 
Roberta Michnick Golinkoff, Ph. D.
H. Rodney Sharp Professor
School of Education and Departments of Psychology and Linguistics and
Cognitive Science
University of Delaware, Newark, DE 19716
Office: 302-831-1634; Fax: 302-831-4110
Web page: http://udel.edu/~roberta/
Author of "A Mandate for Playful Learning in Preschool: Presenting the
Evidence" (Oxford)
http://www.mandateforplayfullearning.com/
Please check out our doctoral program at
http://www.udel.edu/education/graduate/index.html
The late Mary Dunn said, "Life is the time we have to learn."

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From macw at cmu.edu  Tue Mar 30 16:49:51 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Mar 2010 12:49:51 -0400
Subject: gosh, blush, blush
Message-ID: <TUE.30.MAR.2010.124951.0400.>

Dear Info-CHILDES,

    Thanks for all the congratulations on the one million mark.   But,  it is not really Leonid and I who should be congratulated, but rather the entire field of child language research for (1) its continued and growing commitment to data-sharing, (2) its willingness and interest in exploring new methods in transcription, media linkage, and corpus analysis, and (3) its growing commitment to basing replicable theoretical analyses on openly shared data.  And I believe that we, as a field, should also recognize our indebtedness to the computer scientists who have built the programs and internet interfaces upon which we increasingly rely, as well as to ongoing input  from areas as diverse as speech science, computational linguistics, network modeling, linguistic theory, statistics, and conversation analysis.
   My hope is that people in child language can communicate to their colleagues in closely-allied areas such as second language learning, aphasiology, sociolinguistics, and classroom discourse, the excitement and scientific progress that can arise through this type of increased commitment to data-sharing.

-- Brian MacWhinney

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From Harriet.Jisa at univ-lyon2.fr  Tue Mar 30 16:53:09 2010
From: Harriet.Jisa at univ-lyon2.fr (Harriet Jisa)
Date: Tue, 30 Mar 2010 18:53:09 +0200
Subject: one million mark
In-Reply-To: <3946094c1003300854g31d58d6bi3576d167db40fbbd@mail.gmail.com>
Message-ID: <TUE.30.MAR.2010.185309.0200.>

Congratulations Brian! You have truly left a mark for us and for generations
to come.

Harriet

 

Professeur des Universit?s

Membre Senior IUF

Laboratoire Dynamique du Langage UMR 5596

Institut des Sciences de l'Homme

14 avenue Berthelot

69363 Lyon CEDEX 07

t?l: 33 (0) 72 72 64 26

Fax: 33 (0)4 72 72 65 90

 

 

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From reilly1 at mail.sdsu.edu  Tue Mar 30 16:50:05 2010
From: reilly1 at mail.sdsu.edu (reilly1 at mail.sdsu.edu)
Date: Tue, 30 Mar 2010 09:50:05 -0700
Subject: frogs are back
In-Reply-To: <7BF3F749-7E59-4D71-B397-8FE40C14A07C@cmu.edu>
Message-ID: <TUE.30.MAR.2010.095005.0700.>

Hooray Brian and congratulations!
Judy Reilly

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From diva19 at hotmail.co.uk  Tue Mar 30 18:33:57 2010
From: diva19 at hotmail.co.uk (annalee harley)
Date: Tue, 30 Mar 2010 19:33:57 +0100
Subject: frogs are back
In-Reply-To: <20100330095005.CZW06479@mail.sdsu.edu>
Message-ID: <TUE.30.MAR.2010.193357.0100.>


info-childes+unsubscribe at googlegroups.com.

 
> From: reilly1 at mail.sdsu.edu
> Subject: Re: frogs are back
> To: info-childes at googlegroups.com
> Date: Tue, 30 Mar 2010 09:50:05 -0700
> 
> Hooray Brian and congratulations!
> Judy Reilly
> 
> -- 
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> 
 		 	   		  
_________________________________________________________________
Got a cool Hotmail story? Tell us now
http://clk.atdmt.com/UKM/go/195013117/direct/01/

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From doritr at post.tau.ac.il  Tue Mar 30 20:33:18 2010
From: doritr at post.tau.ac.il (Dorit Ravid)
Date: Tue, 30 Mar 2010 23:33:18 +0300
Subject: gosh, blush, blush
In-Reply-To: <62C6EDA4-E9BB-4B5A-A765-304F1CEDCD9C@cmu.edu>
Message-ID: <TUE.30.MAR.2010.233318.0300.>

"not really Leonid and I who should be congratulated, but rather the entire
field of child language research" --
But you are our voice!
Way to go, Brian!
Dorit

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 Brian MacWhinney
Sent: Tuesday, March 30, 2010 7:50 PM
To: CHILDES
Subject: gosh, blush, blush

Dear Info-CHILDES,

    Thanks for all the congratulations on the one million mark.   But,  it
is not really Leonid and I who should be congratulated, but rather the
entire field of child language research for (1) its continued and growing
commitment to data-sharing, (2) its willingness and interest in exploring
new methods in transcription, media linkage, and corpus analysis, and (3)
its growing commitment to basing replicable theoretical analyses on openly
shared data.  And I believe that we, as a field, should also recognize our
indebtedness to the computer scientists who have built the programs and
internet interfaces upon which we increasingly rely, as well as to ongoing
input  from areas as diverse as speech science, computational linguistics,
network modeling, linguistic theory, statistics, and conversation analysis.
   My hope is that people in child language can communicate to their
colleagues in closely-allied areas such as second language learning,
aphasiology, sociolinguistics, and classroom discourse, the excitement and
scientific progress that can arise through this type of increased commitment
to data-sharing.

-- Brian MacWhinney

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From macw at cmu.edu  Tue Mar 30 22:37:11 2010
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Mar 2010 18:37:11 -0400
Subject: paper on Operationalizing and Measuring Language Dominance
Message-ID: <TUE.30.MAR.2010.183711.0400.>

Dear Info-CHILDES,
    A preprint of the paper by Jeanine Treffers-Daller on Operationalizing and Measuring Language Dominance set to appear in the International Journal of Bilingualism next year is now available on the Info-CHILDES Google Groups site.  To download it, you connect to the site at groups.google.com, sign in, click on Info-CHILDES, and then Files (in the rightmost column).  
   If you want to post any other papers that have been the focus of discussions, please just send me a copy and I will post them in the same place.

-- Brian MacWhinney

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From snedeker at wjh.harvard.edu  Wed Mar 31 03:01:28 2010
From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu)
Date: Tue, 30 Mar 2010 20:01:28 -0700
Subject: mystery book (children who begin speaking in sentences)
Message-ID: <TUE.30.MAR.2010.200128.0700.>

Hi folks,

Years and years ago I ran into a book when wandering through the
library stacks and I've never been able to find it again.  The topic
was on children who are reported to skip the early stages of language
production and launch immediately begin into full sentences.  The
author tried to track down some cases and concluded (if I remember
correctly) that there did appear to be some valid reports but they
were rarer than is usually believed.

Does anyone remember this book?  Or for that matter any other evidence
validating this claim.  It crops up from time to time in review
chapters and books but I can never figure out the origin of the claim.

gratefully,
Jesse Snedeker

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From ckidd at bcs.rochester.edu  Wed Mar 31 05:34:19 2010
From: ckidd at bcs.rochester.edu (Celeste Kidd)
Date: Wed, 31 Mar 2010 01:34:19 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <85ad5ba0-9fad-4c1f-9b61-fd7d8533d644@x12g2000yqx.googlegroups.com>
Message-ID: <WED.31.MAR.2010.013419.0400.>

Hi, Jesse (& all).

I don't think it's likely that these are the books you are looking for, 
since they were only published in 1998 (does that count as years and 
years ago?) and they don't quite follow the flow you describe 
(evaluating various claims, then reaching a maybe reasonable 
conclusion), but I thought it might be helpful to point them out in case 
you hadn't already encountered them in your most recent search. Thomas 
Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright 
Children Who Talk Late" make reference to these sorts of claims. On page 
18 of "Einstein", Thomas Sowell writes:

"In short, there is no standard way in which late-talking children like 
these finally begin to speak ... Some begin to speak as other children 
do, first in babbles and isolated words, and then proceed in stages 
toward normal speech, only later than other children. In other cases, 
however, children with delayed speech development did not coo or babble 
as other infants do, but remained silent right up to the moment where 
they suddenly startle their parents by speaking a complete sentence."

He makes reference to kids in his own and Stephen Camarata's studies on 
late-talkers in this chapter. I am not sure about the reliability of 
these claims, as I have not actually sought out and read the studies he 
refers to. A Dateline NBC episode on Camarata I saw in high school 
called my attention to these.

Sowell mentions a bunch of famous sentences-before-words claims and 
claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize winning 
economist Gary Becker and physicist Richard Feynman. He also talks about 
a lot of acquaintances-of-friends who talked late and in whole 
sentences. I checked his website in the hopes of finding something more 
about the studies he refers to, but didn't find them. I did find a link 
to an article where Sowell expresses his skepticism that global warming 
is a thing though 
(http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso), 
which is perhaps an indication of the value Sowell places on empirical 
evidence when making claims.

Good luck in your search!

Cheers,
Celeste

CELESTE KIDD | Brain & Cognitive Sciences
Meliora Hall 323F, Box 270268
University of Rochester, Rochester, NY 14627-0268
Email: ckidd at bcs.rochester.edu
Web: www.bcs.rochester.edu/people/ckidd/
Mobile: 617 515 2461




snedeker at wjh.harvard.edu wrote:
> Hi folks,
> 
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
> 
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
> 
> gratefully,
> Jesse Snedeker
> 

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From k.j.alcock at lancaster.ac.uk  Wed Mar 31 06:31:51 2010
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 31 Mar 2010 09:31:51 +0300
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <4BB2DEDB.4010702@bcs.rochester.edu>
Message-ID: <WED.31.MAR.2010.093151.0300.>

I have wondered if the children who appear to begin talking in sentences are
actually those that fall into the "holistic", "tune not words" group of
children that has been described by various authors.  Parents who do not
have many other children to compare them to, but have only heard "single
words", "analytic" style children before, may think their children have no
single words, but are in fact speaking in (rather indistinct) sentences.


Katie Alcock


Katie Alcock, DPhil
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster LA1 4YF
United Kingdom
Tel +44-1524-593833

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From Jeanine.Treffers-Daller at uwe.ac.uk  Wed Mar 31 07:19:05 2010
From: Jeanine.Treffers-Daller at uwe.ac.uk (Jeanine Treffers-Daller)
Date: Wed, 31 Mar 2010 08:19:05 +0100
Subject: paper on Operationalizing and Measuring Language Dominance
In-Reply-To: <C0C2D5F7-A01C-4EEF-87C6-C817BBDA1E57@cmu.edu>
Message-ID: <WED.31.MAR.2010.081905.0100.>

Many thanks, Brian.

I haven't forgotten that we still owe you the French SLA data - hope to get to doing the sound-data linking over the summer and then I'll send you the data.
best wishes
Jeanine
=========================
Professor Jeanine Treffers-Daller
Professor of Linguistics
Department of Languages, Linguistics and Area Studies
School of Humanities, Languages and Social Sciences
Faculty of Social Science and Humanities
Frenchay Campus
Coldharbour Lane
Bristol
BS16 1QY
tel. 00-44-117-3282390
Room 4D02
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Brian MacWhinney [macw at cmu.edu]
Sent: 30 March 2010 23:37
To: CHILDES
Subject: paper on Operationalizing and Measuring Language Dominance

Dear Info-CHILDES,
    A preprint of the paper by Jeanine Treffers-Daller on Operationalizing and Measuring Language Dominance set to appear in the International Journal of Bilingualism next year is now available on the Info-CHILDES Google Groups site.  To download it, you connect to the site at groups.google.com, sign in, click on Info-CHILDES, and then Files (in the rightmost column).
   If you want to post any other papers that have been the focus of discussions, please just send me a copy and I will post them in the same place.

-- Brian MacWhinney

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From mccune at rci.rutgers.edu  Wed Mar 31 13:25:37 2010
From: mccune at rci.rutgers.edu (Lorraine McCune)
Date: Wed, 31 Mar 2010 09:25:37 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <C7D8C707.1526D%k.j.alcock@lancaster.ac.uk>
Message-ID: <WED.31.MAR.2010.092537.0400.>

This does seem to be an under the radar phenomenon! I had one 
participant in my first study who did speak in single words, but also 
had a lot of what seemed like jargon. We eventually realized that 
much of the jargon was "amalgams" or sentences  with the words mushed 
together. The one I always remember was "There it is" said with no 
consonants and a singsong intonation of surprise.

Lorraine McCune

At 02:31 AM 3/31/2010, you wrote:
>I have wondered if the children who appear to begin talking in sentences are
>actually those that fall into the "holistic", "tune not words" group of
>children that has been described by various authors.  Parents who do not
>have many other children to compare them to, but have only heard "single
>words", "analytic" style children before, may think their children have no
>single words, but are in fact speaking in (rather indistinct) sentences.
>
>
>Katie Alcock
>
>
>Katie Alcock, DPhil
>Lecturer
>Department of Psychology
>Lancaster University
>Fylde College
>Lancaster LA1 4YF
>United Kingdom
>Tel +44-1524-593833
>
>--
>You received this message because you are subscribed to the Google 
>Groups "Info-CHILDES" group.
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>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

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From shariellen at nyc.rr.com  Wed Mar 31 13:42:12 2010
From: shariellen at nyc.rr.com (Shari Berkowitz)
Date: Wed, 31 Mar 2010 09:42:12 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <6.2.3.4.2.20100331092236.035a58d8@rci.rutgers.edu>
Message-ID: <WED.31.MAR.2010.094212.0400.>

I may have already told this anecdote here:
My daughter's first "word" was:
'Don't touch it, it's mine!'
(with most of the consonants and all of the intention intact).

Can you guess that she was the second child?
This word-sentence was followed by mama, dada, brother, book, etc. in the
more typical fashion.

Shari Berkowitz
Mercy College
Dobbs Ferry, NY

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From KNelson at gc.cuny.edu  Wed Mar 31 14:04:51 2010
From: KNelson at gc.cuny.edu (Nelson, Katherine)
Date: Wed, 31 Mar 2010 10:04:51 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <4BB2DEDB.4010702@bcs.rochester.edu>
Message-ID: <WED.31.MAR.2010.100451.0400.>

Hi to Jesse and all,
I do not know the book or books referred to, but the phenomenon of late talkers who begin to talk in sentences almost as soon as they begin to talk at all is not exceedingly rare, at least in my experience.  It has occurred in my extended family several times: my second child (Laura) said almost nothing until the end of the second year, and by 24 months was talking extensively in complete sentences. (I had not entered graduate school at that time and did not keep a record, but the phenonenon was notable because my first daughter talked early and acquired an extensive lexicon by 18 months.) Laura's daughter (my granddaughter) followed the same pattern - virtually no babble, completely normal comprehension, and at 25 months beginning with sentences, rapidly catching up.  My niece, whom I did not track so closely, apparently followed the same pattern.

One of the boys in my 1973 monograph study (second-born) also followed this pattern.  Those familiar with the monograph recall that I focused on individual differences, but the Expressive group was different - these children spoke at similar times and rates to the Referential (object-word group) but in small phrases or expressions.  I think of the silent one's (no or a few scattered words rarely used until 2-years) as a rarer but not exotically rare case of the individuality of learning to talk.  I strongly believe that it is a mistake to instruct parents to expect early word learning of mainly nouns, but rather to expect individuality in becoming a language user.  Of course, I believe that it is a mistake for psychologists or speech and hearing experts to expect all children to follow the mean pattern too.  Comprehension of what is said is a much better indication of language during the second year than production, in my view. The following references discuss the significance of individuality in the process of learning to talk.


Nelson, K. (1973). "Structure and strategy in learning to talk." Monographs of the Society for Research in Child Development 38 (1-2, Serial No. 149).
 
Nelson, K. (1981). "Individual differences in language development: Implications for development and language." Developmental Psychology 17: 170-187.

Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual differences in early vocabulary development: redefining the referential-expressive distinction." Journal of Child Language 19: 287-310.
 
Hampson, J. and K. Nelson (1993). "The relation of maternal language to variation in rate and style of language acquisition." Journal of child language 20: 313-342.
  
Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons: Evidence, explanations, and implications." Journal of Child Language 20: 61-84.

Katherine Nelson
 

________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Celeste Kidd [ckidd at bcs.rochester.edu]
Sent: Wednesday, March 31, 2010 1:34 AM
To: info-childes at googlegroups.com
Subject: Re: mystery book (children who begin speaking in sentences)

Hi, Jesse (& all).

I don't think it's likely that these are the books you are looking for,
since they were only published in 1998 (does that count as years and
years ago?) and they don't quite follow the flow you describe
(evaluating various claims, then reaching a maybe reasonable
conclusion), but I thought it might be helpful to point them out in case
you hadn't already encountered them in your most recent search. Thomas
Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
Children Who Talk Late" make reference to these sorts of claims. On page
18 of "Einstein", Thomas Sowell writes:

"In short, there is no standard way in which late-talking children like
these finally begin to speak ... Some begin to speak as other children
do, first in babbles and isolated words, and then proceed in stages
toward normal speech, only later than other children. In other cases,
however, children with delayed speech development did not coo or babble
as other infants do, but remained silent right up to the moment where
they suddenly startle their parents by speaking a complete sentence."

He makes reference to kids in his own and Stephen Camarata's studies on
late-talkers in this chapter. I am not sure about the reliability of
these claims, as I have not actually sought out and read the studies he
refers to. A Dateline NBC episode on Camarata I saw in high school
called my attention to these.

Sowell mentions a bunch of famous sentences-before-words claims and
claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize winning
economist Gary Becker and physicist Richard Feynman. He also talks about
a lot of acquaintances-of-friends who talked late and in whole
sentences. I checked his website in the hopes of finding something more
about the studies he refers to, but didn't find them. I did find a link
to an article where Sowell expresses his skepticism that global warming
is a thing though
(http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso),
which is perhaps an indication of the value Sowell places on empirical
evidence when making claims.

Good luck in your search!

Cheers,
Celeste

CELESTE KIDD | Brain & Cognitive Sciences
Meliora Hall 323F, Box 270268
University of Rochester, Rochester, NY 14627-0268
Email: ckidd at bcs.rochester.edu
Web: www.bcs.rochester.edu/people/ckidd/
Mobile: 617 515 2461




snedeker at wjh.harvard.edu wrote:
> Hi folks,
>
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
>
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
>
> gratefully,
> Jesse Snedeker
>

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From ann at hawaii.edu  Wed Mar 31 15:29:25 2010
From: ann at hawaii.edu (Ann Peters)
Date: Wed, 31 Mar 2010 08:29:25 -0700
Subject: children who begin speaking in chunks
In-Reply-To: <5D45CB1E13D80E4C8B05AEDC079CE7F214E2F5B6C7@MAILBOX.gc.cuny.edu>
Message-ID: <WED.31.MAR.2010.082925.0700.>

I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
ann

Ann M. Peters, PhD
Professor Emerita and Co-Graduate Chair
Department of Linguistics, 1890 East West Road
Honolulu HI 96822?????????????? 808 956-8602
ann at hawaii.edu????????????????? http://www.ling.hawaii.edu/faculty/ann



----- Original Message -----
From: "Nelson, Katherine" <KNelson at gc.cuny.edu>
Date: Wednesday, March 31, 2010 7:05 am
Subject: RE: mystery book (children who begin speaking in sentences)
To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>

> Hi to Jesse and all,
> I do not know the book or books referred to, but the phenomenon 
> of late talkers who begin to talk in sentences almost as soon as 
> they begin to talk at all is not exceedingly rare, at least in 
> my experience.? It has occurred in my extended family 
> several times: my second child (Laura) said almost nothing until 
> the end of the second year, and by 24 months was talking 
> extensively in complete sentences. (I had not entered graduate 
> school at that time and did not keep a record, but the 
> phenonenon was notable because my first daughter talked early 
> and acquired an extensive lexicon by 18 months.) Laura's 
> daughter (my granddaughter) followed the same pattern - 
> virtually no babble, completely normal comprehension, and at 25 
> months beginning with sentences, rapidly catching up.? My 
> niece, whom I did not track so closely, apparently followed the 
> same pattern.
> 
> One of the boys in my 1973 monograph study (second-born) also 
> followed this pattern.? Those familiar with the monograph 
> recall that I focused on individual differences, but the 
> Expressive group was different - these children spoke at similar 
> times and rates to the Referential (object-word group) but in 
> small phrases or expressions.? I think of the silent one's 
> (no or a few scattered words rarely used until 2-years) as a 
> rarer but not exotically rare case of the individuality of 
> learning to talk.? I strongly believe that it is a mistake 
> to instruct parents to expect early word learning of mainly 
> nouns, but rather to expect individuality in becoming a language 
> user.? Of course, I believe that it is a mistake for 
> psychologists or speech and hearing experts to expect all 
> children to follow the mean pattern too.? Comprehension of 
> what is said is a much better indication of language during the 
> second year than production, in my view. The following 
> references discuss the significance of individuality in the 
> process of learning to talk.
> 
> 
> Nelson, K. (1973). "Structure and strategy in learning to talk." 
> Monographs of the Society for Research in Child Development 38 
> (1-2, Serial No. 149).
> ?
> Nelson, K. (1981). "Individual differences in language 
> development: Implications for development and language." 
> Developmental Psychology 17: 170-187.
> 
> Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual 
> differences in early vocabulary development: redefining the 
> referential-expressive distinction." Journal of Child Language 
> 19: 287-310.
> ?
> Hampson, J. and K. Nelson (1993). "The relation of maternal 
> language to variation in rate and style of language 
> acquisition." Journal of child language 20: 313-342.
> ? 
> Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons: 
> Evidence, explanations, and implications." Journal of Child 
> Language 20: 61-84.
> 
> Katherine Nelson
> ?
> 
> ________________________________________
> From: info-childes at googlegroups.com [info-
> childes at googlegroups.com] On Behalf Of Celeste Kidd 
> [ckidd at bcs.rochester.edu]Sent: Wednesday, March 31, 2010 1:34 AM
> To: info-childes at googlegroups.com
> Subject: Re: mystery book (children who begin speaking in sentences)
> 
> Hi, Jesse (& all).
> 
> I don't think it's likely that these are the books you are 
> looking for,
> since they were only published in 1998 (does that count as years and
> years ago?) and they don't quite follow the flow you describe
> (evaluating various claims, then reaching a maybe reasonable
> conclusion), but I thought it might be helpful to point them out 
> in case
> you hadn't already encountered them in your most recent search. Thomas
> Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
> Children Who Talk Late" make reference to these sorts of claims. 
> On page
> 18 of "Einstein", Thomas Sowell writes:
> 
> "In short, there is no standard way in which late-talking 
> children like
> these finally begin to speak ... Some begin to speak as other children
> do, first in babbles and isolated words, and then proceed in stages
> toward normal speech, only later than other children. In other cases,
> however, children with delayed speech development did not coo or 
> babbleas other infants do, but remained silent right up to the 
> moment where
> they suddenly startle their parents by speaking a complete sentence."
> 
> He makes reference to kids in his own and Stephen Camarata's 
> studies on
> late-talkers in this chapter. I am not sure about the 
> reliability of
> these claims, as I have not actually sought out and read the 
> studies he
> refers to. A Dateline NBC episode on Camarata I saw in high school
> called my attention to these.
> 
> Sowell mentions a bunch of famous sentences-before-words claims and
> claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize 
> winningeconomist Gary Becker and physicist Richard Feynman. He 
> also talks about
> a lot of acquaintances-of-friends who talked late and in whole
> sentences. I checked his website in the hopes of finding 
> something more
> about the studies he refers to, but didn't find them. I did find 
> a link
> to an article where Sowell expresses his skepticism that global 
> warmingis a thing though
> (http://www.creators.com/opinion/thomas-sowell.html?columnsName=tso),
> which is perhaps an indication of the value Sowell places on empirical
> evidence when making claims.
> 
> Good luck in your search!
> 
> Cheers,
> Celeste
> 
> CELESTE KIDD | Brain & Cognitive Sciences
> Meliora Hall 323F, Box 270268
> University of Rochester, Rochester, NY 14627-0268
> Email: ckidd at bcs.rochester.edu
> Web: www.bcs.rochester.edu/people/ckidd/
> Mobile: 617 515 2461
> 
> 
> 
> 
> snedeker at wjh.harvard.edu wrote:
> > Hi folks,
> >
> > Years and years ago I ran into a book when wandering through the
> > library stacks and I've never been able to find it 
> again.? The topic
> > was on children who are reported to skip the early stages of 
> language> production and launch immediately begin into full 
> sentences.? The
> > author tried to track down some cases and concluded (if I remember
> > correctly) that there did appear to be some valid reports but they
> > were rarer than is usually believed.
> >
> > Does anyone remember this book?? Or for that matter any 
> other evidence
> > validating this claim.? It crops up from time to time in review
> > chapters and books but I can never figure out the origin of 
> the claim.
> >
> > gratefully,
> > Jesse Snedeker
> >
> 
> --
> You received this message because you are subscribed to the 
> Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send 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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> 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 gleason at bu.edu  Wed Mar 31 15:40:29 2010
From: gleason at bu.edu (Jean Berko Gleason)
Date: Wed, 31 Mar 2010 11:40:29 -0400
Subject: mystery book (children who begin speaking in sentences)
In-Reply-To: <85ad5ba0-9fad-4c1f-9b61-fd7d8533d644@x12g2000yqx.googlegroups.com>
Message-ID: <WED.31.MAR.2010.114029.0400.>

Hi everyone,

For an old book with reference to late talkers starting out in full 
sentences, try Bertrand Russell, 1927, An Outline of Philosophy.  He 
repeats the old story about Lord Macauley, who purportedly said nothing 
until someone spilled hot tea/coffee on him when he was 4. When asked if 
he was OK, he replied, "Thank you, madame, the agony is [quite] 
[somewhat] abated."   Macauley's biographer notes that although M may 
not have spoken, he had already read the bible by this age.  

Russell also refers to Thomas Carlyle,  who was silent until the age of 
3, but then, on hearing his baby brother cry, asked, "What ails wee Jock?"

These anecdotes have an almost timeless appeal, and I think we all know 
some of our own.  For instance, I have a colleague, a psychoanalyst, who 
tells me he said nothing until the age of nearly 4, when his family took 
a holiday in Canada.  The formerly silent child looked out the train 
window and said, "Look, Daddy, Lake Ontario!"

I'm sure the science is not there (no real studies on groups of children 
who are silent until they suddenly burst forth with full blown language 
in the preschool years), but the stories, like folk tales, have 
consistent and satisfying elements.  So, why do we delight in these 
anecdotes? 

http://books.google.com/books?id=-AVp6Jm25WEC&printsec=frontcover&dq=bertrand+russell+outline+of+philosophy&source=bl&ots=YfmW4Sn0BA&sig=g1V3gmVsznY02LIlj1zBVKfECiE&hl=en&ei=6GezS8WnH8KBlAe3z5C6BA&sa=X&oi=book_result&ct=result&resnum=2&ved=0CA4Q6AEwAQ#v=onepage&q=&f=false


Jean




snedeker at wjh.harvard.edu wrote:
> Hi folks,
>
> Years and years ago I ran into a book when wandering through the
> library stacks and I've never been able to find it again.  The topic
> was on children who are reported to skip the early stages of language
> production and launch immediately begin into full sentences.  The
> author tried to track down some cases and concluded (if I remember
> correctly) that there did appear to be some valid reports but they
> were rarer than is usually believed.
>
> Does anyone remember this book?  Or for that matter any other evidence
> validating this claim.  It crops up from time to time in review
> chapters and books but I can never figure out the origin of the claim.
>
> gratefully,
> Jesse Snedeker
>
>   

-- 
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From aliyah.morgenstern at gmail.com  Wed Mar 31 17:37:02 2010
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Wed, 31 Mar 2010 19:37:02 +0200
Subject: children who begin speaking in chunks
In-Reply-To: <fc4aa70e17057b.4bb307e5@hawaii.edu>
Message-ID: <WED.31.MAR.2010.193702.0200.>

I highly recommand Ann Peters Units of Language Acquisition, it  
presented an innovative perspective on language acquisition in line  
with Katherine Nelson's work long before construction grammar was used  
in the field of language acquisition or known in France.

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 31 mars 10 ? 17:29, Ann Peters a ?crit :

> I did some writing on these issues in the early 80s, particularly  
> addressing children who were near Katherine Nelson's Expressive end  
> of the continuum. My 1983 monograph, The Units of Language  
> Acquisition, is long out of print, but I managed to get back the  
> copyright and it is now posted on my web site, for the easy taking.
> ann
>
> Ann M. Peters, PhD
> Professor Emerita and Co-Graduate Chair
> Department of Linguistics, 1890 East West Road
> Honolulu HI 96822               808 956-8602
> ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann
>
>
>
> ----- Original Message -----
> From: "Nelson, Katherine" <KNelson at gc.cuny.edu>
> Date: Wednesday, March 31, 2010 7:05 am
> Subject: RE: mystery book (children who begin speaking in sentences)
> To: "info-childes at googlegroups.com" <info-childes at googlegroups.com>
>
> > Hi to Jesse and all,
> > I do not know the book or books referred to, but the phenomenon
> > of late talkers who begin to talk in sentences almost as soon as
> > they begin to talk at all is not exceedingly rare, at least in
> > my experience.  It has occurred in my extended family
> > several times: my second child (Laura) said almost nothing until
> > the end of the second year, and by 24 months was talking
> > extensively in complete sentences. (I had not entered graduate
> > school at that time and did not keep a record, but the
> > phenonenon was notable because my first daughter talked early
> > and acquired an extensive lexicon by 18 months.) Laura's
> > daughter (my granddaughter) followed the same pattern -
> > virtually no babble, completely normal comprehension, and at 25
> > months beginning with sentences, rapidly catching up.  My
> > niece, whom I did not track so closely, apparently followed the
> > same pattern.
> >
> > One of the boys in my 1973 monograph study (second-born) also
> > followed this pattern.  Those familiar with the monograph
> > recall that I focused on individual differences, but the
> > Expressive group was different - these children spoke at similar
> > times and rates to the Referential (object-word group) but in
> > small phrases or expressions.  I think of the silent one's
> > (no or a few scattered words rarely used until 2-years) as a
> > rarer but not exotically rare case of the individuality of
> > learning to talk.  I strongly believe that it is a mistake
> > to instruct parents to expect early word learning of mainly
> > nouns, but rather to expect individuality in becoming a language
> > user.  Of course, I believe that it is a mistake for
> > psychologists or speech and hearing experts to expect all
> > children to follow the mean pattern too.  Comprehension of
> > what is said is a much better indication of language during the
> > second year than production, in my view. The following
> > references discuss the significance of individuality in the
> > process of learning to talk.
> >
> >
> > Nelson, K. (1973). "Structure and strategy in learning to talk."
> > Monographs of the Society for Research in Child Development 38
> > (1-2, Serial No. 149).
> >
> > Nelson, K. (1981). "Individual differences in language
> > development: Implications for development and language."
> > Developmental Psychology 17: 170-187.
> >
> > Lieven, E. V. M., J. M. Pine, et al. (1992). "Individual
> > differences in early vocabulary development: redefining the
> > referential-expressive distinction." Journal of Child Language
> > 19: 287-310.
> >
> > Hampson, J. and K. Nelson (1993). "The relation of maternal
> > language to variation in rate and style of language
> > acquisition." Journal of child language 20: 313-342.
> >
> > Nelson, K., J. Hampson, et al. (1993). "Nouns in early lexicons:
> > Evidence, explanations, and implications." Journal of Child
> > Language 20: 61-84.
> >
> > Katherine Nelson
> >
> >
> > ________________________________________
> > From: info-childes at googlegroups.com [info-
> > childes at googlegroups.com] On Behalf Of Celeste Kidd
> > [ckidd at bcs.rochester.edu]Sent: Wednesday, March 31, 2010 1:34 AM
> > To: info-childes at googlegroups.com
> > Subject: Re: mystery book (children who begin speaking in sentences)
> >
> > Hi, Jesse (& all).
> >
> > I don't think it's likely that these are the books you are
> > looking for,
> > since they were only published in 1998 (does that count as years and
> > years ago?) and they don't quite follow the flow you describe
> > (evaluating various claims, then reaching a maybe reasonable
> > conclusion), but I thought it might be helpful to point them out
> > in case
> > you hadn't already encountered them in your most recent search.  
> Thomas
> > Sowell's "Late-Talking Children" and "The Einstein Syndrome: Bright
> > Children Who Talk Late" make reference to these sorts of claims.
> > On page
> > 18 of "Einstein", Thomas Sowell writes:
> >
> > "In short, there is no standard way in which late-talking
> > children like
> > these finally begin to speak ... Some begin to speak as other  
> children
> > do, first in babbles and isolated words, and then proceed in stages
> > toward normal speech, only later than other children. In other  
> cases,
> > however, children with delayed speech development did not coo or
> > babbleas other infants do, but remained silent right up to the
> > moment where
> > they suddenly startle their parents by speaking a complete  
> sentence."
> >
> > He makes reference to kids in his own and Stephen Camarata's
> > studies on
> > late-talkers in this chapter. I am not sure about the
> > reliability of
> > these claims, as I have not actually sought out and read the
> > studies he
> > refers to. A Dateline NBC episode on Camarata I saw in high school
> > called my attention to these.
> >
> > Sowell mentions a bunch of famous sentences-before-words claims and
> > claimers, like hydrogen-bomb inventor Edward Teller, Nobel-prize
> > winningeconomist Gary Becker and physicist Richard Feynman. He
> > also talks about
> > a lot of acquaintances-of-friends who talked late and in whole
> > sentences. I checked his website in the hopes of finding
> > something more
> > about the studies he refers to, but didn't find them. I did find
> > a link
> > to an article where Sowell expresses his skepticism that global
> > warmingis a thing though
> > (http://www.creators.com/opinion/thomas-sowell.html? 
> columnsName=tso),
> > which is perhaps an indication of the value Sowell places on  
> empirical
> > evidence when making claims.
> >
> > Good luck in your search!
> >
> > Cheers,
> > Celeste
> >
> > CELESTE KIDD | Brain & Cognitive Sciences
> > Meliora Hall 323F, Box 270268
> > University of Rochester, Rochester, NY 14627-0268
> > Email: ckidd at bcs.rochester.edu
> > Web: www.bcs.rochester.edu/people/ckidd/
> > Mobile: 617 515 2461
> >
> >
> >
> >
> > snedeker at wjh.harvard.edu wrote:
> > > Hi folks,
> > >
> > > Years and years ago I ran into a book when wandering through the
> > > library stacks and I've never been able to find it
> > again.  The topic
> > > was on children who are reported to skip the early stages of
> > language> production and launch immediately begin into full
> > sentences.  The
> > > author tried to track down some cases and concluded (if I remember
> > > correctly) that there did appear to be some valid reports but they
> > > were rarer than is usually believed.
> > >
> > > Does anyone remember this book?  Or for that matter any
> > other evidence
> > > validating this claim.  It crops up from time to time in review
> > > chapters and books but I can never figure out the origin of
> > the claim.
> > >
> > > gratefully,
> > > Jesse Snedeker
> > >
> >
> > --
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> > this group at http://groups.google.com/group/info-childes?hl=en.
> >
> > --
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> >
>
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From slobin at berkeley.edu  Wed Mar 31 19:58:48 2010
From: slobin at berkeley.edu (Dan I. Slobin)
Date: Wed, 31 Mar 2010 12:58:48 -0700
Subject: out of copyright
In-Reply-To: <fc4aa70e17057b.4bb307e5@hawaii.edu>
Message-ID: <WED.31.MAR.2010.125848.0700.>

Well done, Ann - I mean posting your book.  How did you get the 
copyright back?  I'd like to try that too.

Warm regards,
Dan

At 08:29 AM 3/31/2010, you wrote:
>I did some writing on these issues in the early 80s, particularly 
>addressing children who were near Katherine Nelson's Expressive end 
>of the continuum. My 1983 monograph, The Units of Language 
>Acquisition, is long out of print, but I managed to get back the 
>copyright and it is now posted on my web site, for the easy taking.
>ann
>
>Ann M. Peters, PhD
>Professor Emerita and Co-Graduate Chair
>Department of Linguistics, 1890 East West Road
>Honolulu HI 96822               808 956-8602
>ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann
>


******************************************************************************************************************************
Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, 
University of California, Berkeley
address: 
email: slobin at berkeley.edu
2323 Rose St.                           phone (home): 
1-510-848-1769
Berkeley, CA 94708, 
USA 
<http://psychology.berkeley.edu/faculty/profiles/dslobin.html>http://psychology.berkeley.edu/faculty/profiles/dslobin.html
******************************************************************************************************************************

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From bpearson at research.umass.edu  Wed Mar 31 20:11:24 2010
From: bpearson at research.umass.edu (Barbara Zurer Pearson)
Date: Wed, 31 Mar 2010 16:11:24 -0400
Subject: out of copyright
Message-ID: <WED.31.MAR.2010.161124.0400.>

Dear Dan,
I don't know how Ann did it, but I just asked.  So, Random House gave me the Spanish language rights to my book back.  Their contract department sent me an addendum to the original contract. The fun part is that I'm getting my book published in Spanish(!)  (The little company in Spain has also asked for the rights to Basque, Gallego, and Catalan, but they haven't come through as easily.  I guess it has about zero priority for them.)

Asking is a good starting point.

Cheers,
Barbara
*************************************************************
Barbara Zurer Pearson, Ph.D.
Research Associate
Depts of Linguistics & Communication Disorders
RAB, 70 Butterfield Terrace
University of Massachusetts
Amherst MA 01003

Tel: 413-545-5023
Fax: 413-545-2792

bpearson at research.umass.edu
www.umass.edu/aae/bp_indexold.htm 
www.zurer.com/pearson/bilingualchild/


  ----- Original Message ----- 
  From: Dan I. Slobin 
  To: info-childes at googlegroups.com 
  Sent: Wednesday, March 31, 2010 3:58 PM
  Subject: out of copyright


  Well done, Ann - I mean posting your book.  How did you get the copyright back?  I'd like to try that too.

  Warm regards,
  Dan

  At 08:29 AM 3/31/2010, you wrote:

    I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
    ann

    Ann M. Peters, PhD
    Professor Emerita and Co-Graduate Chair
    Department of Linguistics, 1890 East West Road
    Honolulu HI 96822               808 956-8602
    ann at hawaii.edu                  http://www.ling.hawaii.edu/faculty/ann



  ******************************************************************************************************************************
  Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley
  address:                                                        email: slobin at berkeley.edu
  2323 Rose St.                             phone (home): 1-510-848-1769                    
  Berkeley, CA 94708, USA                          http://psychology.berkeley.edu/faculty/profiles/dslobin.html
  ******************************************************************************************************************************



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From ann at hawaii.edu  Wed Mar 31 20:39:35 2010
From: ann at hawaii.edu (Ann Peters)
Date: Wed, 31 Mar 2010 13:39:35 -0700
Subject: out of copyright
In-Reply-To: <E1Nx43p-0007uU-81@cm02fe.ist.berkeley.edu>
Message-ID: <WED.31.MAR.2010.133935.0700.>

Hi Dan,
As Barbara said, I just asked - Cambridge in my case. Then I had to get it scanned in and do a spell check to check for scanning errors. Good luck!
ann

Ann M. Peters, PhD
Professor Emerita and Co-Graduate Chair
Department of Linguistics, 1890 East West Road
Honolulu HI 96822?????????????? 808 956-8602
ann at hawaii.edu?????????????????? http://www.ling.hawaii.edu/faculty/ann



----- Original Message -----
From: "Dan I. Slobin" <slobin at berkeley.edu>
Date: Wednesday, March 31, 2010 12:59 pm
Subject: out of copyright
To: info-childes at googlegroups.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.
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|

> Well done, Ann - I mean posting your book.? How did you get the copyright back?? I'd like to try that too.
> 
> Warm regards,
> Dan
> 
> At 08:29 AM 3/31/2010, you wrote:

> I did some writing on these issues in the early 80s, particularly addressing children who were near Katherine Nelson's Expressive end of the continuum. My 1983 monograph, The Units of Language Acquisition, is long out of print, but I managed to get back the copyright and it is now posted on my web site, for the easy taking.
> ann
> 
> Ann M. Peters, PhD
> Professor Emerita and Co-Graduate Chair
> Department of Linguistics, 1890 East West Road
> Honolulu HI 96822?????????????? 808 956-8602
> ann at hawaii.edu????????????????? http://www.ling.hawaii.edu/faculty/ann
> 

> 
> ******************************************************************************************************************************
> Dan I. Slobin, Professor Emeritus of Psychology and Linguistics, University of California, Berkeley
> address:????????????????????????????????????????????????? ???? ?email: slobin at berkeley.edu
> 2323 Rose St.???????? ?? ???????? ????????phone (home): 1-510-848-1769????????????? ??????
> Berkeley, CA 94708, USA?????????????????? ?????? http://psychology.berkeley.edu/faculty/profiles/dslobin.html
> ******************************************************************************************************************************

|-----------------------------------------------------------



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