From hkasuya at gmail.com Sat May 1 01:48:01 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 1 May 2010 10:48:01 +0900 Subject: Call for Participation Message-ID: Call for Participation in the 12th Annual International Conference of the Japanese Society for Language Sciences (JSLS2010) The annual conference of the Japanese Society for Language Sciences, covering various fields related to language sciences, including linguistics, first and second language acquisition, psycholinguistics, mother tongue and foreign language education, natural language processing, bilingualism, sociolinguistics, linguistic philosophy, and discourse and conversation analysis, will be held on June 26 and 27, 2010, at the University of Electro-Communications (http://www.uec.ac.jp/eng) in Tokyo. Dr. Jack Bilmes, of the Department of Anthropology of the University of Hawai'i, will deliver a plenary lecture entitled, "Occasioned semantics: Meaning in verbal interaction." Dr. Yuji Matsumoto will deliver a plenary lecture in Japanese on natural language processing. In addition, there will be a symposium, conducted in English, on CA in a Japanese context organized by Dr. Aug Nishizaka, of Meiji Gakuin University, with Dr. Shuya Kushida, Dr. Yuri Hosoda, and Dr. David Aline. The deadline for pre-registration is June 1 (Tuesday). The University of Electro-Communications is conveniently located within a ten-minute walk from the north exit of Chofu Station, on the Keio Line. Chofu Station is fifteen minutes from Shinjuku by Special Express or Semi-Special Express. For more information, please visit the conference website: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/wiki.cgi?page=JSLS2010English (Please note that the call for papers has closed.) Inquiries may be sent to the conference chair, Eric Hauser: hauserintokyo at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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From shanley at bu.edu Mon May 3 21:16:33 2010 From: shanley at bu.edu (Allen, Shanley) Date: Mon, 3 May 2010 14:16:33 -0700 Subject: Boston University Conference on Language Development call for papers Message-ID: CALL FOR PAPERS THE 35th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 5-7, 2010 Keynote Speaker: Rachel Mayberry, University of California at San Diego "Nurture and biology in language acquisition: What the hands say" Plenary Speaker: William Snyder, University of Connecticut "Children's grammatical conservatism: Implications for syntactic theory" Lunch Symposium: "The acquisition of number words: Integrating formal and developmental perspectives" Susan Carey, Harvard University Justin Halberda, Johns Hopkins University Jeff Lidz, University of Maryland Julien Musolino, Rutgers University Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: http://www.bu.edu/linguistics/BUCLD/template.html We will begin accepting abstract submissions on April 15. Please check http://www.bu.edu/linguistics/BUCLD for a link to the submission form and any important updates. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2010. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/linguistics/BUCLD/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 Questions about abstracts should be sent to abstract at bu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pul8 at psu.edu Tue May 4 18:20:59 2010 From: pul8 at psu.edu (Ping Li) Date: Tue, 4 May 2010 14:20:59 -0400 Subject: Postdoctoral Position Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science at Pennsylvania State University invites applications for an anticipated postdoctoral position associated with a new NSF training program,* Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience*. The program seeks to provide training in research on bilingualism that will include an international perspective and that will take advantage of opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Barcelona), The Netherlands (Nijmegen), and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs and the VL2 Science of Learning Center at Gallaudet University. The successful candidate will benefit from a highly interactive group of faculty whose interests include bilingual language processing, second language acquisition in children and adults, and language contact. Applicants with experience and interests in these topics and with an interest in extending their expertise within experimental psycholinguistics, cognitive neuroscience, or linguistic field research are particularly welcome to apply. The time that a candidate will spend abroad will be determined by the nature of their research project and by ongoing collaborative arrangements between Penn State and the partner sites. Questions about faculty research interests may be directed to relevant core training faculty:* Psychology*: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss; * Spanish*: Giuli Dussias, Chip Gerfen, and John Lipski;* German*: Richard Page and Carrie Jackson. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: * jfk7 at psu.edu*. More information about the Center for Language Science (CLS) and faculty research programs can be found at* http://www.cls.psu.edu*. The position is subject to final NSF budget approval and will be for one year, with a good possibility of renewal for the next year. Salary and benefits are set by NSF guidelines. Provisions of the training program limit funding to US citizens or permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core PIRE faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her theoretical and methodological expertise in the language science of bilingualism and ways in which the opportunity to conduct research abroad with different bilingual populations would enhance those goals. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to* pirepostdoc at gmail.com*. For fullest consideration, all materials should be received by June 15, 2010, however we will consider applications until the position is filled. The appointment date is August 15, 2010. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From khirshpa at temple.edu Tue May 4 19:38:06 2010 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Tue, 4 May 2010 15:38:06 -0400 Subject: Boston University Conference on Language Development call for papers In-Reply-To: Message-ID: Thanks Shanley, Hope all is well. Just wanted to let you know I am available to be a reviewer again this year. I lost last year a bit when my mom died but am happy to help again. Kathy On May 3, 2010, at 5:16 PM, Allen, Shanley wrote: > CALL FOR PAPERS > > THE 35th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT > NOVEMBER 5-7, 2010 > > Keynote Speaker: > Rachel Mayberry, University of California at San Diego > "Nurture and biology in language acquisition: What the hands say" > > Plenary Speaker: > William Snyder, University of Connecticut > "Children's grammatical conservatism: Implications for syntactic > theory" > > Lunch Symposium: > "The acquisition of number words: Integrating formal and developmental > perspectives" > Susan Carey, Harvard University > Justin Halberda, Johns Hopkins University > Jeff Lidz, University of Maryland > Julien Musolino, Rutgers University > > Submissions that present research on any topic in the fields of first > and second language > acquisition from any theoretical perspectives will be fully > considered, including: Bilingualism, > Cognition & Language, Creoles & Pidgins, Dialects, Discourse and > Narrative, Gesture, > Hearing Impairment and Deafness, Input & Interaction, Language > Disorders, Linguistic > Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, > Reading and Literacy, > Signed Languages, Sociolinguistics, and Speech Perception & > Production. > > A suggested format and style for abstracts is available at: > http://www.bu.edu/linguistics/BUCLD/template.html > > We will begin accepting abstract submissions on April 15. Please check > http://www.bu.edu/linguistics/BUCLD for a link to the submission form > and any important updates. > > DEADLINE: All submissions must be received by 8:00 PM EST, May 15, > 2010. > > FURTHER INFORMATION > > General conference information is available at: > http://www.bu.edu/linguistics/BUCLD/ > > Boston University Conference on Language Development > 96 Cummington Street, Room 244 > Boston, MA 02215 > U.S.A. > Telephone: (617) 353-3085 > > Questions about abstracts should be sent to abstract at bu.edu > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From susan.foster-cohen at canterbury.ac.nz Wed May 5 22:55:09 2010 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Thu, 6 May 2010 10:55:09 +1200 Subject: doctoral scholarship Message-ID: Dear colleagues: The New Zealand Institute of Language Brain and Behaviour has a PhD scholarship available for an experienced speech-language therapist/pathologist interested in studying the relationship between oral and visual (sign and/or written) language development in the context of a multidisciplinary early intervention programme for children aged from birth to six with complex developmental disabilities. The successful candidate will have a primary supervisor at the University of Canterbury and be second supervised by Dr. Susan Foster-Cohen, Director of the Champion Centre and PI of the Integrated Communicative Development Project. The scholarship is for three years starting in July 2010 or as soon thereafter as is feasible for the successful candidate and may be supplemented with therapy work at the Champion Centre. Individuals interested in being considered for this scholarship can learn more about the Champion Centre by visiting www.championcentre.org.nz or by contacting Susan directly at susan at championcentre.org.nz or susan.foster-cohen at canterbury.ac.nz. Susan also welcomes dialogue with individuals interested in the research. Cheers, Susan This email may be confidential and subject to legal privilege, it may not reflect the views of the University of Canterbury, and it is not guaranteed to be virus free. If you are not an intended recipient, please notify the sender immediately and erase all copies of the message and any attachments. Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From chris.letts at ncl.ac.uk Thu May 6 08:59:50 2010 From: chris.letts at ncl.ac.uk (chrisletts) Date: Thu, 6 May 2010 01:59:50 -0700 Subject: cheap headset microphones for student voice recording Message-ID: In our teaching lab we have a number of PC's used by students to record and analyse speech as part of their course, for example spectrograms etc. We need to replace the old equipment, but I'm struggling to find a suitable, reasonably priced headset for this purpose. One of my problems is that all the headsets that might otherwise be OK have 'noise cancelling' microphones, and my guess is that may affect the sound spectrum. I'd be interested to hear recommendations, and if anyone uses a noise- cancelling mike, does it in fact affect the sound spectrum for voice recordings ?? -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From gudrun.ziegler at web.de Thu May 6 12:56:55 2010 From: gudrun.ziegler at web.de (glux) Date: Thu, 6 May 2010 05:56:55 -0700 Subject: Research Associate (post doc) in language development (M/F) Message-ID: Research Associate (post doc) in language development (M/F) http://wwwen.uni.lu/university/jobs/flshase/personnel_scientifique/research_associate_post_doc_in_language_development_m_f Application End : Sunday May 30 2010 The University of Luxembourg invites applications for the following vacancy in the Faculty of Language and Literature, Humanities, Arts and Education Research Associate within the national project “Development of English in Plurilingual settings”(M/F) F3R_LCM_PUL-09FUND 2-year fixed term contract,part-time (20h/week) starting July 2010 Employee status Project outline The project "Development of English in Plurilingual Settings" is concerned with the development of English amongst young learners in plurilingual settings. It builds and completes a corpus with regard to developmental features of the learner variety from a discourse-in- interaction perspective. Tasks Collecting different types (audio, video, oral, written) of data covering an array of activities in English in a plurilingual learning environment Managing interactional data for implementation in a data-base and a coded corpus Analysis of data (discourse, science, media) Implementation and development (theoretical and methodological concepts in line with the focus of the project) Profile Relevant degree (PhD, qualified MA-level candidates are encouraged to apply) in one of the following fields, relevant to the project: language development, empirical developmental research, English as international language and/or ESL research, applied linguistics, multilingualism, study of child language or usage/communication analysis, data-treatment, corpus building Highly motivated, internationally experienced researcher or professional in one/several of the fields concerned with a proven record as regards the integration, set-up and/or management of data- driven scientific projects. Experience with data-bases, corpus design and/or implementation and/or (early) schooling institutions an asset. Substantial, theoretically grounded methodological skills as regards the (analytical/technical) handling of developmental/interactional data are required, prior experiences in collecting and integrating situated data into corpora-/data-treatment-systems are an asset. Experiences in working with development (language/s, resources, socio- cognitive dimensions, activity dimensions) in a specific domain or a specific age group represent an advantage. As the candidate/s will be working with different types of data covering an array of languages and modalities, she/he has excellent command of at least two of the following languages: English (and its varieties), German and/or French (written and spoken), Luxembourgish and/or a further language an asset. Excellent self-management skills, ability and willingness to engage into active team-management, intercultural, technical and interdisciplinary awareness as well as a motivation to join a challenging environment within a trilingual, international and young University are prerequisites for the positions open within this project. For further information please contact: Ass.-Prof. Dr. Gudrun Ziegler Phone: (+352) 46 66 44 9363 Mail: gudrun.ziegler Candidates should submit the following documents: • letter of motivation, stating the link of previous work/interests with the position and the project • curriculum vitae • record of publications and projects (if applicable) • copies of diploma(s) • two references (relevant to the position) by sending applications until May 30th, 2010 - to: University of Luxembourg UR LCMI - Mme Marianne Graffé Faculty of Language and Literature, Humanities, Arts and Education Campus Walferdange B.P. 2 L-7201 Luxembourg-Walferdange -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From wyqecho at gmail.com Fri May 7 09:39:30 2010 From: wyqecho at gmail.com (wyqecho) Date: Fri, 7 May 2010 17:39:30 +0800 Subject: tool to test students(age 7-12) English ability Message-ID: Hello, I am designing a study in which I want to find out the relationship between early English study(as second language) experience and later language ability(both English and mother tongue Chinese). I need a tool which can be applied to test students(age 7-12) English ability. Last week I tied PPVT-R, but the outcome shows it’s not well-applied to Chinese primary students. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! Ellen Wang Ph.D. Student Children’s Language Development and Education Area Department of Preschool Education East China Normal University Shanghai, China 2010-05-07 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kristine at hum.aau.dk Fri May 7 12:15:38 2010 From: kristine at hum.aau.dk (Kristine Jensen de Lopez) Date: Fri, 7 May 2010 05:15:38 -0700 Subject: FINAL Call Conference Language Impairment in Monolingual and Bilingual Society Message-ID: *** LIMoBiS Conference - FINAL ANNOUNCEMENT and CALL FOR ABSTRACTS *** Deadline MAY 31st The programme for the two-day preconference Ph.D. course is now posted on the LIMoBiS website. The course is interactive and the student will be credited 2.5 ECTS. The course fee is just 40€ when registered for the conference. LIMoBiS 2010: Language Impairment in Monolingual and Bilingual Society Speakers: Sharon Armon-Lotem, Bar-Ilan University Dorothy V. M. Bishop, Oxford University Nicola Botting, City University London Daniela Brizzolara, University of Pisa Medical School Jan de Jong, University of Amsterdam Kathryn Kohnert, University of Minnesota Theodoros Marinis, University of Reading Laurie Anne Tuller, Université François Rabelais 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. One page abstracts for talks and posters on 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 The registration fee includes a wine reception at the Utzon Center, lunch, beverages, fruit and a conference dinner. This conference is supported by: Cognitive Psychology Unit & the NASUD project The Doctoral Programme in Human Centered Communication and Informatics The Department of Communication and Psychology, Aalborg University, Denmark -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Fri May 7 15:08:12 2010 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 7 May 2010 11:08:12 -0400 Subject: tool to test students(age 7-12) English ability In-Reply-To: <201005071739287503128@gmail.com> Message-ID: I'd recommend our DELV test for all language-related questions. It is the only test which really looks carefully at complex syntax and quantification. It is available from the Psychological Corporation. Tom Roeper On Fri, May 7, 2010 at 5:39 AM, wyqecho wrote: > Hello, > > > > I am designing a study in which I want to find out the relationship between > early English study(as second language) experience and later language > ability(both English and mother tongue Chinese). > > > > I need a tool which can be applied to test students(age 7-12) English > ability. Last week I tied PPVT-R, but the outcome shows it’s not > well-applied to Chinese primary students. Would anyone be able to point me > in the direction that I'm looking for? > > > > Any help would be greatly appreciated! > > > > Ellen Wang > > Ph.D. Student > > Children’s Language Development and Education Area > > Department of Preschool Education > > East China Normal University > > Shanghai, China > > > 2010-05-07 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From amyepace at gmail.com Mon May 10 15:16:28 2010 From: amyepace at gmail.com (Amy Pace) Date: Mon, 10 May 2010 08:16:28 -0700 Subject: Manner-of-motion verbs Message-ID: Dear colleagues, I am interested in 24-month-olds' understanding of manner-of-motion verbs. As a first pass, I'd like to evaluate parent report of motion verb comprehension and production. Can anyone suggest references that have categorized the 103 Action Words on the CDI: Words and Sentences into semantic subclasses (manner of motion, change of state, etc.)? Thank you, Amy Pace Graduate Student SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders apace at ucsd.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From eisenbergs at mail.montclair.edu Mon May 10 21:00:49 2010 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Mon, 10 May 2010 17:00:49 -0400 Subject: RA position at Montclair State University In-Reply-To: Message-ID: Research assistant position for grant-funded project investigating preschool language A full-time position is available working on a project in the Department of Communication Sciences and Disorders at Montclair State University in New Jersey. The project is funded by NIH/NIDCD and focuses on preschool children who are typically developing and children with language disorder. Responsibilities include participant recruitment and scheduling, preliminary evaluations of participants for eligibility and classification, eliciting language samples from young children, transcribing audio-taped and video-taped language samples, transcript coding, and data analysis. Minimum qualifications are a bachelors degree in linguistics, psychology, cognitive science, speech-language pathology, or a related discipline with experience in the conduct of research involving human subjects. The ideal candidate would have prior experience working with young children and their families; experience with computerized language transcription and analysis; excellent interpersonal skills for interacting with adults and young children; excellent organizational skills; will be independent in carrying out responsibilities and willing to make a 14-month commitment to the position. A recent college graduate looking for additional research experience before going on to graduate school would be ideal. Interested applicants should send a letter that includes a description of previous experience and a curriculum vitae, and arrange to have three letters of recommendation sent to: Dr. Sarita Eisenberg, Department of Communication Sciences and Disorders, 1515 Broad Street, Bloomfield, New Jersey 07003; eisenbergs at mail.montclair.edu. Review of applications will begin immediately. The anticipated start date is July 1, 2010. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From lieven at eva.mpg.de Sat May 15 16:42:41 2010 From: lieven at eva.mpg.de (Lieven, Elena) Date: Sat, 15 May 2010 09:42:41 -0700 Subject: IASCL award for contributions to the field Message-ID: Dear all, I've been reading with interest and enthusiasm all the messages about (a) some kind of celebration symposium, at the IASCL conference in Montreal, of CHILDES and Brian's work and (b) some kind of (? triennial) award (?the 'Roger Brown' award) for outstanding service to the field. In the case of the symposium, I gather that Ping Li has this in hand and is in discussions with Henri Cohen, the Conference Organiser and others. In the case of the proposed award, a formal proposal has to be made to the IASCL committee and, since money is involved, if the committee approve it, it would have to be forwarded to the IASCL board (which meets on June 28th). I am happy to work with people on this if they contact me. all the best Elena Lieven President, IASCL -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pul8 at psu.edu Sat May 15 19:28:33 2010 From: pul8 at psu.edu (Ping Li) Date: Sat, 15 May 2010 15:28:33 -0400 Subject: IASCL award for contributions to the field In-Reply-To: <99154501-2829-46c1-aa9b-2a391d650acb@c7g2000vbc.googlegroups.com> Message-ID: Dear Elena, Many thanks for your message. I would like to add a clarification in terms of the symposium. The symposium was an idea floating among a few of Brian's close colleagues and former students starting at the end of last year (before the 'one million mark' discussions), and the original intention was to keep it as a surprise to Brian. A great many other ideas and issues arose following the discussions on info-childes (and off info-childes) after the 'one million mark' postings. The latest plan on this side (after consulting with Brian, not a surprise anymore though, which proved to be difficult anyway) is to organize a special symposium in honor of Brian's work that bridges L1 and L2 acquisition. The details of this are still being worked out, and I have been in touch with Henri Cohen on this. But please note that the planned symposium will be on issues independent of the CHILDES's contributions to the field. With best wishes, Ping On Sat, May 15, 2010 at 12:42 PM, Lieven, Elena wrote: > Dear all, > > I've been reading with interest and enthusiasm all the messages about > (a) some kind of celebration symposium, at the IASCL conference in > Montreal, of CHILDES and Brian's work and (b) some kind of (? > triennial) award (?the 'Roger Brown' award) for outstanding service to > the field. > > In the case of the symposium, I gather that Ping Li has this in hand > and is in discussions with Henri Cohen, the Conference Organiser and > others. > > In the case of the proposed award, a formal proposal has to be made to > the IASCL committee and, since money is involved, if the committee > approve it, it would have to be forwarded to the IASCL board (which > meets on June 28th). I am happy to work with people on this if they > contact me. > > all the best > Elena Lieven > President, IASCL > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Sat May 15 20:48:15 2010 From: lieven at eva.mpg.de (Elena Lieven) Date: Sat, 15 May 2010 22:48:15 +0200 Subject: IASCL award for contributions to the field In-Reply-To: Message-ID: Dear Ping, Thanks for the clarification - that helps with keeping things straight. The symposium sounds very interesting - I hope it all works out. all the best elena Ping Li wrote: > Dear Elena, > > Many thanks for your message. I would like to add a clarification in terms > of the symposium. The symposium was an idea floating among a few of Brian's > close colleagues and former students starting at the end of last year > (before the 'one million mark' discussions), and the original intention was > to keep it as a surprise to Brian. A great many other ideas and issues arose > following the discussions on info-childes (and off info-childes) after the > 'one million mark' postings. The latest plan on this side (after consulting > with Brian, not a surprise anymore though, which proved to be difficult > anyway) is to organize a special symposium in honor of Brian's work that > bridges L1 and L2 acquisition. The details of this are still being worked > out, and I have been in touch with Henri Cohen on this. But please note > that the planned symposium will be on issues independent of the CHILDES's > contributions to the field. > > With best wishes, > > Ping > > On Sat, May 15, 2010 at 12:42 PM, Lieven, Elena wrote: > > >> Dear all, >> >> I've been reading with interest and enthusiasm all the messages about >> (a) some kind of celebration symposium, at the IASCL conference in >> Montreal, of CHILDES and Brian's work and (b) some kind of (? >> triennial) award (?the 'Roger Brown' award) for outstanding service to >> the field. >> >> In the case of the symposium, I gather that Ping Li has this in hand >> and is in discussions with Henri Cohen, the Conference Organiser and >> others. >> >> In the case of the proposed award, a formal proposal has to be made to >> the IASCL committee and, since money is involved, if the committee >> approve it, it would have to be forwarded to the IASCL board (which >> meets on June 28th). I am happy to work with people on this if they >> contact me. >> >> all the best >> Elena Lieven >> President, IASCL >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> >> > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Sat May 15 21:26:44 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 May 2010 23:26:44 +0200 Subject: new Farsi corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus on the acquisition of Farsi from Neiloufar Family of the Institute of Cognitive Science in Tehran and COLAJE in Paris. The corpus is from the girl Lilia between the ages of 1;11 and 2;10 and it is fully linked to audio and fully tagged on the %mor line. The audio quality is really great and the linkage is very accurate, as you can hear for yourself over the web-based browser at http://childes.psy.cmu.edu/browser/index.php?url=Other/Farsi/Family/lilia/ Even for those who know no Farsi, I think this corpus will be quite interesting and for those who know Farsi this is a major step forward. Many thanks for Neiloufar for this great contribution. --Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Sat May 15 21:33:00 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 May 2010 23:33:00 +0200 Subject: Spanish Clinical corpus Message-ID: Dear Info-CHILDES, I am also very happy to announce the addition to CHILDES of a corpus from 52 Spanish-speaking teenagers with various levels of mental retardation. The corpus known as CORDIS is in the /clinical segment of CHILDES and was contributed by the GrupoLCVL research team at the PROMIVA Foundation of Teresa Fernández de Vega Losada, Sara Llena Díaz, Gema García Marcos, and Elena Cabeza Pereiro. The corpus currently has 52 subjects providing narratives of TV programs and videos. The goal is for the corpus to eventually have 160-200 subjects. Because of the special nature of this population, the GrupoLCVL team asks that anyone interested in using this corpus first contact them at grupolcvl at gmail.com. Many thanks to GrupoLCVL for this important contribution. --Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From barner at ucsd.edu Thu May 20 22:21:18 2010 From: barner at ucsd.edu (David Barner) Date: Thu, 20 May 2010 15:21:18 -0700 Subject: Workshop: Semantic Development (Cognitive Science Society, 2010) Message-ID: Dear colleagues, I'd like to invite you to attend a special workshop on semantic development at CogSci 2010, described below. We look forward to seeing you in Portland on August 11! Dave -- David Barner, Ph.D. Assistant Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -------------------------------------------------- WORKSHOP: Semantic Development: An Interdisciplinary Approach Cognitive Science 2010, Portland Oregon, August 11, 2010 Organizers: David Barner & Susan Carey Featuring contributions from: Susan Carey, David Barner, Lance Rips, Luca Bonatti, Lisa Feigenson, Justin Halberda, Fei Xu, Noah Goodman, Ira Noveck, Sarah-Jane Leslie, Jesse Snedeker, Sandeep Prasada, & Anna Papafragou Most research on language development has concentrated on how children acquire lexical representations, syntax, and phonology. In contrast,here has been relatively little work on the acquisition of the formal semantic component of language. Historically, work on logical development has been mainly concerned with the argument schemas that underlie deductive argument. But recently there has been an explosion of research on the logical capacities that underlie the semantics of natural language and that underlie mathematical cognition. The proposed full-day workshop will explore current investigations of Semantic Development, with a focus on how recent work in psychology and numerical cognition is related to formal semantic models of linguistic competence. Recent empirical work has documented rich non-linguistic quantitative capacities in human adults, pre-linguistic infants, and various non-human animals. These systems support the representation and tracking of objects, the chunking of object arrays into sets, and the discrimination of relative numerosities. Studies have also established that these systems of representation become associated with linguistic quantity representations in development. For example, number words are associated with approximate number representations in human adults. Similarly, infants’ ability to track small sets of objects appears to support (and constrain) their ability to learn words like 'two.' Quantifiers like 'more' and 'most' also draw on these non-linguistic systems for the purposes of meaning verification. However, attested non-linguistic systems are unable to represent many critical formal aspects of language and of mathematical competence. This suggests that formal representations may not originate solely from non-linguistic sources. But if this is true, what is their origin, and how do they become related to non-linguistic representations? Do non-linguistic systems supply content that is constitutive of later semantic competence, or do they act as systems of meaning verification, which do not supply content, but allow semantic learning hypotheses to be tested in the world? These questions will form the core of the proposed workshop. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From josjev at gmail.com Wed May 26 08:30:50 2010 From: josjev at gmail.com (Josje Verhagen) Date: Wed, 26 May 2010 10:30:50 +0200 Subject: Announcement: Workshop on Dummy Auxiliaries Message-ID: * * * * *Workshop on Dummy auxiliaries in (a)typical first and second language acquisition** * * * On 1-2 July 2010, the Centre for Language Studies will organise a workshop at Radboud University Nijmegen, The Netherlands. The topics that will be discussed are: - Dummy auxiliaries in Second Language Acquisition. Speakers: Maria del Pilar García Mayo, Rosemarie Tracy, Solveig Chilla, Carson Schütze, Elma Blom, Ineke van de Craats, and Josje Verhagen. - Dummy auxiliaries in First Language Acquisition. Speakers: Shalom Zuckerman, Sjef Barbiers, Manuela Julien, Margreet van Koert, and Evelina Leivada. - Dummy auxiliaries in Atypical first language acquisition. Speakers: Antje Orgassa, Jan de Jong, and Anke Jolink. - Discussant on the second day: Peter Jordens. The participation fee is € 50,- (this includes two lunches, a conference dinner and drinks). Please register before 16 June by sending an e-mail to Ineke van de Craats (i.v.d.craats at let.ru.nl). The full programme with abstracts is available on the website of CLS, http://www.ru.nl/cls/events_news/cls-events/@712782/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kristinborjesson at yahoo.de Fri May 28 08:34:45 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Fri, 28 May 2010 01:34:45 -0700 Subject: children and non-literal meaning ... again Message-ID: Dear All, some time ago I asked for literature on when children start to understand non-literal language like metaphor, etc. First of all, thanks for the answers you gave on that point. Today I want to ask a related question, arising from my very limited private experience with the kind of language a young child might be exposed to. It seems to me that caretakers do not consciously or deliberatelty concentrate on only using expressions literally and that children therefore might learn to understand and later to use expressions right from the beginning, as it were, with what might be called a non- literal meaning. Do you have any comments to make on this? Maybe an example makes clearer what I have in mind. There is this expression in German `dei dei' which roughly means `to sleep'. Recently I noticed that my mother, when she was talking to my son (15 months), used `dei dei' to refer to/explain her putting away a remote control he had been playing with. Intuitively, it seems to me that her use of `dei dei' is related in meaning to the `to sleep' meaning, but deviates from it. The question is whether it is necessarily the case that a child in being exposed to these kinds of uses of an expression first has to grasp what intuitively seems to be the underlying meaning and then derives other uses from that or whether he simply will treat the expression initially as if it were polysemous and only in a later step connects the meanings in some way with one another. I hope this makes sense. The point I would like to establish is that it is possible to intuitively judge a particular meaning as deviating from what, again intuitively, feels like the underlying meaning, when in fact in terms of acquisition the intuitively basic meaning was not necessarily acquired first or before the meaning that is intuitively judged as deviating. Although this is probably all rather confusing, I'd be very grateful for any comments on this idea. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From joellenuchadee at gmail.com Fri May 28 09:00:11 2010 From: joellenuchadee at gmail.com (Joelle NUCHADEE) Date: Fri, 28 May 2010 11:00:11 +0200 Subject: autoclitic frames Message-ID: Dear All I am actually a phd student in France and would like to know if any of you is working on and/or would have some literature to advise me on "autoclitic frames" thanking you in advance joelle -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Fri May 28 12:10:54 2010 From: bpearson at research.umass.edu (Barbara Pearson) Date: Fri, 28 May 2010 08:10:54 -0400 Subject: children and non-literal meaning ... again In-Reply-To: <087476c9-4958-46f6-959a-81796441d9ed@z17g2000vbd.googlegroups.com> Message-ID: Dear Kristen, I don't know how I missed your original query in January (except that I was traveling at that time)--but your question is exactly the thesis of my dissertation (1988!), and a small article in JCL, 1990. I argued that far from being more difficult to understand, metaphor, and metonymy more generally, were part of the central core of children's meaning-making. Their prowess in symbolic play, especially using generic props that do not literally look like a car or a spoon, in the second year of life indicates that they have no trouble understanding the use of one thing for another--although it will be many years before they can be intentional and explain it metalinguistically. In fact, using language metaphorically might make fewer demands to have just one aspect of a "family resemblance" definition that must be relevant, compared to the more stringent requirements for literal language. Adults' familiarity with metonymy in their own discourse might make children's earliest denotations easy and unremarkable for them to understand. I hear from people occasionally on this topic, but I haven't pursued it. I confess I did not follow up on the interesting summaries other Infochildes-ers sent you in January. I especially do not have a clear way to test where on the slope between literal and figurative many uses fall, but will be interested if you decide to try. I probably don't have an electronic version of my dissertation to pull out the review of the literature (which was quite amusing to read--the literature, that is). The JCL article has a few references like Chukovsky and Verbrugge (1979) which may spur your thinking further. Keep us posted. Barbara Pearson On May 28, 2010, at 4:34 AM, Isenthia wrote: > Dear All, > > some time ago I asked for literature on when children start to > understand non-literal language like metaphor, etc. First of all, > thanks for the answers you gave on that point. > > Today I want to ask a related question, arising from my very limited > private experience with the kind of language a young child might be > exposed to. > > It seems to me that caretakers do not consciously or deliberatelty > concentrate on only using expressions literally and that children > therefore might learn to understand and later to use expressions right > from the beginning, as it were, with what might be called a non- > literal meaning. Do you have any comments to make on this? > > Maybe an example makes clearer what I have in mind. There is this > expression in German `dei dei' which roughly means `to sleep'. > Recently I noticed that my mother, when she was talking to my son (15 > months), used `dei dei' to refer to/explain her putting away a remote > control he had been playing with. Intuitively, it seems to me that her > use of `dei dei' is related in meaning to the `to sleep' meaning, but > deviates from it. The question is whether it is necessarily the case > that a child in being exposed to these kinds of uses of an expression > first has to grasp what intuitively seems to be the underlying meaning > and then derives other uses from that or whether he simply will treat > the expression initially as if it were polysemous and only in a later > step connects the meanings in some way with one another. > > I hope this makes sense. The point I would like to establish is that > it is possible to intuitively judge a particular meaning as deviating > from what, again intuitively, feels like the underlying meaning, when > in fact in terms of acquisition the intuitively basic meaning was not > necessarily acquired first or before the meaning that is intuitively > judged as deviating. > > Although this is probably all rather confusing, I'd be very grateful > for any comments on this idea. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From msninio at pluto.mscc.huji.ac.il Fri May 28 14:17:54 2010 From: msninio at pluto.mscc.huji.ac.il (Anat Ninio) Date: Fri, 28 May 2010 17:17:54 +0300 Subject: children and non-literal meaning ... again In-Reply-To: Message-ID: Dear Kristen, I'm just about to finish a book on Stage I of syntactic development that will come out in OUP, entitled "/Syntactic development: Its input and output/." One of the things I checked in a large corpus of English-language parental speech was parents' use of Light Verb Constructions with the 5 canonical verbs -- /take, have, give, do/, and /make/ -- addressing children whose mean age is not a lot above 2 years. These combinations are by definition non-literal or idiomatic, some more than others. It appears that parents use these in large numbers. When I checked the children, they, too used them at this early age quite extensively. As far as this type of non-literal usage is concerned, parents don't hold back and children don't have a problem taking this up. I'm glad Barbara Pearson brought her 1990 paper to our attention, I'm off to find it right now! I agree with her conclusions to the full! The best with your project, Anat Ninio Barbara Pearson wrote: > Dear Kristen, > I don't know how I missed your original query in January (except that > I was traveling at that time)--but your question is exactly the thesis > of my dissertation (1988!), and a small article in JCL, 1990. I > argued that far from being more difficult to understand, metaphor, and > metonymy more generally, were part of the central core of children's > meaning-making. Their prowess in symbolic play, especially using > generic props that do not literally look like a car or a spoon, in the > second year of life indicates that they have no trouble understanding > the use of one thing for another--although it will be many years > before they can be intentional and explain it metalinguistically. In > fact, using language metaphorically might make fewer demands to have > just one aspect of a "family resemblance" definition that must be > relevant, compared to the more stringent requirements for literal > language. Adults' familiarity with metonymy in their own discourse > might make children's earliest denotations easy and unremarkable for > them to understand. > > I hear from people occasionally on this topic, but I haven't pursued > it. I confess I did not follow up on the interesting summaries other > Infochildes-ers sent you in January. I especially do not have a clear > way to test where on the slope between literal and figurative many > uses fall, but will be interested if you decide to try. I probably > don't have an electronic version of my dissertation to pull out the > review of the literature (which was quite amusing to read--the > literature, that is). The JCL article has a few references like > Chukovsky and Verbrugge (1979) which may spur your thinking further. > > Keep us posted. > Barbara Pearson > > On May 28, 2010, at 4:34 AM, Isenthia wrote: > >> Dear All, >> >> some time ago I asked for literature on when children start to >> understand non-literal language like metaphor, etc. First of all, >> thanks for the answers you gave on that point. >> >> Today I want to ask a related question, arising from my very limited >> private experience with the kind of language a young child might be >> exposed to. >> >> It seems to me that caretakers do not consciously or deliberatelty >> concentrate on only using expressions literally and that children >> therefore might learn to understand and later to use expressions right >> from the beginning, as it were, with what might be called a non- >> literal meaning. Do you have any comments to make on this? >> >> Maybe an example makes clearer what I have in mind. There is this >> expression in German `dei dei' which roughly means `to sleep'. >> Recently I noticed that my mother, when she was talking to my son (15 >> months), used `dei dei' to refer to/explain her putting away a remote >> control he had been playing with. Intuitively, it seems to me that her >> use of `dei dei' is related in meaning to the `to sleep' meaning, but >> deviates from it. The question is whether it is necessarily the case >> that a child in being exposed to these kinds of uses of an expression >> first has to grasp what intuitively seems to be the underlying meaning >> and then derives other uses from that or whether he simply will treat >> the expression initially as if it were polysemous and only in a later >> step connects the meanings in some way with one another. >> >> I hope this makes sense. The point I would like to establish is that >> it is possible to intuitively judge a particular meaning as deviating >> from what, again intuitively, feels like the underlying meaning, when >> in fact in terms of acquisition the intuitively basic meaning was not >> necessarily acquired first or before the meaning that is intuitively >> judged as deviating. >> >> Although this is probably all rather confusing, I'd be very grateful >> for any comments on this idea. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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 > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Fri May 28 15:51:14 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 28 May 2010 17:51:14 +0200 Subject: children and non-literal meaning ... again In-Reply-To: <4BFFD092.5030109@pluto.mscc.huji.ac.il> Message-ID: Dear Anat and Kristen, we find exactly the same thing in French (but we only looked at three children and their parents and 6 verbal constructions so far). 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 mai 10 à 16:17, Anat Ninio a écrit : > Dear Kristen, > > I'm just about to finish a book on Stage I of syntactic development > that will come out in OUP, entitled "/Syntactic development: Its > input and output/." One of the things I checked in a large corpus > of English-language parental speech was parents' use of Light Verb > Constructions with the 5 canonical verbs -- /take, have, give, do/, > and /make/ -- addressing children whose mean age is not a lot above > 2 years. These combinations are by definition non-literal or > idiomatic, some more than others. It appears that parents use these > in large numbers. When I checked the children, they, too used them > at this early age quite extensively. As far as this type of non- > literal usage is concerned, parents don't hold back and children > don't have a problem taking this up. > > I'm glad Barbara Pearson brought her 1990 paper to our attention, > I'm off to find it right now! I agree with her conclusions to the > full! > > The best with your project, > > Anat Ninio > > Barbara Pearson wrote: >> Dear Kristen, >> I don't know how I missed your original query in January (except >> that I was traveling at that time)--but your question is exactly >> the thesis of my dissertation (1988!), and a small article in JCL, >> 1990. I argued that far from being more difficult to understand, >> metaphor, and metonymy more generally, were part of the central >> core of children's meaning-making. Their prowess in symbolic play, >> especially using generic props that do not literally look like a >> car or a spoon, in the second year of life indicates that they have >> no trouble understanding the use of one thing for another--although >> it will be many years before they can be intentional and explain it >> metalinguistically. In fact, using language metaphorically might >> make fewer demands to have just one aspect of a "family >> resemblance" definition that must be relevant, compared to the more >> stringent requirements for literal language. Adults' familiarity >> with metonymy in their own discourse might make children's earliest >> denotations easy and unremarkable for them to understand. >> >> I hear from people occasionally on this topic, but I haven't >> pursued it. I confess I did not follow up on the interesting >> summaries other Infochildes-ers sent you in January. I especially >> do not have a clear way to test where on the slope between literal >> and figurative many uses fall, but will be interested if you decide >> to try. I probably don't have an electronic version of my >> dissertation to pull out the review of the literature (which was >> quite amusing to read--the literature, that is). The JCL article >> has a few references like Chukovsky and Verbrugge (1979) which may >> spur your thinking further. >> >> Keep us posted. >> Barbara Pearson >> >> On May 28, 2010, at 4:34 AM, Isenthia wrote: >> >>> Dear All, >>> >>> some time ago I asked for literature on when children start to >>> understand non-literal language like metaphor, etc. First of all, >>> thanks for the answers you gave on that point. >>> >>> Today I want to ask a related question, arising from my very limited >>> private experience with the kind of language a young child might be >>> exposed to. >>> >>> It seems to me that caretakers do not consciously or deliberatelty >>> concentrate on only using expressions literally and that children >>> therefore might learn to understand and later to use expressions >>> right >>> from the beginning, as it were, with what might be called a non- >>> literal meaning. Do you have any comments to make on this? >>> >>> Maybe an example makes clearer what I have in mind. There is this >>> expression in German `dei dei' which roughly means `to sleep'. >>> Recently I noticed that my mother, when she was talking to my son >>> (15 >>> months), used `dei dei' to refer to/explain her putting away a >>> remote >>> control he had been playing with. Intuitively, it seems to me that >>> her >>> use of `dei dei' is related in meaning to the `to sleep' meaning, >>> but >>> deviates from it. The question is whether it is necessarily the case >>> that a child in being exposed to these kinds of uses of an >>> expression >>> first has to grasp what intuitively seems to be the underlying >>> meaning >>> and then derives other uses from that or whether he simply will >>> treat >>> the expression initially as if it were polysemous and only in a >>> later >>> step connects the meanings in some way with one another. >>> >>> I hope this makes sense. The point I would like to establish is that >>> it is possible to intuitively judge a particular meaning as >>> deviating >>> from what, again intuitively, feels like the underlying meaning, >>> when >>> in fact in terms of acquisition the intuitively basic meaning was >>> not >>> necessarily acquired first or before the meaning that is intuitively >>> judged as deviating. >>> >>> Although this is probably all rather confusing, I'd be very grateful >>> for any comments on this idea. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send 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 >> > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mccune at rci.rutgers.edu Fri May 28 20:40:53 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Fri, 28 May 2010 16:40:53 -0400 Subject: children and non-literal meaning ... again In-Reply-To: <087476c9-4958-46f6-959a-81796441d9ed@z17g2000vbd.googlegro ups.com> Message-ID: Dear Kristen, My early work was on the development of representational play during the second year of life. When children can convey non-literal meaning through play, they are engaging in a metaphor of action. If you look closely at how their uses of a given word extend across events, you will see that a non-literal aspect is seen there as well. Words that refer to dynamic aspects of events are particularly salient. While one can say there is something literally similar across uses, the extension from one situation to the next does involve analogy. Examples of open: Shanti—Gesturing at toy milk bottle she wants mother to open Prior to opening the jack-in-the-box Taking bottle after mother opens it Janis—Pushing on cover of workbench, trying to open it Trying to open book Mira—Trying to get object out of bottle that is already opened or some for "allgone": Janis—Showing mother an empty juice cup Looking in empty bucket when toys have been removed Setting a book down when finished with it Meri—Looking in empty bottle after removing objects Holding up blanket; answering mother’s question, “What happened to the baby?” Mira—Looking in empty cup;her juice gone. Shanti—Waving her empty juice glass in the air After dumping an object from the large bottle Searching for a doll Looking for more objects to put in the bottle after the appropriate ones have been put in bye-bye (Used as "allgone" by some.) Janis—Dropping lid in pot Before and while closing the lid on the jack-in-the-box Putting objects in the bottle Covering mother’s face with her hair The bye-bye use is reminiscent of your example re: sleep. I believe the children do their extending by analogy in general because few situations involving extension of meaning are exactly the same as one another. Because there is some sense of similarity across uses, children's early words are usually described as naming "categories". However, it may be that they are simply reminded of prior uses of words in new situations by analogical extension. The similarities lead us to define these as categories. If the child's use is too far off, we term it an "over-extension". The fact that they engage in levels of representational play requiring analogical processes suggests that these processes are available for language as well. Lorraine At 04:34 AM 5/28/2010, wrote: >Dear All, > >some time ago I asked for literature on when children start to >understand non-literal language like metaphor, etc. First of all, >thanks for the answers you gave on that point. > >Today I want to ask a related question, arising from my very limited >private experience with the kind of language a young child might be >exposed to. > >It seems to me that caretakers do not consciously or deliberatelty >concentrate on only using expressions literally and that children >therefore might learn to understand and later to use expressions right >from the beginning, as it were, with what might be called a non- >literal meaning. Do you have any comments to make on this? > >Maybe an example makes clearer what I have in mind. There is this >expression in German `dei dei' which roughly means `to sleep'. >Recently I noticed that my mother, when she was talking to my son (15 >months), used `dei dei' to refer to/explain her putting away a remote >control he had been playing with. Intuitively, it seems to me that her >use of `dei dei' is related in meaning to the `to sleep' meaning, but >deviates from it. The question is whether it is necessarily the case >that a child in being exposed to these kinds of uses of an expression >first has to grasp what intuitively seems to be the underlying meaning >and then derives other uses from that or whether he simply will treat >the expression initially as if it were polysemous and only in a later >step connects the meanings in some way with one another. > >I hope this makes sense. The point I would like to establish is that >it is possible to intuitively judge a particular meaning as deviating >from what, again intuitively, feels like the underlying meaning, when >in fact in terms of acquisition the intuitively basic meaning was not >necessarily acquired first or before the meaning that is intuitively >judged as deviating. > >Although this is probably all rather confusing, I'd be very grateful >for any comments on this idea. > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Sat May 29 01:55:46 2010 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Sat, 29 May 2010 13:55:46 +1200 Subject: Flip video Message-ID: Hi all Does anyone have any experience using the tiny flip HD video recorders for collecting naturalistic data? And/or what would you recommend for collecting quality video with quality sound for immediate hard disk storage, playback, transcription and analysis? Any feedback would be gratefully received. (I am currently still in the world of HDV minitapes and copying to DVD and thence to hard drive.) Susan Foster-Cohen This email may be confidential and subject to legal privilege, it may not reflect the views of the University of Canterbury, and it is not guaranteed to be virus free. If you are not an intended recipient, please notify the sender immediately and erase all copies of the message and any attachments. Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Sat May 29 07:04:04 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sat, 29 May 2010 09:04:04 +0200 Subject: Flip video In-Reply-To: Message-ID: Dear Susan, Thanks to Brian and his team, you have some useful information on talkbank: http://www.talkbank.org/dv/ We are still a bit prehistoric here, we bought very good mini dv equipment and haven't changed it yet but talkbank is up to date... 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 29 mai 10 à 03:55, Susan Foster-Cohen a écrit : > Hi all > > Does anyone have any experience using the tiny flip HD video > recorders for collecting naturalistic data? > And/or what would you recommend for collecting quality video with > quality sound for immediate hard disk storage, playback, > transcription and analysis? > Any feedback would be gratefully received. (I am currently still in > the world of HDV minitapes and copying to DVD and thence to hard > drive.) > > Susan Foster-Cohen > > This email may be confidential and subject to legal privilege, it may > not reflect the views of the University of Canterbury, and it is not > guaranteed to be virus free. If you are not an intended recipient, > please notify the sender immediately and erase all copies of the > message > and any attachments. > > Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more > information. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From K.Abbot-Smith at kent.ac.uk Sat May 29 08:00:10 2010 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Sat, 29 May 2010 01:00:10 -0700 Subject: Research Assistant - Child Development Eye-tracking Project Message-ID: The new Kent Child Development Unit (www.kent.ac.uk/psychology/ childdevelopmentunit ) has a position for a research assistant on £24,877 - £28,839 per annum, at 60% of full-time pro rata for 1 year and 9 months, starting 2nd August 2010. To apply for this post you have to complete an application form via the University of Kent's online recruitment process on www.kent.ac.uk/jobs. The deadline is 20th June and interviews will be held on 1st July. The project is entitled "the role of the agent in sentence comprehension by preschool children" and funded by an ESRC grant to Dr. Kirsten Abbot-Smith (University of Kent), Dr. Caroline Rowland (University of Liverpool) and Prof. Julian Pine (University of Liverpool). The main purpose of this role is, firstly, to programme and maintain the E-Prime 2.0, touch-screen, and Tobii X120 eye-tracker calibration, eye-tracking and analysis programmes necessary for carrying out eye- tracking experiments on both 24 months old and 42 months old as part of a study looking at how children learn to understand the meanings of sentences. Secondly, the position also requires the researcher to create the visual and audio stimuli using video and audio-editing programmes such as Adobe Premiere Pro CS4. Lastly, the children will be tested at the Kent Child Development Unit at the University of Kent in the presence of their parents. The testing procedure includes encouraging the children to point at the video clip which matches what they hear. Therefore, experience in working with young pre-school age children would be desirable. Key Duties To help programme and run a Tobii eye-tracker which will record which video-clip children are looking at when they hear a sentence and how the looking preferences change during the time-course of the sentence. To programme E-Prime 2.0 and the interaction with the eye-tracker and the touch-screen. To use Adobe Premiere Pro CS4 and / or similar programmes to edit the above film clips. To run the test with each child individually, whereby a precise adherence to the same procedure for each child is required. Help recruit by approaching parents in the city centre (c. 6 hours per month) and at NCT nearly new sales. To conflate the children’s scores in an SPSS spreadsheet, and (preferably) to help with the statistical analyses. To assist in thinking up of new „made-up‟ actions and organising students to help film these. Such other duties, commensurate with the grading of the post that may be assigned by the Head of Department or their nominee. The following qualifications / experience are essential for this position: - a University bachelor degree in Computer Science, Psychology, Linguistics or a related discipline - experience with computer programming - an ability to be extremely precise in following experimental procedures - an aptitude for learning to run computer programmes - good organisational skills - fluent spoken English The following experience / skills are desirable: - experience with programming and running E-Prime 2.0 - experience with programming and running a Tobii eye-tracker - experience of using Adobe Premiere Pro CS4 or similar programmes to edit video footage - experience with programming and running reaction-time programmes - familiarity with data entry in SPSS - ability to work well with pre-school children - an interest in child language development -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From kristinborjesson at yahoo.de Sat May 29 09:52:57 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Sat, 29 May 2010 02:52:57 -0700 Subject: children and non-literal meaning ... again In-Reply-To: <6.2.5.6.2.20100528160809.02d511f8@rci.rutgers.edu> Message-ID: Dear Barbara, Anat, Aliyha and Lorraine, thanks for your comments. I don't know why I never thought about it that the fact that children engage in symbolic or pretense play might be suggestive about how difficult it actually is for them to understand particular types of language use (although now that I think about it, I remember that it was mentioned in studies on autistic children that often they both do not engage in pretense play and have problems understanding figurative language such as metaphor). I also noticed that I accidentally used the wrong term in my earlier post (`polysemous' instead of `homonymous'). Thus, what I actually wanted to express was: The question is whether it is necessarily the case that a child in being exposed to these kinds of uses of an expression first has to grasp what intuitively seems to be the underlying meaning and then derives other uses from that or whether he simply will treat the expression initially as if it were HOMONYMOUS and only in a later step connects the meanings in some way with one another. As for your description, Barbara, of the grey area, as it were, between literal and figurative uses as a `slope': this actually brings out nicely the general problem I have with a literal/non-literal meaning dichotomy which seems to me an idealised polarisation of `kinds of meaning', where there actually is no clear boundary separating the one from the other. At the least, the idea of conventionality seems of no help here, as there are enough examples of highly familiar non-literal uses for expressions. Moreover, in the context of acquisition, as all your comments suggest,if the input children are exposed to already normally does include what might be termed non-literal uses for expressions, the usefulness of the notion of conventionality to distinguish between literal and non-literal meaning becomes even more questionable, I think. Thanks again Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nratner at hesp.umd.edu Sat May 29 14:21:22 2010 From: nratner at hesp.umd.edu (Nan Ratner) Date: Sat, 29 May 2010 10:21:22 -0400 Subject: Flip video In-Reply-To: <083FF480-0534-4008-AD2A-309902680DC9@gmail.com> Message-ID: We have been using FLIP and another similar project to BACK UP, not serve as primary data collection, for an ongoing project observing parent-child play. We figured that devices like that produce a pretty easy record for initial transcription pass. The thing to keep in mind is that perversely, the HD formats, which are the most common kind, produce files that are TOO BIG to cut to CD easily for CHAT transcription. As FLIP went increasingly HD, we found a product by RCA (Small Wonder) that we could get that produces acceptably sized files with acceptable video quality. It is not the most durable device for constant lab use, though. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> Aliyah MORGENSTERN 5/29/2010 3:04 AM >>> Dear Susan, Thanks to Brian and his team, you have some useful information on talkbank: http://www.talkbank.org/dv/ We are still a bit prehistoric here, we bought very good mini dv equipment and haven't changed it yet but talkbank is up to date... 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 29 mai 10 à 03:55, Susan Foster-Cohen a écrit : > Hi all > > Does anyone have any experience using the tiny flip HD video > recorders for collecting naturalistic data? > And/or what would you recommend for collecting quality video with > quality sound for immediate hard disk storage, playback, > transcription and analysis? > Any feedback would be gratefully received. (I am currently still in > the world of HDV minitapes and copying to DVD and thence to hard > drive.) > > Susan Foster-Cohen > > This email may be confidential and subject to legal privilege, it may > not reflect the views of the University of Canterbury, and it is not > guaranteed to be virus free. If you are not an intended recipient, > please notify the sender immediately and erase all copies of the > message > and any attachments. > > Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more > information. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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. From macw at cmu.edu Sat May 29 16:14:06 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 29 May 2010 18:14:06 +0200 Subject: Flip video In-Reply-To: <4C00EAA2.DA94.005A.0@hesp.umd.edu> Message-ID: Dear Nan and others, Yes, there is an issue with file size on the flip and ALL other HD cameras. But you are not supposed to be working with the huge raw video files that they use on the cameras themselves. You are supposed to take the raw video and compress it into a much smaller QuickTime .mov format using iMovie and one of the MP4 compressions. It is not that difficult and then the file size problem goes away. By itself, the FLIP doesn't solve this problem. You have to do file compression. It is not that difficult and it doesn't take that long. Once you get used to doing this, you will be getting really lovely video. Please see the advice we have at http://talkbank.org/dv --Brian MacWhinney On May 29, 2010, at 4:21 PM, Nan Ratner wrote: > We have been using FLIP and another similar project to BACK UP, not > serve as primary data collection, for an ongoing project observing > parent-child play. We figured that devices like that produce a pretty > easy record for initial transcription pass. The thing to keep in mind is > that perversely, the HD formats, which are the most common kind, produce > files that are TOO BIG to cut to CD easily for CHAT transcription. As > FLIP went increasingly HD, we found a product by RCA (Small Wonder) that > we could get that produces acceptably sized files with acceptable video > quality. It is not the most durable device for constant lab use, > though. > Nan > > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > >>>> Aliyah MORGENSTERN 5/29/2010 3:04 AM >>>> > Dear Susan, > Thanks to Brian and his team, you have some useful information on > talkbank: > http://www.talkbank.org/dv/ > We are still a bit prehistoric here, we bought very good mini dv > equipment and haven't changed it yet but talkbank is up to date... > 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 29 mai 10 à 03:55, Susan Foster-Cohen a écrit : > >> Hi all >> >> Does anyone have any experience using the tiny flip HD video >> recorders for collecting naturalistic data? >> And/or what would you recommend for collecting quality video with >> quality sound for immediate hard disk storage, playback, >> transcription and analysis? >> Any feedback would be gratefully received. (I am currently still in > >> the world of HDV minitapes and copying to DVD and thence to hard >> drive.) >> >> Susan Foster-Cohen >> >> This email may be confidential and subject to legal privilege, it > may >> not reflect the views of the University of Canterbury, and it is not >> guaranteed to be virus free. If you are not an intended recipient, >> please notify the sender immediately and erase all copies of the >> message >> and any attachments. >> >> Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more >> information. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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. From hkasuya at gmail.com Sat May 1 01:48:01 2010 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 1 May 2010 10:48:01 +0900 Subject: Call for Participation Message-ID: Call for Participation in the 12th Annual International Conference of the Japanese Society for Language Sciences (JSLS2010) The annual conference of the Japanese Society for Language Sciences, covering various fields related to language sciences, including linguistics, first and second language acquisition, psycholinguistics, mother tongue and foreign language education, natural language processing, bilingualism, sociolinguistics, linguistic philosophy, and discourse and conversation analysis, will be held on June 26 and 27, 2010, at the University of Electro-Communications (http://www.uec.ac.jp/eng) in Tokyo. Dr. Jack Bilmes, of the Department of Anthropology of the University of Hawai'i, will deliver a plenary lecture entitled, "Occasioned semantics: Meaning in verbal interaction." Dr. Yuji Matsumoto will deliver a plenary lecture in Japanese on natural language processing. In addition, there will be a symposium, conducted in English, on CA in a Japanese context organized by Dr. Aug Nishizaka, of Meiji Gakuin University, with Dr. Shuya Kushida, Dr. Yuri Hosoda, and Dr. David Aline. The deadline for pre-registration is June 1 (Tuesday). The University of Electro-Communications is conveniently located within a ten-minute walk from the north exit of Chofu Station, on the Keio Line. Chofu Station is fifteen minutes from Shinjuku by Special Express or Semi-Special Express. For more information, please visit the conference website: http://aimee.gsid.nagoya-u.ac.jp/jsls2010/wiki.cgi?page=JSLS2010English (Please note that the call for papers has closed.) Inquiries may be sent to the conference chair, Eric Hauser: hauserintokyo at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From shanley at bu.edu Mon May 3 21:16:33 2010 From: shanley at bu.edu (Allen, Shanley) Date: Mon, 3 May 2010 14:16:33 -0700 Subject: Boston University Conference on Language Development call for papers Message-ID: CALL FOR PAPERS THE 35th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 5-7, 2010 Keynote Speaker: Rachel Mayberry, University of California at San Diego "Nurture and biology in language acquisition: What the hands say" Plenary Speaker: William Snyder, University of Connecticut "Children's grammatical conservatism: Implications for syntactic theory" Lunch Symposium: "The acquisition of number words: Integrating formal and developmental perspectives" Susan Carey, Harvard University Justin Halberda, Johns Hopkins University Jeff Lidz, University of Maryland Julien Musolino, Rutgers University Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspectives will be fully considered, including: Bilingualism, Cognition & Language, Creoles & Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input & Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception & Production. A suggested format and style for abstracts is available at: http://www.bu.edu/linguistics/BUCLD/template.html We will begin accepting abstract submissions on April 15. Please check http://www.bu.edu/linguistics/BUCLD for a link to the submission form and any important updates. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2010. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/linguistics/BUCLD/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 Questions about abstracts should be sent to abstract at bu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pul8 at psu.edu Tue May 4 18:20:59 2010 From: pul8 at psu.edu (Ping Li) Date: Tue, 4 May 2010 14:20:59 -0400 Subject: Postdoctoral Position Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science at Pennsylvania State University invites applications for an anticipated postdoctoral position associated with a new NSF training program,* Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience*. The program seeks to provide training in research on bilingualism that will include an international perspective and that will take advantage of opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Barcelona), The Netherlands (Nijmegen), and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs and the VL2 Science of Learning Center at Gallaudet University. The successful candidate will benefit from a highly interactive group of faculty whose interests include bilingual language processing, second language acquisition in children and adults, and language contact. Applicants with experience and interests in these topics and with an interest in extending their expertise within experimental psycholinguistics, cognitive neuroscience, or linguistic field research are particularly welcome to apply. The time that a candidate will spend abroad will be determined by the nature of their research project and by ongoing collaborative arrangements between Penn State and the partner sites. Questions about faculty research interests may be directed to relevant core training faculty:* Psychology*: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss; * Spanish*: Giuli Dussias, Chip Gerfen, and John Lipski;* German*: Richard Page and Carrie Jackson. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: * jfk7 at psu.edu*. More information about the Center for Language Science (CLS) and faculty research programs can be found at* http://www.cls.psu.edu*. The position is subject to final NSF budget approval and will be for one year, with a good possibility of renewal for the next year. Salary and benefits are set by NSF guidelines. Provisions of the training program limit funding to US citizens or permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core PIRE faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her theoretical and methodological expertise in the language science of bilingualism and ways in which the opportunity to conduct research abroad with different bilingual populations would enhance those goals. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to* pirepostdoc at gmail.com*. For fullest consideration, all materials should be received by June 15, 2010, however we will consider applications until the position is filled. The appointment date is August 15, 2010. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From khirshpa at temple.edu Tue May 4 19:38:06 2010 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Tue, 4 May 2010 15:38:06 -0400 Subject: Boston University Conference on Language Development call for papers In-Reply-To: Message-ID: Thanks Shanley, Hope all is well. Just wanted to let you know I am available to be a reviewer again this year. I lost last year a bit when my mom died but am happy to help again. Kathy On May 3, 2010, at 5:16 PM, Allen, Shanley wrote: > CALL FOR PAPERS > > THE 35th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT > NOVEMBER 5-7, 2010 > > Keynote Speaker: > Rachel Mayberry, University of California at San Diego > "Nurture and biology in language acquisition: What the hands say" > > Plenary Speaker: > William Snyder, University of Connecticut > "Children's grammatical conservatism: Implications for syntactic > theory" > > Lunch Symposium: > "The acquisition of number words: Integrating formal and developmental > perspectives" > Susan Carey, Harvard University > Justin Halberda, Johns Hopkins University > Jeff Lidz, University of Maryland > Julien Musolino, Rutgers University > > Submissions that present research on any topic in the fields of first > and second language > acquisition from any theoretical perspectives will be fully > considered, including: Bilingualism, > Cognition & Language, Creoles & Pidgins, Dialects, Discourse and > Narrative, Gesture, > Hearing Impairment and Deafness, Input & Interaction, Language > Disorders, Linguistic > Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, > Reading and Literacy, > Signed Languages, Sociolinguistics, and Speech Perception & > Production. > > A suggested format and style for abstracts is available at: > http://www.bu.edu/linguistics/BUCLD/template.html > > We will begin accepting abstract submissions on April 15. Please check > http://www.bu.edu/linguistics/BUCLD for a link to the submission form > and any important updates. > > DEADLINE: All submissions must be received by 8:00 PM EST, May 15, > 2010. > > FURTHER INFORMATION > > General conference information is available at: > http://www.bu.edu/linguistics/BUCLD/ > > Boston University Conference on Language Development > 96 Cummington Street, Room 244 > Boston, MA 02215 > U.S.A. > Telephone: (617) 353-3085 > > Questions about abstracts should be sent to abstract at bu.edu > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From susan.foster-cohen at canterbury.ac.nz Wed May 5 22:55:09 2010 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Thu, 6 May 2010 10:55:09 +1200 Subject: doctoral scholarship Message-ID: Dear colleagues: The New Zealand Institute of Language Brain and Behaviour has a PhD scholarship available for an experienced speech-language therapist/pathologist interested in studying the relationship between oral and visual (sign and/or written) language development in the context of a multidisciplinary early intervention programme for children aged from birth to six with complex developmental disabilities. The successful candidate will have a primary supervisor at the University of Canterbury and be second supervised by Dr. Susan Foster-Cohen, Director of the Champion Centre and PI of the Integrated Communicative Development Project. The scholarship is for three years starting in July 2010 or as soon thereafter as is feasible for the successful candidate and may be supplemented with therapy work at the Champion Centre. Individuals interested in being considered for this scholarship can learn more about the Champion Centre by visiting www.championcentre.org.nz or by contacting Susan directly at susan at championcentre.org.nz or susan.foster-cohen at canterbury.ac.nz. Susan also welcomes dialogue with individuals interested in the research. Cheers, Susan This email may be confidential and subject to legal privilege, it may not reflect the views of the University of Canterbury, and it is not guaranteed to be virus free. If you are not an intended recipient, please notify the sender immediately and erase all copies of the message and any attachments. Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From chris.letts at ncl.ac.uk Thu May 6 08:59:50 2010 From: chris.letts at ncl.ac.uk (chrisletts) Date: Thu, 6 May 2010 01:59:50 -0700 Subject: cheap headset microphones for student voice recording Message-ID: In our teaching lab we have a number of PC's used by students to record and analyse speech as part of their course, for example spectrograms etc. We need to replace the old equipment, but I'm struggling to find a suitable, reasonably priced headset for this purpose. One of my problems is that all the headsets that might otherwise be OK have 'noise cancelling' microphones, and my guess is that may affect the sound spectrum. I'd be interested to hear recommendations, and if anyone uses a noise- cancelling mike, does it in fact affect the sound spectrum for voice recordings ?? -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From gudrun.ziegler at web.de Thu May 6 12:56:55 2010 From: gudrun.ziegler at web.de (glux) Date: Thu, 6 May 2010 05:56:55 -0700 Subject: Research Associate (post doc) in language development (M/F) Message-ID: Research Associate (post doc) in language development (M/F) http://wwwen.uni.lu/university/jobs/flshase/personnel_scientifique/research_associate_post_doc_in_language_development_m_f Application End : Sunday May 30 2010 The University of Luxembourg invites applications for the following vacancy in the Faculty of Language and Literature, Humanities, Arts and Education Research Associate within the national project ?Development of English in Plurilingual settings?(M/F) F3R_LCM_PUL-09FUND 2-year fixed term contract,part-time (20h/week) starting July 2010 Employee status Project outline The project "Development of English in Plurilingual Settings" is concerned with the development of English amongst young learners in plurilingual settings. It builds and completes a corpus with regard to developmental features of the learner variety from a discourse-in- interaction perspective. Tasks Collecting different types (audio, video, oral, written) of data covering an array of activities in English in a plurilingual learning environment Managing interactional data for implementation in a data-base and a coded corpus Analysis of data (discourse, science, media) Implementation and development (theoretical and methodological concepts in line with the focus of the project) Profile Relevant degree (PhD, qualified MA-level candidates are encouraged to apply) in one of the following fields, relevant to the project: language development, empirical developmental research, English as international language and/or ESL research, applied linguistics, multilingualism, study of child language or usage/communication analysis, data-treatment, corpus building Highly motivated, internationally experienced researcher or professional in one/several of the fields concerned with a proven record as regards the integration, set-up and/or management of data- driven scientific projects. Experience with data-bases, corpus design and/or implementation and/or (early) schooling institutions an asset. Substantial, theoretically grounded methodological skills as regards the (analytical/technical) handling of developmental/interactional data are required, prior experiences in collecting and integrating situated data into corpora-/data-treatment-systems are an asset. Experiences in working with development (language/s, resources, socio- cognitive dimensions, activity dimensions) in a specific domain or a specific age group represent an advantage. As the candidate/s will be working with different types of data covering an array of languages and modalities, she/he has excellent command of at least two of the following languages: English (and its varieties), German and/or French (written and spoken), Luxembourgish and/or a further language an asset. Excellent self-management skills, ability and willingness to engage into active team-management, intercultural, technical and interdisciplinary awareness as well as a motivation to join a challenging environment within a trilingual, international and young University are prerequisites for the positions open within this project. For further information please contact: Ass.-Prof. Dr. Gudrun Ziegler Phone: (+352) 46 66 44 9363 Mail: gudrun.ziegler Candidates should submit the following documents: ? letter of motivation, stating the link of previous work/interests with the position and the project ? curriculum vitae ? record of publications and projects (if applicable) ? copies of diploma(s) ? two references (relevant to the position) by sending applications until May 30th, 2010 - to: University of Luxembourg UR LCMI - Mme Marianne Graff? Faculty of Language and Literature, Humanities, Arts and Education Campus Walferdange B.P. 2 L-7201 Luxembourg-Walferdange -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From wyqecho at gmail.com Fri May 7 09:39:30 2010 From: wyqecho at gmail.com (wyqecho) Date: Fri, 7 May 2010 17:39:30 +0800 Subject: tool to test students(age 7-12) English ability Message-ID: Hello, I am designing a study in which I want to find out the relationship between early English study(as second language) experience and later language ability(both English and mother tongue Chinese). I need a tool which can be applied to test students(age 7-12) English ability. Last week I tied PPVT-R, but the outcome shows it?s not well-applied to Chinese primary students. Would anyone be able to point me in the direction that I'm looking for? Any help would be greatly appreciated! Ellen Wang Ph.D. Student Children?s Language Development and Education Area Department of Preschool Education East China Normal University Shanghai, China 2010-05-07 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kristine at hum.aau.dk Fri May 7 12:15:38 2010 From: kristine at hum.aau.dk (Kristine Jensen de Lopez) Date: Fri, 7 May 2010 05:15:38 -0700 Subject: FINAL Call Conference Language Impairment in Monolingual and Bilingual Society Message-ID: *** LIMoBiS Conference - FINAL ANNOUNCEMENT and CALL FOR ABSTRACTS *** Deadline MAY 31st The programme for the two-day preconference Ph.D. course is now posted on the LIMoBiS website. The course is interactive and the student will be credited 2.5 ECTS. The course fee is just 40? when registered for the conference. LIMoBiS 2010: Language Impairment in Monolingual and Bilingual Society Speakers: Sharon Armon-Lotem, Bar-Ilan University Dorothy V. M. Bishop, Oxford University Nicola Botting, City University London Daniela Brizzolara, University of Pisa Medical School Jan de Jong, University of Amsterdam Kathryn Kohnert, University of Minnesota Theodoros Marinis, University of Reading Laurie Anne Tuller, Universit? Fran?ois Rabelais 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. One page abstracts for talks and posters on 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 The registration fee includes a wine reception at the Utzon Center, lunch, beverages, fruit and a conference dinner. This conference is supported by: Cognitive Psychology Unit & the NASUD project The Doctoral Programme in Human Centered Communication and Informatics The Department of Communication and Psychology, Aalborg University, Denmark -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Fri May 7 15:08:12 2010 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 7 May 2010 11:08:12 -0400 Subject: tool to test students(age 7-12) English ability In-Reply-To: <201005071739287503128@gmail.com> Message-ID: I'd recommend our DELV test for all language-related questions. It is the only test which really looks carefully at complex syntax and quantification. It is available from the Psychological Corporation. Tom Roeper On Fri, May 7, 2010 at 5:39 AM, wyqecho wrote: > Hello, > > > > I am designing a study in which I want to find out the relationship between > early English study(as second language) experience and later language > ability(both English and mother tongue Chinese). > > > > I need a tool which can be applied to test students(age 7-12) English > ability. Last week I tied PPVT-R, but the outcome shows it?s not > well-applied to Chinese primary students. Would anyone be able to point me > in the direction that I'm looking for? > > > > Any help would be greatly appreciated! > > > > Ellen Wang > > Ph.D. Student > > Children?s Language Development and Education Area > > Department of Preschool Education > > East China Normal University > > Shanghai, China > > > 2010-05-07 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From amyepace at gmail.com Mon May 10 15:16:28 2010 From: amyepace at gmail.com (Amy Pace) Date: Mon, 10 May 2010 08:16:28 -0700 Subject: Manner-of-motion verbs Message-ID: Dear colleagues, I am interested in 24-month-olds' understanding of manner-of-motion verbs. As a first pass, I'd like to evaluate parent report of motion verb comprehension and production. Can anyone suggest references that have categorized the 103 Action Words on the CDI: Words and Sentences into semantic subclasses (manner of motion, change of state, etc.)? Thank you, Amy Pace Graduate Student SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders apace at ucsd.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From eisenbergs at mail.montclair.edu Mon May 10 21:00:49 2010 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Mon, 10 May 2010 17:00:49 -0400 Subject: RA position at Montclair State University In-Reply-To: Message-ID: Research assistant position for grant-funded project investigating preschool language A full-time position is available working on a project in the Department of Communication Sciences and Disorders at Montclair State University in New Jersey. The project is funded by NIH/NIDCD and focuses on preschool children who are typically developing and children with language disorder. Responsibilities include participant recruitment and scheduling, preliminary evaluations of participants for eligibility and classification, eliciting language samples from young children, transcribing audio-taped and video-taped language samples, transcript coding, and data analysis. Minimum qualifications are a bachelors degree in linguistics, psychology, cognitive science, speech-language pathology, or a related discipline with experience in the conduct of research involving human subjects. The ideal candidate would have prior experience working with young children and their families; experience with computerized language transcription and analysis; excellent interpersonal skills for interacting with adults and young children; excellent organizational skills; will be independent in carrying out responsibilities and willing to make a 14-month commitment to the position. A recent college graduate looking for additional research experience before going on to graduate school would be ideal. Interested applicants should send a letter that includes a description of previous experience and a curriculum vitae, and arrange to have three letters of recommendation sent to: Dr. Sarita Eisenberg, Department of Communication Sciences and Disorders, 1515 Broad Street, Bloomfield, New Jersey 07003; eisenbergs at mail.montclair.edu. Review of applications will begin immediately. The anticipated start date is July 1, 2010. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From lieven at eva.mpg.de Sat May 15 16:42:41 2010 From: lieven at eva.mpg.de (Lieven, Elena) Date: Sat, 15 May 2010 09:42:41 -0700 Subject: IASCL award for contributions to the field Message-ID: Dear all, I've been reading with interest and enthusiasm all the messages about (a) some kind of celebration symposium, at the IASCL conference in Montreal, of CHILDES and Brian's work and (b) some kind of (? triennial) award (?the 'Roger Brown' award) for outstanding service to the field. In the case of the symposium, I gather that Ping Li has this in hand and is in discussions with Henri Cohen, the Conference Organiser and others. In the case of the proposed award, a formal proposal has to be made to the IASCL committee and, since money is involved, if the committee approve it, it would have to be forwarded to the IASCL board (which meets on June 28th). I am happy to work with people on this if they contact me. all the best Elena Lieven President, IASCL -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pul8 at psu.edu Sat May 15 19:28:33 2010 From: pul8 at psu.edu (Ping Li) Date: Sat, 15 May 2010 15:28:33 -0400 Subject: IASCL award for contributions to the field In-Reply-To: <99154501-2829-46c1-aa9b-2a391d650acb@c7g2000vbc.googlegroups.com> Message-ID: Dear Elena, Many thanks for your message. I would like to add a clarification in terms of the symposium. The symposium was an idea floating among a few of Brian's close colleagues and former students starting at the end of last year (before the 'one million mark' discussions), and the original intention was to keep it as a surprise to Brian. A great many other ideas and issues arose following the discussions on info-childes (and off info-childes) after the 'one million mark' postings. The latest plan on this side (after consulting with Brian, not a surprise anymore though, which proved to be difficult anyway) is to organize a special symposium in honor of Brian's work that bridges L1 and L2 acquisition. The details of this are still being worked out, and I have been in touch with Henri Cohen on this. But please note that the planned symposium will be on issues independent of the CHILDES's contributions to the field. With best wishes, Ping On Sat, May 15, 2010 at 12:42 PM, Lieven, Elena wrote: > Dear all, > > I've been reading with interest and enthusiasm all the messages about > (a) some kind of celebration symposium, at the IASCL conference in > Montreal, of CHILDES and Brian's work and (b) some kind of (? > triennial) award (?the 'Roger Brown' award) for outstanding service to > the field. > > In the case of the symposium, I gather that Ping Li has this in hand > and is in discussions with Henri Cohen, the Conference Organiser and > others. > > In the case of the proposed award, a formal proposal has to be made to > the IASCL committee and, since money is involved, if the committee > approve it, it would have to be forwarded to the IASCL board (which > meets on June 28th). I am happy to work with people on this if they > contact me. > > all the best > Elena Lieven > President, IASCL > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- ----------------------------------------------- Ping Li, Ph.D. Professor of Psychology, Linguistics, Information Sciences & Technology Department of Psychology and Center for Language Science Pennsylvania State University University Park, PA 16802, USA Email: pul8 at psu.edu http://cogsci.psu.edu ----------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Sat May 15 20:48:15 2010 From: lieven at eva.mpg.de (Elena Lieven) Date: Sat, 15 May 2010 22:48:15 +0200 Subject: IASCL award for contributions to the field In-Reply-To: Message-ID: Dear Ping, Thanks for the clarification - that helps with keeping things straight. The symposium sounds very interesting - I hope it all works out. all the best elena Ping Li wrote: > Dear Elena, > > Many thanks for your message. I would like to add a clarification in terms > of the symposium. The symposium was an idea floating among a few of Brian's > close colleagues and former students starting at the end of last year > (before the 'one million mark' discussions), and the original intention was > to keep it as a surprise to Brian. A great many other ideas and issues arose > following the discussions on info-childes (and off info-childes) after the > 'one million mark' postings. The latest plan on this side (after consulting > with Brian, not a surprise anymore though, which proved to be difficult > anyway) is to organize a special symposium in honor of Brian's work that > bridges L1 and L2 acquisition. The details of this are still being worked > out, and I have been in touch with Henri Cohen on this. But please note > that the planned symposium will be on issues independent of the CHILDES's > contributions to the field. > > With best wishes, > > Ping > > On Sat, May 15, 2010 at 12:42 PM, Lieven, Elena wrote: > > >> Dear all, >> >> I've been reading with interest and enthusiasm all the messages about >> (a) some kind of celebration symposium, at the IASCL conference in >> Montreal, of CHILDES and Brian's work and (b) some kind of (? >> triennial) award (?the 'Roger Brown' award) for outstanding service to >> the field. >> >> In the case of the symposium, I gather that Ping Li has this in hand >> and is in discussions with Henri Cohen, the Conference Organiser and >> others. >> >> In the case of the proposed award, a formal proposal has to be made to >> the IASCL committee and, since money is involved, if the committee >> approve it, it would have to be forwarded to the IASCL board (which >> meets on June 28th). I am happy to work with people on this if they >> contact me. >> >> all the best >> Elena Lieven >> President, IASCL >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> >> > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Sat May 15 21:26:44 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 May 2010 23:26:44 +0200 Subject: new Farsi corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus on the acquisition of Farsi from Neiloufar Family of the Institute of Cognitive Science in Tehran and COLAJE in Paris. The corpus is from the girl Lilia between the ages of 1;11 and 2;10 and it is fully linked to audio and fully tagged on the %mor line. The audio quality is really great and the linkage is very accurate, as you can hear for yourself over the web-based browser at http://childes.psy.cmu.edu/browser/index.php?url=Other/Farsi/Family/lilia/ Even for those who know no Farsi, I think this corpus will be quite interesting and for those who know Farsi this is a major step forward. Many thanks for Neiloufar for this great contribution. --Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Sat May 15 21:33:00 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 15 May 2010 23:33:00 +0200 Subject: Spanish Clinical corpus Message-ID: Dear Info-CHILDES, I am also very happy to announce the addition to CHILDES of a corpus from 52 Spanish-speaking teenagers with various levels of mental retardation. The corpus known as CORDIS is in the /clinical segment of CHILDES and was contributed by the GrupoLCVL research team at the PROMIVA Foundation of Teresa Fern?ndez de Vega Losada, Sara Llena D?az, Gema Garc?a Marcos, and Elena Cabeza Pereiro. The corpus currently has 52 subjects providing narratives of TV programs and videos. The goal is for the corpus to eventually have 160-200 subjects. Because of the special nature of this population, the GrupoLCVL team asks that anyone interested in using this corpus first contact them at grupolcvl at gmail.com. Many thanks to GrupoLCVL for this important contribution. --Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From barner at ucsd.edu Thu May 20 22:21:18 2010 From: barner at ucsd.edu (David Barner) Date: Thu, 20 May 2010 15:21:18 -0700 Subject: Workshop: Semantic Development (Cognitive Science Society, 2010) Message-ID: Dear colleagues, I'd like to invite you to attend a special workshop on semantic development at CogSci 2010, described below. We look forward to seeing you in Portland on August 11! Dave -- David Barner, Ph.D. Assistant Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -------------------------------------------------- WORKSHOP: Semantic Development: An Interdisciplinary Approach Cognitive Science 2010, Portland Oregon, August 11, 2010 Organizers: David Barner & Susan Carey Featuring contributions from: Susan Carey, David Barner, Lance Rips, Luca Bonatti, Lisa Feigenson, Justin Halberda, Fei Xu, Noah Goodman, Ira Noveck, Sarah-Jane Leslie, Jesse Snedeker, Sandeep Prasada, & Anna Papafragou Most research on language development has concentrated on how children acquire lexical representations, syntax, and phonology. In contrast,here has been relatively little work on the acquisition of the formal semantic component of language. Historically, work on logical development has been mainly concerned with the argument schemas that underlie deductive argument. But recently there has been an explosion of research on the logical capacities that underlie the semantics of natural language and that underlie mathematical cognition. The proposed full-day workshop will explore current investigations of Semantic Development, with a focus on how recent work in psychology and numerical cognition is related to formal semantic models of linguistic competence. Recent empirical work has documented rich non-linguistic quantitative capacities in human adults, pre-linguistic infants, and various non-human animals. These systems support the representation and tracking of objects, the chunking of object arrays into sets, and the discrimination of relative numerosities. Studies have also established that these systems of representation become associated with linguistic quantity representations in development. For example, number words are associated with approximate number representations in human adults. Similarly, infants? ability to track small sets of objects appears to support (and constrain) their ability to learn words like 'two.' Quantifiers like 'more' and 'most' also draw on these non-linguistic systems for the purposes of meaning verification. However, attested non-linguistic systems are unable to represent many critical formal aspects of language and of mathematical competence. This suggests that formal representations may not originate solely from non-linguistic sources. But if this is true, what is their origin, and how do they become related to non-linguistic representations? Do non-linguistic systems supply content that is constitutive of later semantic competence, or do they act as systems of meaning verification, which do not supply content, but allow semantic learning hypotheses to be tested in the world? These questions will form the core of the proposed workshop. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From josjev at gmail.com Wed May 26 08:30:50 2010 From: josjev at gmail.com (Josje Verhagen) Date: Wed, 26 May 2010 10:30:50 +0200 Subject: Announcement: Workshop on Dummy Auxiliaries Message-ID: * * * * *Workshop on Dummy auxiliaries in (a)typical first and second language acquisition** * * * On 1-2 July 2010, the Centre for Language Studies will organise a workshop at Radboud University Nijmegen, The Netherlands. The topics that will be discussed are: - Dummy auxiliaries in Second Language Acquisition. Speakers: Maria del Pilar Garc?a Mayo, Rosemarie Tracy, Solveig Chilla, Carson Sch?tze, Elma Blom, Ineke van de Craats, and Josje Verhagen. - Dummy auxiliaries in First Language Acquisition. Speakers: Shalom Zuckerman, Sjef Barbiers, Manuela Julien, Margreet van Koert, and Evelina Leivada. - Dummy auxiliaries in Atypical first language acquisition. Speakers: Antje Orgassa, Jan de Jong, and Anke Jolink. - Discussant on the second day: Peter Jordens. The participation fee is ? 50,- (this includes two lunches, a conference dinner and drinks). Please register before 16 June by sending an e-mail to Ineke van de Craats (i.v.d.craats at let.ru.nl). The full programme with abstracts is available on the website of CLS, http://www.ru.nl/cls/events_news/cls-events/@712782/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kristinborjesson at yahoo.de Fri May 28 08:34:45 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Fri, 28 May 2010 01:34:45 -0700 Subject: children and non-literal meaning ... again Message-ID: Dear All, some time ago I asked for literature on when children start to understand non-literal language like metaphor, etc. First of all, thanks for the answers you gave on that point. Today I want to ask a related question, arising from my very limited private experience with the kind of language a young child might be exposed to. It seems to me that caretakers do not consciously or deliberatelty concentrate on only using expressions literally and that children therefore might learn to understand and later to use expressions right from the beginning, as it were, with what might be called a non- literal meaning. Do you have any comments to make on this? Maybe an example makes clearer what I have in mind. There is this expression in German `dei dei' which roughly means `to sleep'. Recently I noticed that my mother, when she was talking to my son (15 months), used `dei dei' to refer to/explain her putting away a remote control he had been playing with. Intuitively, it seems to me that her use of `dei dei' is related in meaning to the `to sleep' meaning, but deviates from it. The question is whether it is necessarily the case that a child in being exposed to these kinds of uses of an expression first has to grasp what intuitively seems to be the underlying meaning and then derives other uses from that or whether he simply will treat the expression initially as if it were polysemous and only in a later step connects the meanings in some way with one another. I hope this makes sense. The point I would like to establish is that it is possible to intuitively judge a particular meaning as deviating from what, again intuitively, feels like the underlying meaning, when in fact in terms of acquisition the intuitively basic meaning was not necessarily acquired first or before the meaning that is intuitively judged as deviating. Although this is probably all rather confusing, I'd be very grateful for any comments on this idea. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From joellenuchadee at gmail.com Fri May 28 09:00:11 2010 From: joellenuchadee at gmail.com (Joelle NUCHADEE) Date: Fri, 28 May 2010 11:00:11 +0200 Subject: autoclitic frames Message-ID: Dear All I am actually a phd student in France and would like to know if any of you is working on and/or would have some literature to advise me on "autoclitic frames" thanking you in advance joelle -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Fri May 28 12:10:54 2010 From: bpearson at research.umass.edu (Barbara Pearson) Date: Fri, 28 May 2010 08:10:54 -0400 Subject: children and non-literal meaning ... again In-Reply-To: <087476c9-4958-46f6-959a-81796441d9ed@z17g2000vbd.googlegroups.com> Message-ID: Dear Kristen, I don't know how I missed your original query in January (except that I was traveling at that time)--but your question is exactly the thesis of my dissertation (1988!), and a small article in JCL, 1990. I argued that far from being more difficult to understand, metaphor, and metonymy more generally, were part of the central core of children's meaning-making. Their prowess in symbolic play, especially using generic props that do not literally look like a car or a spoon, in the second year of life indicates that they have no trouble understanding the use of one thing for another--although it will be many years before they can be intentional and explain it metalinguistically. In fact, using language metaphorically might make fewer demands to have just one aspect of a "family resemblance" definition that must be relevant, compared to the more stringent requirements for literal language. Adults' familiarity with metonymy in their own discourse might make children's earliest denotations easy and unremarkable for them to understand. I hear from people occasionally on this topic, but I haven't pursued it. I confess I did not follow up on the interesting summaries other Infochildes-ers sent you in January. I especially do not have a clear way to test where on the slope between literal and figurative many uses fall, but will be interested if you decide to try. I probably don't have an electronic version of my dissertation to pull out the review of the literature (which was quite amusing to read--the literature, that is). The JCL article has a few references like Chukovsky and Verbrugge (1979) which may spur your thinking further. Keep us posted. Barbara Pearson On May 28, 2010, at 4:34 AM, Isenthia wrote: > Dear All, > > some time ago I asked for literature on when children start to > understand non-literal language like metaphor, etc. First of all, > thanks for the answers you gave on that point. > > Today I want to ask a related question, arising from my very limited > private experience with the kind of language a young child might be > exposed to. > > It seems to me that caretakers do not consciously or deliberatelty > concentrate on only using expressions literally and that children > therefore might learn to understand and later to use expressions right > from the beginning, as it were, with what might be called a non- > literal meaning. Do you have any comments to make on this? > > Maybe an example makes clearer what I have in mind. There is this > expression in German `dei dei' which roughly means `to sleep'. > Recently I noticed that my mother, when she was talking to my son (15 > months), used `dei dei' to refer to/explain her putting away a remote > control he had been playing with. Intuitively, it seems to me that her > use of `dei dei' is related in meaning to the `to sleep' meaning, but > deviates from it. The question is whether it is necessarily the case > that a child in being exposed to these kinds of uses of an expression > first has to grasp what intuitively seems to be the underlying meaning > and then derives other uses from that or whether he simply will treat > the expression initially as if it were polysemous and only in a later > step connects the meanings in some way with one another. > > I hope this makes sense. The point I would like to establish is that > it is possible to intuitively judge a particular meaning as deviating > from what, again intuitively, feels like the underlying meaning, when > in fact in terms of acquisition the intuitively basic meaning was not > necessarily acquired first or before the meaning that is intuitively > judged as deviating. > > Although this is probably all rather confusing, I'd be very grateful > for any comments on this idea. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From msninio at pluto.mscc.huji.ac.il Fri May 28 14:17:54 2010 From: msninio at pluto.mscc.huji.ac.il (Anat Ninio) Date: Fri, 28 May 2010 17:17:54 +0300 Subject: children and non-literal meaning ... again In-Reply-To: Message-ID: Dear Kristen, I'm just about to finish a book on Stage I of syntactic development that will come out in OUP, entitled "/Syntactic development: Its input and output/." One of the things I checked in a large corpus of English-language parental speech was parents' use of Light Verb Constructions with the 5 canonical verbs -- /take, have, give, do/, and /make/ -- addressing children whose mean age is not a lot above 2 years. These combinations are by definition non-literal or idiomatic, some more than others. It appears that parents use these in large numbers. When I checked the children, they, too used them at this early age quite extensively. As far as this type of non-literal usage is concerned, parents don't hold back and children don't have a problem taking this up. I'm glad Barbara Pearson brought her 1990 paper to our attention, I'm off to find it right now! I agree with her conclusions to the full! The best with your project, Anat Ninio Barbara Pearson wrote: > Dear Kristen, > I don't know how I missed your original query in January (except that > I was traveling at that time)--but your question is exactly the thesis > of my dissertation (1988!), and a small article in JCL, 1990. I > argued that far from being more difficult to understand, metaphor, and > metonymy more generally, were part of the central core of children's > meaning-making. Their prowess in symbolic play, especially using > generic props that do not literally look like a car or a spoon, in the > second year of life indicates that they have no trouble understanding > the use of one thing for another--although it will be many years > before they can be intentional and explain it metalinguistically. In > fact, using language metaphorically might make fewer demands to have > just one aspect of a "family resemblance" definition that must be > relevant, compared to the more stringent requirements for literal > language. Adults' familiarity with metonymy in their own discourse > might make children's earliest denotations easy and unremarkable for > them to understand. > > I hear from people occasionally on this topic, but I haven't pursued > it. I confess I did not follow up on the interesting summaries other > Infochildes-ers sent you in January. I especially do not have a clear > way to test where on the slope between literal and figurative many > uses fall, but will be interested if you decide to try. I probably > don't have an electronic version of my dissertation to pull out the > review of the literature (which was quite amusing to read--the > literature, that is). The JCL article has a few references like > Chukovsky and Verbrugge (1979) which may spur your thinking further. > > Keep us posted. > Barbara Pearson > > On May 28, 2010, at 4:34 AM, Isenthia wrote: > >> Dear All, >> >> some time ago I asked for literature on when children start to >> understand non-literal language like metaphor, etc. First of all, >> thanks for the answers you gave on that point. >> >> Today I want to ask a related question, arising from my very limited >> private experience with the kind of language a young child might be >> exposed to. >> >> It seems to me that caretakers do not consciously or deliberatelty >> concentrate on only using expressions literally and that children >> therefore might learn to understand and later to use expressions right >> from the beginning, as it were, with what might be called a non- >> literal meaning. Do you have any comments to make on this? >> >> Maybe an example makes clearer what I have in mind. There is this >> expression in German `dei dei' which roughly means `to sleep'. >> Recently I noticed that my mother, when she was talking to my son (15 >> months), used `dei dei' to refer to/explain her putting away a remote >> control he had been playing with. Intuitively, it seems to me that her >> use of `dei dei' is related in meaning to the `to sleep' meaning, but >> deviates from it. The question is whether it is necessarily the case >> that a child in being exposed to these kinds of uses of an expression >> first has to grasp what intuitively seems to be the underlying meaning >> and then derives other uses from that or whether he simply will treat >> the expression initially as if it were polysemous and only in a later >> step connects the meanings in some way with one another. >> >> I hope this makes sense. The point I would like to establish is that >> it is possible to intuitively judge a particular meaning as deviating >> from what, again intuitively, feels like the underlying meaning, when >> in fact in terms of acquisition the intuitively basic meaning was not >> necessarily acquired first or before the meaning that is intuitively >> judged as deviating. >> >> Although this is probably all rather confusing, I'd be very grateful >> for any comments on this idea. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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 > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Fri May 28 15:51:14 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 28 May 2010 17:51:14 +0200 Subject: children and non-literal meaning ... again In-Reply-To: <4BFFD092.5030109@pluto.mscc.huji.ac.il> Message-ID: Dear Anat and Kristen, we find exactly the same thing in French (but we only looked at three children and their parents and 6 verbal constructions so far). 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 mai 10 ? 16:17, Anat Ninio a ?crit : > Dear Kristen, > > I'm just about to finish a book on Stage I of syntactic development > that will come out in OUP, entitled "/Syntactic development: Its > input and output/." One of the things I checked in a large corpus > of English-language parental speech was parents' use of Light Verb > Constructions with the 5 canonical verbs -- /take, have, give, do/, > and /make/ -- addressing children whose mean age is not a lot above > 2 years. These combinations are by definition non-literal or > idiomatic, some more than others. It appears that parents use these > in large numbers. When I checked the children, they, too used them > at this early age quite extensively. As far as this type of non- > literal usage is concerned, parents don't hold back and children > don't have a problem taking this up. > > I'm glad Barbara Pearson brought her 1990 paper to our attention, > I'm off to find it right now! I agree with her conclusions to the > full! > > The best with your project, > > Anat Ninio > > Barbara Pearson wrote: >> Dear Kristen, >> I don't know how I missed your original query in January (except >> that I was traveling at that time)--but your question is exactly >> the thesis of my dissertation (1988!), and a small article in JCL, >> 1990. I argued that far from being more difficult to understand, >> metaphor, and metonymy more generally, were part of the central >> core of children's meaning-making. Their prowess in symbolic play, >> especially using generic props that do not literally look like a >> car or a spoon, in the second year of life indicates that they have >> no trouble understanding the use of one thing for another--although >> it will be many years before they can be intentional and explain it >> metalinguistically. In fact, using language metaphorically might >> make fewer demands to have just one aspect of a "family >> resemblance" definition that must be relevant, compared to the more >> stringent requirements for literal language. Adults' familiarity >> with metonymy in their own discourse might make children's earliest >> denotations easy and unremarkable for them to understand. >> >> I hear from people occasionally on this topic, but I haven't >> pursued it. I confess I did not follow up on the interesting >> summaries other Infochildes-ers sent you in January. I especially >> do not have a clear way to test where on the slope between literal >> and figurative many uses fall, but will be interested if you decide >> to try. I probably don't have an electronic version of my >> dissertation to pull out the review of the literature (which was >> quite amusing to read--the literature, that is). The JCL article >> has a few references like Chukovsky and Verbrugge (1979) which may >> spur your thinking further. >> >> Keep us posted. >> Barbara Pearson >> >> On May 28, 2010, at 4:34 AM, Isenthia wrote: >> >>> Dear All, >>> >>> some time ago I asked for literature on when children start to >>> understand non-literal language like metaphor, etc. First of all, >>> thanks for the answers you gave on that point. >>> >>> Today I want to ask a related question, arising from my very limited >>> private experience with the kind of language a young child might be >>> exposed to. >>> >>> It seems to me that caretakers do not consciously or deliberatelty >>> concentrate on only using expressions literally and that children >>> therefore might learn to understand and later to use expressions >>> right >>> from the beginning, as it were, with what might be called a non- >>> literal meaning. Do you have any comments to make on this? >>> >>> Maybe an example makes clearer what I have in mind. There is this >>> expression in German `dei dei' which roughly means `to sleep'. >>> Recently I noticed that my mother, when she was talking to my son >>> (15 >>> months), used `dei dei' to refer to/explain her putting away a >>> remote >>> control he had been playing with. Intuitively, it seems to me that >>> her >>> use of `dei dei' is related in meaning to the `to sleep' meaning, >>> but >>> deviates from it. The question is whether it is necessarily the case >>> that a child in being exposed to these kinds of uses of an >>> expression >>> first has to grasp what intuitively seems to be the underlying >>> meaning >>> and then derives other uses from that or whether he simply will >>> treat >>> the expression initially as if it were polysemous and only in a >>> later >>> step connects the meanings in some way with one another. >>> >>> I hope this makes sense. The point I would like to establish is that >>> it is possible to intuitively judge a particular meaning as >>> deviating >>> from what, again intuitively, feels like the underlying meaning, >>> when >>> in fact in terms of acquisition the intuitively basic meaning was >>> not >>> necessarily acquired first or before the meaning that is intuitively >>> judged as deviating. >>> >>> Although this is probably all rather confusing, I'd be very grateful >>> for any comments on this idea. >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send 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 >> > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mccune at rci.rutgers.edu Fri May 28 20:40:53 2010 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Fri, 28 May 2010 16:40:53 -0400 Subject: children and non-literal meaning ... again In-Reply-To: <087476c9-4958-46f6-959a-81796441d9ed@z17g2000vbd.googlegro ups.com> Message-ID: Dear Kristen, My early work was on the development of representational play during the second year of life. When children can convey non-literal meaning through play, they are engaging in a metaphor of action. If you look closely at how their uses of a given word extend across events, you will see that a non-literal aspect is seen there as well. Words that refer to dynamic aspects of events are particularly salient. While one can say there is something literally similar across uses, the extension from one situation to the next does involve analogy. Examples of open: Shanti?Gesturing at toy milk bottle she wants mother to open Prior to opening the jack-in-the-box Taking bottle after mother opens it Janis?Pushing on cover of workbench, trying to open it Trying to open book Mira?Trying to get object out of bottle that is already opened or some for "allgone": Janis?Showing mother an empty juice cup Looking in empty bucket when toys have been removed Setting a book down when finished with it Meri?Looking in empty bottle after removing objects Holding up blanket; answering mother?s question, ?What happened to the baby?? Mira?Looking in empty cup;her juice gone. Shanti?Waving her empty juice glass in the air After dumping an object from the large bottle Searching for a doll Looking for more objects to put in the bottle after the appropriate ones have been put in bye-bye (Used as "allgone" by some.) Janis?Dropping lid in pot Before and while closing the lid on the jack-in-the-box Putting objects in the bottle Covering mother?s face with her hair The bye-bye use is reminiscent of your example re: sleep. I believe the children do their extending by analogy in general because few situations involving extension of meaning are exactly the same as one another. Because there is some sense of similarity across uses, children's early words are usually described as naming "categories". However, it may be that they are simply reminded of prior uses of words in new situations by analogical extension. The similarities lead us to define these as categories. If the child's use is too far off, we term it an "over-extension". The fact that they engage in levels of representational play requiring analogical processes suggests that these processes are available for language as well. Lorraine At 04:34 AM 5/28/2010, wrote: >Dear All, > >some time ago I asked for literature on when children start to >understand non-literal language like metaphor, etc. First of all, >thanks for the answers you gave on that point. > >Today I want to ask a related question, arising from my very limited >private experience with the kind of language a young child might be >exposed to. > >It seems to me that caretakers do not consciously or deliberatelty >concentrate on only using expressions literally and that children >therefore might learn to understand and later to use expressions right >from the beginning, as it were, with what might be called a non- >literal meaning. Do you have any comments to make on this? > >Maybe an example makes clearer what I have in mind. There is this >expression in German `dei dei' which roughly means `to sleep'. >Recently I noticed that my mother, when she was talking to my son (15 >months), used `dei dei' to refer to/explain her putting away a remote >control he had been playing with. Intuitively, it seems to me that her >use of `dei dei' is related in meaning to the `to sleep' meaning, but >deviates from it. The question is whether it is necessarily the case >that a child in being exposed to these kinds of uses of an expression >first has to grasp what intuitively seems to be the underlying meaning >and then derives other uses from that or whether he simply will treat >the expression initially as if it were polysemous and only in a later >step connects the meanings in some way with one another. > >I hope this makes sense. The point I would like to establish is that >it is possible to intuitively judge a particular meaning as deviating >from what, again intuitively, feels like the underlying meaning, when >in fact in terms of acquisition the intuitively basic meaning was not >necessarily acquired first or before the meaning that is intuitively >judged as deviating. > >Although this is probably all rather confusing, I'd be very grateful >for any comments on this idea. > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email to info-childes at googlegroups.com. >To unsubscribe from this group, send email to >info-childes+unsubscribe at googlegroups.com. >For more options, visit this group at >http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.foster-cohen at canterbury.ac.nz Sat May 29 01:55:46 2010 From: susan.foster-cohen at canterbury.ac.nz (Susan Foster-Cohen) Date: Sat, 29 May 2010 13:55:46 +1200 Subject: Flip video Message-ID: Hi all Does anyone have any experience using the tiny flip HD video recorders for collecting naturalistic data? And/or what would you recommend for collecting quality video with quality sound for immediate hard disk storage, playback, transcription and analysis? Any feedback would be gratefully received. (I am currently still in the world of HDV minitapes and copying to DVD and thence to hard drive.) Susan Foster-Cohen This email may be confidential and subject to legal privilege, it may not reflect the views of the University of Canterbury, and it is not guaranteed to be virus free. If you are not an intended recipient, please notify the sender immediately and erase all copies of the message and any attachments. Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more information. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From aliyah.morgenstern at gmail.com Sat May 29 07:04:04 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sat, 29 May 2010 09:04:04 +0200 Subject: Flip video In-Reply-To: Message-ID: Dear Susan, Thanks to Brian and his team, you have some useful information on talkbank: http://www.talkbank.org/dv/ We are still a bit prehistoric here, we bought very good mini dv equipment and haven't changed it yet but talkbank is up to date... 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 29 mai 10 ? 03:55, Susan Foster-Cohen a ?crit : > Hi all > > Does anyone have any experience using the tiny flip HD video > recorders for collecting naturalistic data? > And/or what would you recommend for collecting quality video with > quality sound for immediate hard disk storage, playback, > transcription and analysis? > Any feedback would be gratefully received. (I am currently still in > the world of HDV minitapes and copying to DVD and thence to hard > drive.) > > Susan Foster-Cohen > > This email may be confidential and subject to legal privilege, it may > not reflect the views of the University of Canterbury, and it is not > guaranteed to be virus free. If you are not an intended recipient, > please notify the sender immediately and erase all copies of the > message > and any attachments. > > Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more > information. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From K.Abbot-Smith at kent.ac.uk Sat May 29 08:00:10 2010 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Sat, 29 May 2010 01:00:10 -0700 Subject: Research Assistant - Child Development Eye-tracking Project Message-ID: The new Kent Child Development Unit (www.kent.ac.uk/psychology/ childdevelopmentunit ) has a position for a research assistant on ?24,877 - ?28,839 per annum, at 60% of full-time pro rata for 1 year and 9 months, starting 2nd August 2010. To apply for this post you have to complete an application form via the University of Kent's online recruitment process on www.kent.ac.uk/jobs. The deadline is 20th June and interviews will be held on 1st July. The project is entitled "the role of the agent in sentence comprehension by preschool children" and funded by an ESRC grant to Dr. Kirsten Abbot-Smith (University of Kent), Dr. Caroline Rowland (University of Liverpool) and Prof. Julian Pine (University of Liverpool). The main purpose of this role is, firstly, to programme and maintain the E-Prime 2.0, touch-screen, and Tobii X120 eye-tracker calibration, eye-tracking and analysis programmes necessary for carrying out eye- tracking experiments on both 24 months old and 42 months old as part of a study looking at how children learn to understand the meanings of sentences. Secondly, the position also requires the researcher to create the visual and audio stimuli using video and audio-editing programmes such as Adobe Premiere Pro CS4. Lastly, the children will be tested at the Kent Child Development Unit at the University of Kent in the presence of their parents. The testing procedure includes encouraging the children to point at the video clip which matches what they hear. Therefore, experience in working with young pre-school age children would be desirable. Key Duties To help programme and run a Tobii eye-tracker which will record which video-clip children are looking at when they hear a sentence and how the looking preferences change during the time-course of the sentence. To programme E-Prime 2.0 and the interaction with the eye-tracker and the touch-screen. ?To use Adobe Premiere Pro CS4 and / or similar programmes to edit the above film clips. ?To run the test with each child individually, whereby a precise adherence to the same procedure for each child is required. ?Help recruit by approaching parents in the city centre (c. 6 hours per month) and at NCT nearly new sales. ?To conflate the children?s scores in an SPSS spreadsheet, and (preferably) to help with the statistical analyses. ?To assist in thinking up of new ?made-up? actions and organising students to help film these. Such other duties, commensurate with the grading of the post that may be assigned by the Head of Department or their nominee. The following qualifications / experience are essential for this position: - a University bachelor degree in Computer Science, Psychology, Linguistics or a related discipline - experience with computer programming - an ability to be extremely precise in following experimental procedures - an aptitude for learning to run computer programmes - good organisational skills - fluent spoken English The following experience / skills are desirable: - experience with programming and running E-Prime 2.0 - experience with programming and running a Tobii eye-tracker - experience of using Adobe Premiere Pro CS4 or similar programmes to edit video footage - experience with programming and running reaction-time programmes - familiarity with data entry in SPSS - ability to work well with pre-school children - an interest in child language development -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From kristinborjesson at yahoo.de Sat May 29 09:52:57 2010 From: kristinborjesson at yahoo.de (Isenthia) Date: Sat, 29 May 2010 02:52:57 -0700 Subject: children and non-literal meaning ... again In-Reply-To: <6.2.5.6.2.20100528160809.02d511f8@rci.rutgers.edu> Message-ID: Dear Barbara, Anat, Aliyha and Lorraine, thanks for your comments. I don't know why I never thought about it that the fact that children engage in symbolic or pretense play might be suggestive about how difficult it actually is for them to understand particular types of language use (although now that I think about it, I remember that it was mentioned in studies on autistic children that often they both do not engage in pretense play and have problems understanding figurative language such as metaphor). I also noticed that I accidentally used the wrong term in my earlier post (`polysemous' instead of `homonymous'). Thus, what I actually wanted to express was: The question is whether it is necessarily the case that a child in being exposed to these kinds of uses of an expression first has to grasp what intuitively seems to be the underlying meaning and then derives other uses from that or whether he simply will treat the expression initially as if it were HOMONYMOUS and only in a later step connects the meanings in some way with one another. As for your description, Barbara, of the grey area, as it were, between literal and figurative uses as a `slope': this actually brings out nicely the general problem I have with a literal/non-literal meaning dichotomy which seems to me an idealised polarisation of `kinds of meaning', where there actually is no clear boundary separating the one from the other. At the least, the idea of conventionality seems of no help here, as there are enough examples of highly familiar non-literal uses for expressions. Moreover, in the context of acquisition, as all your comments suggest,if the input children are exposed to already normally does include what might be termed non-literal uses for expressions, the usefulness of the notion of conventionality to distinguish between literal and non-literal meaning becomes even more questionable, I think. Thanks again Kristin -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nratner at hesp.umd.edu Sat May 29 14:21:22 2010 From: nratner at hesp.umd.edu (Nan Ratner) Date: Sat, 29 May 2010 10:21:22 -0400 Subject: Flip video In-Reply-To: <083FF480-0534-4008-AD2A-309902680DC9@gmail.com> Message-ID: We have been using FLIP and another similar project to BACK UP, not serve as primary data collection, for an ongoing project observing parent-child play. We figured that devices like that produce a pretty easy record for initial transcription pass. The thing to keep in mind is that perversely, the HD formats, which are the most common kind, produce files that are TOO BIG to cut to CD easily for CHAT transcription. As FLIP went increasingly HD, we found a product by RCA (Small Wonder) that we could get that produces acceptably sized files with acceptable video quality. It is not the most durable device for constant lab use, though. Nan Nan Bernstein Ratner, Professor and Chairman Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland College Park, MD 20742 nratner at hesp.umd.edu http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm 301-405-4213 301-314-2023 (fax) >>> Aliyah MORGENSTERN 5/29/2010 3:04 AM >>> Dear Susan, Thanks to Brian and his team, you have some useful information on talkbank: http://www.talkbank.org/dv/ We are still a bit prehistoric here, we bought very good mini dv equipment and haven't changed it yet but talkbank is up to date... 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 29 mai 10 ? 03:55, Susan Foster-Cohen a ?crit : > Hi all > > Does anyone have any experience using the tiny flip HD video > recorders for collecting naturalistic data? > And/or what would you recommend for collecting quality video with > quality sound for immediate hard disk storage, playback, > transcription and analysis? > Any feedback would be gratefully received. (I am currently still in > the world of HDV minitapes and copying to DVD and thence to hard > drive.) > > Susan Foster-Cohen > > This email may be confidential and subject to legal privilege, it may > not reflect the views of the University of Canterbury, and it is not > guaranteed to be virus free. If you are not an intended recipient, > please notify the sender immediately and erase all copies of the > message > and any attachments. > > Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more > information. > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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. From macw at cmu.edu Sat May 29 16:14:06 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 29 May 2010 18:14:06 +0200 Subject: Flip video In-Reply-To: <4C00EAA2.DA94.005A.0@hesp.umd.edu> Message-ID: Dear Nan and others, Yes, there is an issue with file size on the flip and ALL other HD cameras. But you are not supposed to be working with the huge raw video files that they use on the cameras themselves. You are supposed to take the raw video and compress it into a much smaller QuickTime .mov format using iMovie and one of the MP4 compressions. It is not that difficult and then the file size problem goes away. By itself, the FLIP doesn't solve this problem. You have to do file compression. It is not that difficult and it doesn't take that long. Once you get used to doing this, you will be getting really lovely video. Please see the advice we have at http://talkbank.org/dv --Brian MacWhinney On May 29, 2010, at 4:21 PM, Nan Ratner wrote: > We have been using FLIP and another similar project to BACK UP, not > serve as primary data collection, for an ongoing project observing > parent-child play. We figured that devices like that produce a pretty > easy record for initial transcription pass. The thing to keep in mind is > that perversely, the HD formats, which are the most common kind, produce > files that are TOO BIG to cut to CD easily for CHAT transcription. As > FLIP went increasingly HD, we found a product by RCA (Small Wonder) that > we could get that produces acceptably sized files with acceptable video > quality. It is not the most durable device for constant lab use, > though. > Nan > > > > Nan Bernstein Ratner, Professor and Chairman > Department of Hearing and Speech Sciences > 0100 Lefrak Hall > University of Maryland > College Park, MD 20742 > nratner at hesp.umd.edu > http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm > 301-405-4213 > 301-314-2023 (fax) > >>>> Aliyah MORGENSTERN 5/29/2010 3:04 AM >>>> > Dear Susan, > Thanks to Brian and his team, you have some useful information on > talkbank: > http://www.talkbank.org/dv/ > We are still a bit prehistoric here, we bought very good mini dv > equipment and haven't changed it yet but talkbank is up to date... > 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 29 mai 10 ? 03:55, Susan Foster-Cohen a ?crit : > >> Hi all >> >> Does anyone have any experience using the tiny flip HD video >> recorders for collecting naturalistic data? >> And/or what would you recommend for collecting quality video with >> quality sound for immediate hard disk storage, playback, >> transcription and analysis? >> Any feedback would be gratefully received. (I am currently still in > >> the world of HDV minitapes and copying to DVD and thence to hard >> drive.) >> >> Susan Foster-Cohen >> >> This email may be confidential and subject to legal privilege, it > may >> not reflect the views of the University of Canterbury, and it is not >> guaranteed to be virus free. If you are not an intended recipient, >> please notify the sender immediately and erase all copies of the >> message >> and any attachments. >> >> Please refer to http://www.canterbury.ac.nz/emaildisclaimer for more >> information. >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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. 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