From s.c.bryan at shef.ac.uk Mon Nov 1 15:45:49 2010 From: s.c.bryan at shef.ac.uk (Sarah Bryan) Date: Mon, 1 Nov 2010 08:45:49 -0700 Subject: Braille linguistics texts Message-ID: Dear all, I have braille copies of the following introductory linguistics texts, which I no longer need and would be happy to donate to any blind students of linguistics:- Aitchison, J. (1992) The Articulate Mammal: an Introduction to Psycholinguistics. 3rd ed. Aitchison, J. (1994) Words in the Mind: an Introduction to the Mental Lexicon. 2nd ed. Harley, T. (2001) The Psychology of Language: from Data to Theory. 2nd ed. All texts are in grade 2 English braille. If you know or teach any blind students who could make use of these, then I would be glad to hear from you. Many thanks Sarah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 caroline at carolinefloccia.info Mon Nov 1 17:06:14 2010 From: caroline at carolinefloccia.info (Caroline Floccia) Date: Mon, 1 Nov 2010 17:06:14 +0000 Subject: Braille linguistics texts In-Reply-To: <8082ecf5-1cdc-43fb-ac9a-54a67512244b@t35g2000yqj.googlegroups.com> Message-ID: Dear Sarah, As a matter of fact, we have a blind student in our first year intake this year, and she will be needing the Harley book next year for the psycholinguistics course. I don't know her name, but I can find out for you tomorrow. Please let me know the details (postage payment, etc..) Best regards, Caroline Floccia University of Plymouth, UK On Mon, Nov 1, 2010 at 3:45 PM, Sarah Bryan wrote: > Dear all, > > I have braille copies of the following introductory linguistics texts, > which I no longer need and would be happy to donate to any blind > students of linguistics:- > > Aitchison, J. (1992) The Articulate Mammal: an Introduction to > Psycholinguistics. 3rd ed. > > Aitchison, J. (1994) Words in the Mind: an Introduction to the Mental > Lexicon. 2nd ed. > > Harley, T. (2001) The Psychology of Language: from Data to Theory. 2nd > ed. > > All texts are in grade 2 English braille. If you know or teach any > blind students who could make use of these, then I would be glad to > hear from you. > > Many thanks > > Sarah > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Dr. Caroline Floccia Lecturer PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 g.morgan at city.ac.uk Wed Nov 3 09:33:14 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Wed, 3 Nov 2010 02:33:14 -0700 Subject: call for submissions Message-ID: Lost for Words: Lost for Life A conference on SLCN in older children and young people 15-17 June 2011 City University London, England CALL FOR CONFERENCE SUBMISSIONS The conference “Lost for Words: Lost for Life. A conference on SLCN in older children and young people” is being hosted jointly by the Department of Language and Communication Science, City University, London and I CAN and Afasic, the two main UK charities who support children and young people with SLCN. This is an applied research and practice conference focusing on areas related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). The conference begins at lunchtime on Wednesday the 15th of June and will consist of a range of exciting keynote talks, presentations, workshops and posters around the language and communication, educational attainment, social and emotional functioning, employment and well- being of older children and young people with SLCN. Presentations will be delivered by teachers, speech and language therapists, psychologists, linguists and other people working with this age group. Workshops delivered by parents of young people with SLCN and the young people themselves will also be delivered. The conference will begin with a workshop run by young people with SLCN which will be followed by an introduction and welcome from the Rt Hon John Bercow, MP and The Speaker of the House. A panel discussion on the future vision of support and provision for young people with SLCN will be held with panel members including Jean Gross, The Communication Champion, a representative from the Department for Education, Virginia Beardshaw, CEO, ICAN, Linda Lascelles, CEO, Afasic and a parent and young person with SLCN. Keynote speakers will include Professor Maggie Snowling, Professor Sarah-Jayne Blakemore, Dr Nicola Botting and Dr Victoria Joffe. Exhibitions of photography, art and craftwork by young people will be available to view and for purchase. A call for papers, workshops and posters is now out, with a deadline of 31st December 2010. Presenters will be informed of the committees’ decisions by the 31st of January 2011 and online conference registration will open on the 15th of February 2011. There will be a number of parallel sessions so early booking is highly advisable to ensure you secure your session preferences. For more information about this conference, and for details about abstract submission, please go to: http://www.city.ac.uk/lcs/SLCN_Conf2011.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Thu Nov 4 00:28:46 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Nov 2010 20:28:46 -0400 Subject: position at UC Merced Message-ID: A non-text attachment was scrubbed... Name: UC Merced dev psych senior pos 2011.pdf Type: application/pdf Size: 55751 bytes Desc: not available URL: From tkp502 at york.ac.uk Thu Nov 4 17:52:24 2010 From: tkp502 at york.ac.uk (tamar) Date: Thu, 4 Nov 2010 10:52:24 -0700 Subject: Second call for the International Child Phonology Conference Message-ID: Second call for papers for the International Child Phonology Conference (ICPC) June 16-17, 2011 (Pre-conference workshop: June 15) Deadline for abstracts: December 1, 2010 The International Child Phonology Conference (ICPC) 2011 will take place at the University of York, England, June 16-17, preceded by a one-day workshop on cross-linguistic studies of phonetic and/or phonological development, June 15. The ICPC has met annually for about 30 years, originally in the Midwestern American states, as a forum for talks and discussion on any aspect of children’s phonological development. Presentations deal with a broad range of topics, covering theoretical and applied concerns, phonetics and phonology, typical and atypical development, infants, toddlers and older children, and oral and signed language. Main conference We invite proposals for papers and posters covering any aspect of child phonetics and/or phonology. Pre-conference workshop on cross-linguistic projects on phonetic and/ or phonological development We invite submissions for oral presentations reporting on goals, methods and findings of collaborative cross-linguistic projects on phonetic and/or phonological development. We welcome either one or two talks per project; where two talks (and speakers) are planned, one should focus on the theoretical or practical motivation for the project and the other on presenting comparative data. No more than two abstracts should be submitted from any one project. Talks will be 30-45 minutes long, depending on the number of submissions. Talks which cannot be fitted into the workshop due to time limitations will be considered for the main conference. Following the child phonology conference tradition, we will have no invited speakers. Abstracts will be peer-reviewed anonymously by members of the organizing committee. Conference website http://yorkconferences.com/Delegate_Information/International_Child_Phonology_Conference.aspx Abstracts for both the main conference and the workshop (up to 300 words per presentation) should be submitted directly to the conference website (now accessible). Authors submitting to the main conference should indicate whether they prefer to present an oral paper or a poster. Oral presentations will be allocated a 30-minute slot each, to include a 5-10 minute discussion. The final format of the presentation will be decided on by the committee. Key dates Abstract submission deadline: December 1, 2010 Notification of outcome: January 15, 2011 Registration start: February 1, 2011 Programme published on website: February 15, 2011 Registration Early registration, regular: £60 Early registration, student: £30 Late registration (after 1 May), regular: £80 Late registration (after 1 May), student: £40 Accommodation Some rooms will be available on campus, but we expect that most participants will want to book a hotel or B&B in town (a 10-minute bus- ride to campus or a 30-minute walk, typically). There are some links on the website to help you explore accommodation options. Additional options can be found using the following link: http://www.visityork.org/accommodation/hotel-bnbs/default.aspx For further information please contact the organizers, Marilyn Vihman (mv509 at york.ac.uk) or Tamar Keren-Portnoy (tkp502 at york.ac.uk). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From martine.walsh3 at gmail.com Fri Nov 5 09:21:26 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Fri, 5 Nov 2010 02:21:26 -0700 Subject: JCL: new articles available Message-ID: Two new articles are now available online. JOURNAL OF CHILD LANGUAGE - FIRST VIEW ARTICLE(S) http://journals.cambridge.org/action/displayIssue?iid=2164596 Articles Does size matter? Subsegmental cues to vowel mispronunciation detection NIVEDITA MANI, KIM PLUNKETT Journal of Child Language doi:10.1017/S0305000910000243 Published online by Cambridge University Press 01 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7919323 ____________________________________ The role of working memory and contextual constraints in children's processing of relative clauses ANNA R. WEIGHALL, GERRY T. M. ALTMANN Journal of Child Language doi:10.1017/S0305000910000267 Published online by Cambridge University Press 02 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7919942 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ppeleclercq at free.fr Tue Nov 9 14:02:06 2010 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Tue, 9 Nov 2010 15:02:06 +0100 Subject: Postdoctoral position Message-ID: Post-doctoral position in linguistics: call for candidatures Université Paul Valéry (Montpellier III), France. Equipe d'accueil E741 EMMA (Etudes Montpelliéraines du Monde Anglophone) Website: http://recherche.univ-montp3.fr/pays_anglophones/ A postdoctoral post in linguistics is open within the EMMA research team at the Université Paul Valéry in Montpellier, France. The contract will run for twelve months, from January to December 2011. The salary is 1,800 euros per month. Candidates must be in possession of a PhD in linguistics. Mastery of both English and French is indispensible. Knowledge of corpus analysis software (such as PRAAT and CLAN) will be an advantage. 1. Research environment The post is linked to the project 'Ethics, variation, process, corpora', which forms a part of EMMA's more general project 'The Ethics of Otherness: confrontation and responsibility'. In the corpus project, the following topics are investigated: - data collection and analysis; - language learning/acquisition; - standardisation and de-standardisation; - adjustment and adaptation. These phenomena raise ethical questions concerning choice of methodologies, for example the constitution and analysis of corpora. The study of these processes is related to, among other things, the PAC and LANGACROSS projects. The PAC project (Phonologie de l'Anglais Contemporain) is co-directed by Philip Carr (EMMA, Montpellier 3) and Jacques Durand (CLLE, CNRS, Toulouse 2 and Institut Universitaire de France). Members of the CNRS research team LPL at the University of Aix-en-Provence are also involved. Members of the project record and analyse a wide range of varieties of contemporary spoken English. We envisage expanding our analyses to cover the syntax and semantics of those varieties. Several books, and a special edition of a journal, are envisaged, with the aim of encouraging the study of varieties of contemporary English at undergraduate and graduate level in France and elsewhere. The project initiated by Caroline David and Pascale Leclercq (EMMA, Montpellier 3) falls within the broader LANGACROSS project, directed by Maya Hickmann (CNRS/Paris 8), funded by the French National Research Agency. The aim of the sub-project is to compare the linguistic means available in French and English for the expression of informational structure and temporality. It also seeks to analyse variation between the lects of native speakers and learners of French and English as a foreign language. The successful candidate will have carried out corpus-based work in one of the above-mentioned areas. 2. Objectives The candidate will participate in the work of the team at three levels: (a) Initiation of research - help in setting up the project 'Ethics, variation, process, corpora'; - help in preparing the one-day workshop planned for 2012; - help in preparing publications arising from that workshop and the 2011 PAC workshop. (b) Development of current projects The successful candidate will participate in the development of the project 'Ethics, variation, process, corpora', specializing in either the PAC project or the LANGACROSS project, depending on his or her profile. He or she will be expected to engage in data collection and analysis in one of those projects. (c) Seeking research funding for future projects The successful candidate will aid members of the research team in applying for funding for current and future projects. These include (i) a project on the difficulties faced by Francophone learners of spoken English (project co-directed by Cécile Poussard and Laurence Vincent-Durroux), (ii) a project on the evaluation of language proficiency of learners of English as a foreign language (project directed by Pascale Leclercq) and (iii) the PAC project. 3. Applications Potential candidates should contact Philip Carr (philip.carr at univ-montp3.fr) and Laurence Vincent-Durroux (laurence.durroux at univ-montp3.fr), co-ordinators of the project 'Ethics, variation, process, corpora'. Applications should include: - a covering letter, outlining the candidate's motivation; - a detailed cv; - a résumé of the PhD, and, in the case of candidates with French PhDs, a copy of the report on the viva. Deadline for applications: 10th December 2010 Appel à candidatures : contrat post-doctoral en linguistique Université Paul Valéry, Montpellier 3, France Equipe d'Accueil E741 EMMA (Etudes Montpelliéraines du Monde Anglophone) Site Web: http://recherche.univ-montp3.fr/pays_anglophones/ Un poste de post-doctorant est à pourvoir au sein de l'Équipe d'Accueil E741 EMMA (Études Montpelliéraines du Monde Anglophone), Université Paul Valéry, Montpellier 3, France. Il s'agit d'un contrat de 12 mois (janvier-décembre 2011), pour une rémunération mensuelle de 1800 euros. Les candidats doivent être titulaires d'un doctorat en linguistique ; la maîtrise de l'anglais et du français est indispensable, et la maîtrise d'outils logiciels d'analyse de corpus (entre autres CLAN, PRAAT) et de traitement d'enquêtes serait un atout. 1. Cadre Le poste est associé au projet « Éthique, variation(s), processus, corpus », qui fait partie de l'axe : « Éthique de l'altérité : confrontation et responsabilité » de l'Équipe d'Accueil EMMA. Dans ce projet, sont étudiés les processus suivants : - recueil et analyse de données ; - apprentissage / acquisition ; - standardisation et dé-standardisation ; - ajustement et adaptation. Ces processus entraînent des questionnements d'ordre éthique dans le choix des méthodologies qui leur sont associées, par exemple pour la constitution et l'analyse des corpus. L'étude de ces processus s'appuie entre autres sur les travaux en cours dans les projets PAC et LANGACROSS. Le projet PAC (Phonologie de l'Anglais Contemporain, co-dirigé par Philip Carr, EA741 EMMA Montpellier et Jacques Durand, CNRS, Université Toulouse le Mirail) porte sur les variations de l'anglais contemporain. L'équipe CNRS LPL d'Aix-en-Provence est également partenaire. Il est prévu d'élargir le projet PAC aux domaines syntaxiques et sémantiques. Des ouvrages sont également prévus, pour présenter l'analyse des variétés de l'anglais, tant aux étudiants francophones de Licence que de Master, qu'à un public général. Le projet amorcé par Caroline David et Pascale Leclercq (EA741 EMMA Montpellier) dans le cadre de l'ANR "LANGACROSS Project" (Responsable : Maya Hickmann, UMR 7023, Paris 8-CNRS), vise à comparer les moyens disponibles en français et en anglais pour l'expression de la structure informationnelle et de la temporalité, et à analyser les variations entre les lectes des locuteurs natifs et ceux des apprenants du français ou de l'anglais Langue Étrangère. Les candidats devront avoir effectué des travaux sur corpus dans l'un des thèmes abordés dans le projet. 2. Objectifs Les candidats s'engagent à participer aux travaux de l'Équipe à trois niveaux : a) Animation de la recherche - aide à la mise en place et à l'animation du séminaire du projet « Éthique, variation(s), processus, corpus » ; - préparation de la journée d'étude prévue en 2012 dans le cadre de ce projet ; - préparation de publications (à l'issue de cette journée d'étude, mais aussi dans le cadre du projet PAC). b) Développement des projets en cours La personne recrutée devra participer au développement du projet « Éthique, variation(s), processus, corpus » en prenant appui, selon son profil, sur les recherches en cours du projet PAC ou du projet LANGACROSS. Elle pourra notamment participer au recueil et à l'analyse de données dans le cadre de ces projets. c) Recherche de financements pour les projets à venir La personne recrutée devra assister les membres de l'Équipe dans le montage de projets ANR et la recherche de financement pour les projets à venir (projet sur les difficultés propres aux apprenants francophones en production d'anglais oral, Cécile Poussard et Laurence Vincent-Durroux ; projet sur l’évaluation du niveau de langue des apprenants dans les corpus sur l'acquisition de l'anglais Langue Étrangère, Pascale Leclercq ; projet PAC). 3. Candidatures Pour faire acte de candidature, il convient d'adresser à Philip Carr (philip.carr at univ-montp3.fr) et Laurence Vincent-Durroux (laurence.durroux at univ-montp3.fr), porteurs du projet « Éthique, variation(s), processus, corpus » : - une lettre de motivation - un CV détaillé - le rapport de soutenance et un résumé de la thèse. Date limite : le 10 décembre 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ablackwe at mtsu.edu Tue Nov 9 14:17:27 2010 From: ablackwe at mtsu.edu (Aleka Blackwell) Date: Tue, 9 Nov 2010 08:17:27 -0600 Subject: Position Announcement in Literacy Studies Message-ID: Ph.D. Program in Literacy Studies, Middle Tennessee State University, Mufreesboro, TN. Open rank, tenure-track appointment, starting in 2011. _Details:_ Open rank, 10-month tenure-track faculty position in Literacy Studies. Duties include teaching courses at the Master's and Doctoral levels in Literacy Studies; graduate advisement; supervision of dissertation research; curriculum development; public and university service; grant writing; and externally-funded research. Excellence in teaching, research/creative activity, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching. Position may begin January 2011; however, a later starting date of August 2011 is also possible. _ Minimum Qualifications:_ Candidates should possess a Ph.D. or equivalent in speech-language pathology, education, or related field. Expertise in literacy research, and literacy assessment or instruction is required. Commitment to effective teaching, research, public and university service. _ Preferred Qualifications:_ (1) Professional or clinical experiences in the field of Literacy Studies (e.g., Reading Clinic). (2) Experience in successful grant-writing and externally-funded research. _ Special Instructions to Applicants:_ Applicants should include a statement of their teaching philosophy, and research interests as the 'Other Document'. Review of applications will begin November 1, 2010 and *continue until the position is filled*. A letter of application referencing to the position number (#116300), vita, and all academic transcripts should be sent to: Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132 Three letters of reference, specific to position, will be required if you are selected for an on-campus interview. Please mail to Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132. Proof of U.S. citizenship OR eligibility for U.S. employment will be required prior to employment (Immigration Control Act of 1986). Clery Act crime statistics for MTSU available at http://police.mtsu.edu/crime_statistics or by contacting MTSU Public Safety at 615-898-2424. EO/AA Employer. If you have position-related questions, please contact Dr. Rebecca Fischer at 615.904.8541. -- Aleka Akoyunoglou Blackwell Associate Professor of Linguistics English Department& Literacy Studies Program MTSU Linguistics Olympiad Coordinator Middle Tennessee State University Murfreesboro, TN 37132 615-898-5960 ablackwe at mtsu.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 macw at cmu.edu Fri Nov 12 22:36:01 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 12 Nov 2010 17:36:01 -0500 Subject: NSF Data-Sharing Message-ID: Dear Colleagues, You may have noted that NSF has recently implemented a requirement that, beginning in January, proposals must include a detailed plan for data-sharing. For proposals going to the SBE Sciences, the relevant policy can be download from: http://www.nsf.gov/sbe/SBE_DataMgmtPlanPolicy.pdf The requirement is that proposals should include a clear plan to share primary data in standard formats and this plan will be monitored through yearly reports, final reports, and during requests for further funding. In this regard, it would certainly make sense for people collecting child language data to propose that they will share their data through the CHILDES database. It also seems appropriate to refer to placing data in CHAT format as a way of using a standardized data format. The only limiting condition noted in the NSF statement is that, often, individuals should not be identifiable. To match this requirement, we focus on removing any identification through the use of last names, both in the transcripts and the audio. Best regards, -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From martine.walsh3 at gmail.com Mon Nov 15 16:46:03 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 15 Nov 2010 08:46:03 -0800 Subject: JCL newly published articles available online Message-ID: JOURNAL OF CHILD LANGUAGE - FIRST VIEW ARTICLE(S) http://journals.cambridge.org/action/displayIssue?iid=2164596 PDF version of this Table of Contents http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=-1&issueId=-1&toPdf=yes&alertAttachment=null Articles Competition between word order and case-marking in interpreting grammatical relations: a case study in multilingual acquisition CARMEL O'SHANNESSYJournal of Child Language doi:10.1017/S0305000910000358 Published online by Cambridge University Press 08 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7922341 ____________________________________ Verb argument structure acquisition in young children: defining a role for discourse LETITIA R. NAIGLES, ASHLEY MALTEMPO Journal of Child Language doi:10.1017/S0305000910000334 Published online by Cambridge University Press 10 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7923274 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 abrown08 at syr.edu Thu Nov 18 16:17:57 2010 From: abrown08 at syr.edu (Amanda Brown) Date: Thu, 18 Nov 2010 11:17:57 -0500 Subject: Teaching Assistantships for MA-Linguistic Studies, Syracuse University, New York, USA In-Reply-To: <315c7cfd-8385-451f-bf8d-a1529b8a42af@p69g2000hsa.googlegroups.com> Message-ID: Apologies for cross-postings. Teaching Assistantships in Chinese, ESOL, French, Japanese, Linguistics, and Spanish are available for the support of students beginning study in Fall 2011 in the Master of Arts Program in Linguistic Studies at Syracuse University. The TAship award offers tuition for 24 credit hours (8 courses) per year plus a living stipend of approximately $12,600. Teaching Assistants teach one 4-credit course per semester & a 1-credit conversation class per year. Except in highly exceptional circumstances, TAships are renewed for a second year. The degree usually takes two years. Note that these are not free-standing teaching positions but are, rather, awards to support students in their program of study. The M.A in Linguistics Studies offers the following concentration areas: Information Representation and Retrieval, Language Acquisition, Language, Culture, and Society, Linguistic Theory, Logic and Language, Teaching Languages (TESOL/FLT). If an applicant wishes to be assured of consideration for a Teaching Assistantship in any of the above listed languages, the application must be submitted by February 1, 2011. However, applicants will be considered until all Teaching Assistantships are filled. Admission to the MA Program without a Teaching Assistantship is continuous. For information about the program, visit: http://lang.syr.edu/ If you have further questions, contact Karen Ames, Graduate Admissions Coordinator. Applications Deadline: 01-Feb-2011 Web Address for Applications: https://apply.embark.com/grad/syracuse/37 Contact Information: Karen Ames koamesATsyr.edu Phone:315-443-3022 Fax:315-443-5376 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 jedwards2 at wisc.edu Thu Nov 18 22:51:33 2010 From: jedwards2 at wisc.edu (Jan Edwards) Date: Thu, 18 Nov 2010 16:51:33 -0600 Subject: post-doctoral position at UW-Madison Message-ID: Postdoctoral Position in Language. The Department of Psychology at the University of Wisconsin-Madison is soliciting applications for a postdoctoral position in their NIH training program, Training in Language: Acquisition and Adult Performance. The Program emphasizes integration of child language acquisition and adult language comprehension and production, encompassing both typical and atypical performance. The successful candidate will benefit from a cohesive group of faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. Facilities are outstanding. More information about language research can be found at http://glial.psych.wisc.edu/index.php/gradpsychresearch/psychgradresearchfoci/200 Questions about faculty research interests may be directed to relevant program faculty. Administrative questions can be directed to the Program Director, Maryellen MacDonald, mcmacdonald at wisc.edu. The positions will be for one year, with renewal for a second year contingent on satisfactory performance. Salary and benefits are set by NIH guidelines. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should apply electronically, seinding a CV, several reprints or preprints, and a statement of research interests to Maryellen MacDonald, mcmacdonald at wisc.edu. This statement should indicate two or more Language Training Program faculty members as likely primary and secondary mentors. The statement should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her expertise, consistent with the mission of the training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately to mcmacdonald at wisc.edu. For fullest consideration, all materials should be received by December 15, 2010, however we will consider applications until the position is filled. The appointment date is flexible but must be before April 30, 2011. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From joumar at langate.gsu.edu Fri Nov 19 01:11:12 2010 From: joumar at langate.gsu.edu (Mary Ann Romski) Date: Thu, 18 Nov 2010 20:11:12 -0500 Subject: Post-Doctoral Research Fellow in Language and Literacy with Special Populations In-Reply-To: <73d0f2a8bcbf.4ce55995@wiscmail.wisc.edu> Message-ID: Two-Year Post-Doctoral Research Fellow in Language and Literacy with Special Populations The Center for Research on Atypical Development and Learning (CRADL), in coordination with the Department of Psychology and the Department of Educational Psychology & Special Education, at Georgia State University, Atlanta, have a postdoctoral position available for Fall 2011 in their Institute of Education Sciences (IES) Post-Doctoral Research Training in Language and Literacy with Special Populations Program. The goal of the training program is to offer individualized research experiences within the context of interdisciplinary research teams. Program faculty members have projects designed to empirically validate educational interventions that promote language or literacy development in special populations: children, adolescents, and adults at risk for, or with, identified disabilities. Faculty members represent the disciplines of psychology, special education, and communication disorders. The two-year fellowship will provide the trainee with intensive training in designing field-based intervention research with special populations (both group and single-subject designs), analysis of existing data bases using advanced statistical techniques (e.g., HLM), and in professional development, including grant writing, and professional presentations and publication. The fellow will NOT serve as a project director and will have the opportunity to pursue their own research interests within the context of the ongoing research projects. Detailed information about program faculty and their research projects is available at the Center for Research in Atypical Development webpage http://www2.gsu.edu/~wwwaty/ies.html Recent Ph.Ds from special education, communication disorders, language and literacy education, psychology, and other related fields are encouraged to apply. Salary, set by IES guidelines, is $50,000 a year with full health benefits. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should send a CV, copies of publications, transcript, and a statement of research interests consistent with the goals of the training program. This statement should discuss the direction in which the candidate would like to extend their own research and training, including interest in particular research project(s) available in this training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent via email to the co-Training Directors, Dr. Rose Sevcik and Dr. Amy Lederberg with Language & Literacy Postdoctoral Position in the subject line. Transcripts can be sent to Dr. Rose Sevcik, Box 5010, Georgia State University, Atlanta, GA 30302. Review of applications will be ongoing and continue until the position is filled. Georgia State University is an Affirmative Action/Equal Opportunity Employer. Questions? Contact Program Co-Directors Drs. Rose A. Sevcik or Amy Lederberg at rsevcik at gsu.edu or alederberg at gsu.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 kdemuth07 at gmail.com Wed Nov 17 02:57:42 2010 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Wed, 17 Nov 2010 13:57:42 +1100 Subject: PhD Positions in Phonological Development, Macquarie University, Sydney Message-ID: *PhD Positions in Phonological Development, Macquarie University* The Child Language Lab at Macquarie University's Centre for Language Sciences has several positions for PhD students and postdocs to conduct research /_on phonological and morphological development_/.We are especially interested in recruiting those with/strong quantitative, experimental, and phonetics/ background to explore issues in /_early speech perception and production_/ in typical, language/hearing impaired, bilingual, and L2 populations. The Centre for Language Sciences (CLaS) is housed in the Linguistics Department at Macquarie University in Sydney, Australia.It has close connections with MACCS (Macquarie Center for Cognitive Science), NAL (the National Acoustics Lab), and is part of the new Centre of Excellence for Cognition and its Disorders, where language in SLI and autistic populations will also be explored. All will be soon housed in the Hearing Hub - a state-of the art hearing and language research 'hub', with MEG, EEG, infant speech perception lab, language production lab, eye-tracking, computational linguistics expertise, and many other research facilities. For more information contact Katherine Demuth: katherine.demuth at mq.edu.au Katherine Demuth, Professor Department of Linguistics Centre for Language Sciences (CLaS) Macquarie University, NSW 2109 Sydney, Australia Phone +61 (0) 2 9850 8783 Fax +61 (0) 2 9850 9352 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ablackwe at mtsu.edu Fri Nov 19 17:34:20 2010 From: ablackwe at mtsu.edu (Aleka Blackwell) Date: Fri, 19 Nov 2010 11:34:20 -0600 Subject: Open rank tenure-track faculty position in literacy Message-ID: *Applications are being accepted for the following position. * Middle Tennessee State University College of Behavioral and Health Sciences *Tenure-track appointment, Ph.D. Program in Literacy Studies. Open rank, 10-month tenure-track faculty position.* Duties include teaching courses at the Master's and Doctoral levels in Literacy Studies, graduate advisement, supervision of dissertation research, curriculum development, public and university service, grant writing, and externally-funded research. Excellence in teaching, research/creative activity, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching. Position may begin January 2011 or August 2011. Candidates should possess a Ph.D. or equivalent in speech-language pathology, education, or related field. Expertise in literacy research and literacy assessment or instruction is required. Commitment to effective teaching, research, public and university service is expected. Review of applications began November 1, 2010 and continues until the position is filled. To apply, follow the link *https://mtsujobs.mtsu.edu/applicants/jsp/shared/Welcome_css.jsp *and locate the faculty opening identified as "Health and Human Performance -- Literacy Studies." Applicants should include a statement of their teaching philosophy, and research interests as the 'Other Document'. Three letters of reference, specific to position, will be required if you are selected for an on-campus interview. Please mail to Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132. If you have position-related questions, please contact Dr. Rebecca Fischer at 615.904.8541. -- Aleka Akoyunoglou Blackwell Associate Professor of Linguistics English Department& Literacy Studies Program MTSU Linguistics Olympiad Coordinator Middle Tennessee State University Murfreesboro, TN 37132 615-898-5960 ablackwe at mtsu.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 edy.veneziano at paris5.sorbonne.fr Mon Nov 22 11:39:58 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 22 Nov 2010 06:39:58 -0500 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <4CE6B51C.7090101@mtsu.edu> Message-ID: ANNOUNCEMENT and CALL FOR POSTERS International Conference Variation in first and second language acquisition: comparative perspectives Paris, 7-9 June 2011 Université Paris Descartes Salle du Conseil 12, rue de l’Ecole de Médecine 75006 Paris, France Conference site on internet: http://adyloc2011.sfl.cnrs.fr Organized by the Research Group ADYLOC (GDR CNRS 3195) Linguistic systems, oral language and cognition: Acquisition and disorders Coordinator: Maya Hickmann Variation in language acquisition is a well-known phenomenon that is still not well understood. Variation can take many forms: variations among individuals,, variations during development, and/or variations across languages or language families at comparable ages or in comparable learning situations. The conference has two main goals. The first one is to examine all types of variations during language acquisition in order to show their implications for our understanding of the acquisition process and their use in various contexts. Variation phenomena will be examined mainly for the acquisition of oral or signed languages, and in its disorders, in relation to other communicative dimensions (for example, context, interaction, co-verbal gestures). The second aim of the conference will be to stress the usefulness of comparative approaches in the study of variations for language acquisition. Such perspectives include various types of comparisons, which are sometimes combined, among different languages (including within a typological perspective), different types of acquisition (first and second language acquisition, by the child or by the adult, early or late bilingualism, ...), as well as different populations (autism, aphasia, SLI…) whose atypical acquisition paths can shed light on the development of more typical children and adult learners. The study of variation in a comparative perspective can address many questions debated in language-related research in the cognitive sciences: the relative weight of constraints from cognitive and linguistic systems, the impact of specific properties of source and/or target languages, endogenous processes underlying the acquisition path of particular learners, the existence of a critical period for language acquisition. Applied research will also be discussed, particularly in teaching contexts (teaching first and second languages) and in clinical contexts (helping patients with disorders in oral language). Keynote Speakers: Clark, Eve (Stanford, USA) Lieven, Elena (Manchester, UK & Leipzig, Germany) MacWhinney, Brian (Carnegie Mellon, USA) Slobin, Dan (Berkeley, USA) Tager Flusberg, Helen (Boston, USA) Von Stutterheim, Christiane (Heidelberg, Germany) Other speakers: Bardel, Camilla Hickmann, Maya Rose, Yvan Bassano, Dominique Jisa, Harriet Salazar Orvig, Anne Bernicot, Josie Kern, Sophie Sanz, Gema Champagne, Maud Morgenstern, Aliyah Van Geert, Paul Choi, Soonja Nir-Sagiv, Bracha Veneziano, Edy Choi, Jinnam Noyau, Colette Véronique, Daniel Christophe, Anne Özyürek, Asli Vihman, Marylin Dardier, Virginie Pizzuto, Elena Volker, Olga Démonet, Jean-François Rast, Rebekah Watorek, Marzena Garcia-Debanc, Claudine Reilly, Judy Wauquier, Sophie Organizing Committee: Hickmann, Maya, CNRS & Université de St Denis Paris 8, France Jisa, Harriet, Université Lumière Lyon 2, France Veneziano, Edy, Université Paris Descartes, Paris, France Morgenstern, Aliyah, Université Sorbonne Nouvelle Paris 3, France Scientific committee: Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, Edy ; Wauquier, Sophie. Languages: French and English. Registration: Entrance to the conference is free but limited to available space. For organizational reasons, registration is necessary before 15 April 2011. Please register by filling out the form which you will find on the conference site: http://adyloc2011.sfl.cnrs.fr and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr CALL FOR POSTERS There will be two poster sessions, one on 7 June (day 1) and another on 8 June (day 2). Proposals are invited on any topic of this conference. Submission Deadline: 15 January 2011. Languages: French or English. Abstract maximal length: 300 words The abstract should include the aim of the study, the methodology, results and some discussion. The review process will be entirely anonymous: Name(s) and personal information (affiliation, address for correspondence and email) of author(s) should figure on a separate page. Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr Notification of acceptance will be sent by 15 March 2011. Contact for any further information: adyloc2011 at sfl.cnrs.fr -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 aliyah.morgenstern at gmail.com Mon Nov 22 16:27:34 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 22 Nov 2010 17:27:34 +0100 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <5E075F9F-7416-4AD2-B8A4-5ED2BCF77002@paris5.sorbonne.fr> Message-ID: Chère Edy, je viens de rentrer, les logos ne passent pas et il y a de petits problèmes de fontes dans la liste des speakers, amis sinon, ça va bien. Bises, Aliyah Le 22 nov. 2010 à 12:39, edy veneziano a écrit : > > > > > > > > > > > > > > ANNOUNCEMENT and CALL FOR POSTERS > > International Conference > > Variation in first and second language acquisition: comparative perspectives > > Paris, 7-9 June 2011 > > Université Paris Descartes > > Salle du Conseil > > 12, rue de l’Ecole de Médecine > > 75006 Paris, France > > Conference site on internet: http://adyloc2011.sfl.cnrs.fr > > Organized by the Research Group ADYLOC (GDR CNRS 3195) > > Linguistic systems, oral language and cognition: Acquisition and disorders > > Coordinator: Maya Hickmann > > > > Variation in language acquisition is a well-known phenomenon that is still not well understood. Variation can take many forms: variations among individuals,, variations during development, and/or variations across languages or language families at comparable ages or in comparable learning situations. > > The conference has two main goals. The first one is to examine all types of variations during language acquisition in order to show their implications for our understanding of the acquisition process and their use in various contexts. Variation phenomena will be examined mainly for the acquisition of oral or signed languages, and in its disorders, in relation to other communicative dimensions (for example, context, interaction, co-verbal gestures). The second aim of the conference will be to stress the usefulness of comparative approaches in the study of variations for language acquisition. Such perspectives include various types of comparisons, which are sometimes combined, among different languages (including within a typological perspective), different types of acquisition (first and second language acquisition, by the child or by the adult, early or late bilingualism, ...), as well as different populations (autism, aphasia, SLI…) whose atypical acquisition paths can shed light on the development of more typical children and adult learners. > > The study of variation in a comparative perspective can address many questions debated in language-related research in the cognitive sciences: the relative weight of constraints from cognitive and linguistic systems, the impact of specific properties of source and/or target languages, endogenous processes underlying the acquisition path of particular learners, the existence of a critical period for language acquisition. Applied research will also be discussed, particularly in teaching contexts (teaching first and second languages) and in clinical contexts (helping patients with disorders in oral language). > > Keynote Speakers: > Clark, Eve (Stanford, USA) > Lieven, Elena (Manchester, UK & Leipzig, Germany) > MacWhinney, Brian (Carnegie Mellon, USA) > Slobin, Dan (Berkeley, USA) > Tager Flusberg, Helen (Boston, USA) > Von Stutterheim, Christiane (Heidelberg, Germany) > > Other speakers: > Bardel, Camilla > Hickmann, Maya > > Rose, Yvan > Bassano, Dominique > Jisa, Harriet > > Salazar Orvig, Anne > > Bernicot, Josie > Kern, Sophie > > Sanz, Gema > Champagne, Maud > Morgenstern, Aliyah > Van Geert, Paul > > Choi, Soonja > Nir-Sagiv, Bracha > > Veneziano, Edy > Choi, Jinnam > Noyau, Colette > Véronique, Daniel > Christophe, Anne > Özyürek, Asli > Vihman, Marylin > Dardier, Virginie > Pizzuto, Elena > > Volker, Olga > Démonet, Jean-François > Rast, Rebekah > > Watorek, Marzena > Garcia-Debanc, Claudine > Reilly, Judy > Wauquier, Sophie > > Organizing Committee: > > Hickmann, Maya, CNRS & Université de St Denis Paris 8, France > Jisa, Harriet, Université Lumière Lyon 2, France > Veneziano, Edy, Université Paris Descartes, Paris, France > Morgenstern, Aliyah, Université Sorbonne Nouvelle Paris 3, France > > Scientific committee: > Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, Edy ; Wauquier, Sophie. > Languages: French and English. > > Registration: > Entrance to the conference is free but limited to available space. For organizational reasons, registration is necessary before 15 April 2011. Please register by filling out the form which you will find on the conference site: http://adyloc2011.sfl.cnrs.fr > and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr > CALL FOR POSTERS > > There will be two poster sessions, one on 7 June (day 1) and another on 8 June (day 2). Proposals are invited on any topic of this conference. > > Submission Deadline: 15 January 2011. > > Languages: French or English. > > Abstract maximal length: 300 words > > The abstract should include the aim of the study, the methodology, results and some discussion. > > The review process will be entirely anonymous: > > Name(s) and personal information (affiliation, address for correspondence and email) of author(s) should figure on a separate page. > > Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr > Notification of acceptance will be sent by 15 March 2011. > > Contact for any further information: adyloc2011 at sfl.cnrs.fr > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Nov 22 18:31:52 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 22 Nov 2010 13:31:52 -0500 Subject: Program International conference AutismComSym2011 February 4-5 2011, Paris, France In-Reply-To: <4CE344A6.4030405@gmail.com> Message-ID: Colloque International Autisme ComSym 2011 Communication et symbolisation chez l’enfant avec autisme : Spécificités fonctionnelles et conditions d’apparition International Conference Autism ComSym 2011 Communicative and symbolic behaviors in children with autism:http://lewebpedagogique.com/comsym2011/ Functional specificities and conditions of appearance Rue de l'Ecole de Médecine, Paris 6, France 4-5 Février/ February 2011 Children with autism are often characterized by their deficits. Thus, their poor communication, their lack of pretend play and/or imitation, their scarce understanding of others’ mental states, are considered as characteristic features of their pathology. Although, this remains generally true, facts are far from being so neat and clear-cut. Scientific observation of family videos and studies of children in supporting interactional contexts have shown that many children with autism do present some capacities in the above domains. And therapists working with them observe these capacities in their everyday practices. The aim of this conference is to provide a more precise understanding of the specificities of communicative and symbolic behaviors of children with autism, as well as to characterize under which conditions and how they occur, allowing to delineate their particular developmental profiles in comparison with that of typically-developing children. Within this perspective, analyses that take into account the dynamics of interaction between partners will be emphasized. From a methodological standpoint, this conference will present a diversity of approaches (case studies, experimental studies, observation in controlled, semi-controlled or natural situations). Such diversity as well as the sharing of knowledge and experience between therapists and researchers, are expected to stimulate innovative research and intervention practices in the field. The conference will focus on the following topics: 1. The bases of communication: Emotion and sensorimotor behaviors 2. Indicators of implicit Theory of Mind 3. Symbolic abilities 4. Language and communication Scientific organizers of the Conference: Laurent Danon-Boileau (Université Paris Descartes, CNRS UMR 7114, MoDyCo) Marie-Hélène Plumet (Université Paris Descartes – INSERM U663) Edy Veneziano (Université Paris Descartes, CNRS UMR 7114, MoDyCo) Scientific Committee Jean Louis Adrien (Université Paris Descartes), Nathalie Angeard (Université Paris Descartes-INSERM), Catherine Barthélemy (INSERM, CHRU Tours), Romuald Blanc (Université Paris Descartes), Jill Boucher (City University, London, UK), Philippe Brun (Université de Rouen), Laurent Danon Boileau (Université Paris Descartes-CNRS), Claire Hughes (Cambridge University, UK), Marie-Thérèse LeNormand (Université Paris Descartes-INSERM), Françoise Moggio (Centre Alfred Binet, Paris), Jacqueline Nadel (UPMC, Centre Emotion-CNRS, Paris), Elinor Ochs (UCLA, Los Angeles, CA, USA), Marie Hélène Plumet (Université Paris Descartes-INSERM), Bernadette Rogé (Université de Toulouse), Carole Tardif (Université de Provence Aix-Marseille I -Psyclé), Colwyn Trevarthen (University of Edinburgh, UK), Edy Veneziano (Université Paris Descartes-CNRS). Registration fees : Early registration, before Nov 30, 2010 / after Nov 30, 2010 Professionals : 100€ / 120€ Academics : 60 € / 80€ Students : 35 € / 50€ See the Website for registration and information: http://lewebpedagogique.com/comsym2011/ PROGRAMME / PROGRAM VENDREDI/FRIDAY 4 Février/February,2011 9h00- 9h30 Accueil participants 9h30- 11h00 Président de séance/ Chairman Catherine Barthélemy Bases de la communication : Singularités perceptives et sensorimotrices Bases of communication: Perceptive and sensorimotor specificities 9h30 - 10h15 Dorota Chadzynski Le chemin de développement singulier de l’enfant autiste : apports du bilan sensori-moteur The singular developmental path of the child with autism: the contribution of sensorimotor assessment 10h15 - 11h00 Bruno Gepner Désordres de la perception des rythmes/mouvements humains rapides et implications pour la communication Disordered perception of rhythms and human rapid movements: implications for communication 11h00-11h30 Pause/Break 11h30 - 13h00 Président de séance/ Chairman Jean-Louis Adrien Bases de la communication : Mises en relation soi/autrui Bases of communication Interpersonal correspondences 11h30 - 12h15 Jacqueline Nadel Imitation et communication intentionnelle dans l'autisme Imitation and intentional communication in autism 12h15 - 13h00 Peter Hobson & Jessica Hobson Le jeu de faire semblant, l'engagement social et l'autisme Playful pretend, social engagement, and autism 13h00 -14h30 Déjeuner/ Lunch 14h30- 16h00 Président de séance/ Chairman Tony Charman Indicateurs de Théorie de l’esprit implicite Implicit indicators of ToM 14h30 – 15h15 Peter Clive Mundy Attention conjointe, réseaux neuronaux et apprentissage social dans l'autisme Joint Attention, Neural Networks and Social Learning in Autism 15h15 - 16h00 Patricia Prelock Facilitation de l'attention conjointe chez les enfants avec autisme et leurs pairs typiques lors du jeu Facilitating joint attention in children with ASD and their typical peers during play 16h00 -17h00 Pause café autour des Posters (session 1)* Coffee break and Posters (session 1)** 17h00-18h30 Président de séance/ Chairman Jacqueline Nadel Indicateurs de Théorie de l’esprit implicite - Suite Implicit indicators of ToM - cont'ed 17h00 - 17h45 Laurent Danon Boileau Regard, attention conjointe et jeu chez l’enfant autiste : applications cliniques Gaze, joint attention and play in children with autism: clinical applications 17h45 - 18h30 Vasu Reddy S'engager avec autrui et avec soi-même dans le miroir : développement typique et autisme Engaging with others and with self in a mirror: in typical development and in autism SAMEDI/SATURDAY 5 Février/February,2011 9h00- 9h30 Accueil participants 9h30- 11h00 Président de séance/ Chairman Claire Hughes Aptitudes symboliques, langage et communication Symbolic aptitudes, language and communication 9h30 - 10h15 Chris Jarrold Jeu de fiction dans l'autisme : explications mentalistes, exécutives et socioculturelles Pretend play in autism: mentalistic, executive, and sociocultural explanations 10h15 - 11h00 Melissa Allen La compréhension symbolique chez les enfants avec autisme et troubles apparentées Symbolic understanding in Autism Spectrum Disorder 11h00-11h30 Pause/Break 11h30 - 13h00 Président de séance/ Chairman Carole Tardif Aptitudes symboliques, langage et communication - Suite Symbolic aptitudes, language and communication - cont'ed 11h30 - 12h15 Mary Annick Morel Dialoguer avec des personnes autistes de très haut niveau : Propriétés intonatives et énonciatives Conversing with people with high-functioning autism: Intonational and enonciative properties. 12h15 - 13h00 Tom Muskett Un réexamen du langage et de la communication en contexte dans l'autisme Re-examining language and communication in autism in context 13h00 -14h30 Déjeuner/ Lunch 14h30- 16h00 Président de séance/ Chairman Bernadette Rogé Langage, Communication et Théorie de l’esprit implicite Language, Communication and implicit Theory of Mind 14h30 – 15h15 M.H. Plumet et E. Veneziano Fonctionnements communicatifs typiques et atypiques en contexte d'interaction quotidienne Typical and atypical communicative functioning in everyday interactional settings 15h15 - 16h00 Tony Charman Approches développementales de l'intervention précoce dans l'autisme Developmental approaches to early intervention in autism 16h00 -17h00 Pause café autour des Posters (session 1)* Coffee break and Posters (session 1)** 17h00 - 17h45 Président de séance/ Chairman Patricia Prelock Langage, Communication et Théorie de l’esprit implicite - Suite Language, Communication and implicit Theory of Mind - cont'ed Helen Tager-Flusberg Les origines et le développement précoce du langage et de la communication dans l'autisme et troubles apparentés The origins and early development of language and communication in autism spectrum disorder 17h45 - 18h30 Table Ronde / Round Table Avec B. Touati et l'ensemble des conférenciers/ With B. Touati and all the speakers *Les posters seront affichés toute la journée ** Posters will be displaced the whole day -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 afernald at stanford.edu Mon Nov 22 20:04:40 2010 From: afernald at stanford.edu (Anne Fernald) Date: Mon, 22 Nov 2010 12:04:40 -0800 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <5E075F9F-7416-4AD2-B8A4-5ED2BCF77002@paris5.sorbonne.fr> Message-ID: Dear Edy, Thanks for sending this announcement. I would have loved to submit an abstract for a talk presenting new work on how variation in early language processing relates to lexical development, and is also strongly linked to variability in early language experience (presented in the keynote address at BUCLD last year). As you're probably aware, there is increasing interest these days in individual differences in real-time processing skill in adults in relation to variability in language proficiency, and it's quite likely that the differences we observe at 18 months are predictive of those later outcomes. FYI I'm attaching a chapter for the book Eve Clark and Inbal Arnon are editing on variation, as well as an in-press paper that connects this research to recent findings in adult psycholinguistics and communicative disorders. Best wishes, Anne On Nov 22, 2010, at 3:39 AM, edy veneziano wrote: > > > > > > > > > > > > > > ANNOUNCEMENT and CALL FOR POSTERS > > International Conference > > Variation in first and second language acquisition: comparative > perspectives > > Paris, 7-9 June 2011 > > Université Paris Descartes > > Salle du Conseil > > 12, rue de l’Ecole de Médecine > > 75006 Paris, France > > Conference site on internet: http://adyloc2011.sfl.cnrs.fr > > Organized by the Research Group ADYLOC (GDR CNRS 3195) > > Linguistic systems, oral language and cognition: Acquisition and > disorders > > Coordinator: Maya Hickmann > > > > Variation in language acquisition is a well-known phenomenon that is > still not well understood. Variation can take many forms: variations > among individuals,, variations during development, and/or variations > across languages or language families at comparable ages or in > comparable learning situations. > > The conference has two main goals. The first one is to examine all > types of variations during language acquisition in order to show > their implications for our understanding of the acquisition process > and their use in various contexts. Variation phenomena will be > examined mainly for the acquisition of oral or signed languages, and > in its disorders, in relation to other communicative dimensions (for > example, context, interaction, co-verbal gestures). The second aim > of the conference will be to stress the usefulness of comparative > approaches in the study of variations for language acquisition. Such > perspectives include various types of comparisons, which are > sometimes combined, among different languages (including within a > typological perspective), different types of acquisition (first and > second language acquisition, by the child or by the adult, early or > late bilingualism, ...), as well as different populations (autism, > aphasia, SLI…) whose atypical acquisition paths can shed light on > the development of more typical children and adult learners. > > The study of variation in a comparative perspective can address many > questions debated in language-related research in the cognitive > sciences: the relative weight of constraints from cognitive and > linguistic systems, the impact of specific properties of source and/ > or target languages, endogenous processes underlying the acquisition > path of particular learners, the existence of a critical period for > language acquisition. Applied research will also be discussed, > particularly in teaching contexts (teaching first and second > languages) and in clinical contexts (helping patients with disorders > in oral language). > > Keynote Speakers: > Clark, Eve (Stanford, USA) > Lieven, Elena (Manchester, UK & Leipzig, Germany) > MacWhinney, Brian (Carnegie Mellon, USA) > Slobin, Dan (Berkeley, USA) > Tager Flusberg, Helen (Boston, USA) > Von Stutterheim, Christiane (Heidelberg, Germany) > > Other speakers: > Bardel, Camilla > Hickmann, Maya > > Rose, Yvan > Bassano, Dominique > Jisa, Harriet > > Salazar Orvig, Anne > > Bernicot, Josie > Kern, Sophie > > Sanz, Gema > Champagne, Maud > Morgenstern, Aliyah > Van Geert, Paul > > Choi, Soonja > Nir-Sagiv, Bracha > > Veneziano, Edy > Choi, Jinnam > Noyau, Colette > Véronique, Daniel > Christophe, Anne > Özyürek, Asli > Vihman, Marylin > Dardier, Virginie > Pizzuto, Elena > > Volker, Olga > Démonet, Jean-François > Rast, Rebekah > > Watorek, Marzena > Garcia-Debanc, Claudine > Reilly, Judy > Wauquier, Sophie > > Organizing Committee: > > Hickmann, Maya, CNRS & Université de St Denis Paris 8, France > Jisa, Harriet, Université Lumière Lyon 2, France > Veneziano, Edy, Université Paris Descartes, Paris, France > Morgenstern, Aliyah, Université Sorbonne Nouvelle Paris 3, France > > Scientific committee: > Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; > Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, > Edy ; Wauquier, Sophie. > Languages: French and English. > > Registration: > Entrance to the conference is free but limited to available space. > For organizational reasons, registration is necessary before 15 > April 2011. Please register by filling out the form which you will > find on the conference site: http://adyloc2011.sfl.cnrs.fr > and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr > CALL FOR POSTERS > > There will be two poster sessions, one on 7 June (day 1) and > another on 8 June (day 2). Proposals are invited on any topic of > this conference. > > Submission Deadline: 15 January 2011. > > Languages: French or English. > > Abstract maximal length: 300 words > > The abstract should include the aim of the study, the methodology, > results and some discussion. > > The review process will be entirely anonymous: > > Name(s) and personal information (affiliation, address for > correspondence and email) of author(s) should figure on a separate > page. > > Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr > Notification of acceptance will be sent by 15 March 2011. > > Contact for any further information: adyloc2011 at sfl.cnrs.fr > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . ______________________ Anne Fernald, Ph.D. Dept Psychology and Program in Human Biology Stanford University Stanford CA 94305 650-723-1257 - lab http://babylab.stanford.edu/ -------------- next part -------------- An HTML attachment was scrubbed... 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URL: From Florence.Chenu at univ-lyon2.fr Mon Nov 22 21:09:39 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu (FC)) Date: Mon, 22 Nov 2010 22:09:39 +0100 Subject: [conference] 4th International conference of the French Cognitive Linguistics Association (AFLiCo IV; 24-27 May 2011; Lyon, France) SECOND CALL Message-ID: =============== AFLiCo IV SECOND CALL FOR PAPERS =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 INVITED SPEAKERS * Danièle DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= 2ème APPEL À COMMUNICATION AFLiCo IV ========================= AFLiCo IV Quatrième Colloque International de l’Association Française de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 CONFÉRENCIERS INVITÉS * Danièle DUBOIS (Université Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Université Lyon 2, France) * Maarten LEMMENS (Université Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, États-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions générales : 22 décembre 2010 Date limite pour les sessions thématiques : 18 décembre 2010 THÈME DU COLLOQUE AFLiCo IV ‘Linguistique cognitive et typologie : diversité des langues, variation et changement’. L’objectif de ce colloque est de réunir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L’accent du colloque sera mis sur (1) la diversité des systèmes linguistiques aussi bien oraux que signés, (2) la variation qui s’opère sur les plans inter- et intra- linguistiques et (3) les changements des systèmes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques variés, qui abordent leur objet d’étude dans une perspective synchronique et/ou diachronique et qui utilisent différentes méthodes et différents types de données telles que des données spontanées ou élicitées, y compris orales ou écrites, des données de terrain ou encore des données expérimentales. Nous attendons des propositions de sessions thématiques, des propositions de présentations orales de sessions générales et de posters sur des problématiques en lien avec le thème du colloque et dans le domaine de la linguistique cognitive en général. Les propositions portant sur des langues moins bien décrites et des langues qui varient du point de vue typologique, génétique et aréal seront particulièrement appréciées. Les thématiques incluent, mais ne se limitent pas aux suivantes : - méthodes et données en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - études menées dans une perspective cognitive et/ou typologique dans les domaines de la phonétique, phonologie, morphosyntaxe, sémantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parlées et les langues signées ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avancées dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le français et l’anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions générales de 30 minutes (20 minutes de présentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS THÉMATIQUES Nous accueillons des propositions d’une demi-journée ou d’une journée entière pour des ateliers et/ou sessions thématiques. Ces ateliers/sessions thématiques doivent être proposés par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonnées des deux organisateurs - le titre de la session - une présentation du thème et des objectifs de la session (2 pages maximum) - une précision concernant le temps souhaité (nombre de créneaux horaires : 4, 6 ou 10 ; une journée ou une journée entière ; nombre et nature des présentations, discussions, tables rondes, etc.). - un résumé d’une page pour chaque présentation (une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques) Les propositions d’ateliers et/ou de sessions thématiques seront soumises à la même procédure d’évaluation que les propositions pour les sessions générales et les posters. La notification d’acceptation sera envoyée aux deux organisateurs à partir du 25 février 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiquées à l’adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait être en co-auteur. Les informations concernant l’auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront évaluées de façon anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne référente/contact. Les propositions seront examinées de façon anonyme par 2 membres experts du comité scientifique. La notification d’acceptation sera envoyée aux auteurs à partir du 25 février 2011. Les propositions ne devront pas dépasser une page. Une deuxième page peut être utilisée pour des figures, exemples glosés et références bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Wed Nov 24 14:14:17 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Wed, 24 Nov 2010 14:14:17 +0000 Subject: Second call for papers for the next Child Language Seminar June 2011 In-Reply-To: <02B74B2E89345949BA1692E6B4B78ECE65409DCC74@EXSAN03.campus.ncl.ac.uk> Message-ID: Second call for papers for the next Child Language Seminar CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 (with registration and wine reception on the evening of the 12th of June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of, among others, psychologists, linguists and speech and language therapists, and provides a forum for research on language acquisition in all its diversity. Proposals for papers and posters are invited relating to all aspects of child language acquisition and disorders. Those which speak to the four key themes of the conference are particularly welcome. CLS 2011 will focus on four key themes in the field of child language research * Child Language and Literacy * Children with Speech Language and Communication Needs (SLCN) * Capturing change in child language * Bilingual and cross-linguistic perspectives on child language Keynote speakers: We are very pleased to announce that our confirmed keynote speakers are: * Professor Maggie Snowling (University of York): "Children at Preschool Risk of Dyslexia: From Theory to Intervention" * Professor James Law (Newcastle University): "The Better Communication Research Programme - research to impact upon practice and policy for children with speech, language and communication needs" * Professor Sheena Reilly (University of Melbourne): "The Early Language In Victoria Study: Outcomes at 4 and 5 years" * Professor Elizabeth Pena (University of Texas): (title to follow) Please visit our webpage for more detail http://www.ncl.ac.uk/ecls/conferences/CLS2011/ Call for papers: Proposals are invited for papers and posters related to all aspects of child language acquisition and disorders. Proposals will be considered on children's first or subsequent language development (e.g., grammar, phonology, lexicon, pragmatics, discourse, literacy, bilingualism, sign language, psycholinguistic processing) or on any aspect relating to children with language difficulties (e.g., description, assessment, remediation). The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by members of the organising committee. Presentation format Proposals should indicate whether an oral presentation or poster is preferred. The programme committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. Proposal format Proposals must be written in English and include the following: Cover Page: Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) Abstract: Title of presentation Summary of research undertaken (300 words maximum, single spaced) Do not include authors' names Submitting proposals: Proposals must be composed in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: cristina.mckean at ncl.ac.uk Key dates: Submission of abstracts: 1st January 2011 Notification of acceptance/rejection: 1st February 2011 Registration open: 1st February 2011 Programme published on website: 1 April 2011 Early registration deadline (reduced fee): 15th April 2011 Registration and wine reception: 12th June CLS meeting: 13th-14th June 2010, with conference dinner 13th June Registration: Exact costings have not been finalised and will be published as soon as possible on the conference website. We will offer an early registration discount and a discount for students. As a guide, fees will not differ significantly from those for CLS 2010. Venue: The CLS 2011 will be hosted by Speech and Language Sciences at Newcastle University, one of the UK's leading universities. Newcastle is a research - intensive university, with a reputation for teaching and learning of the highest quality and for its role in the economic, social and cultural development of the North East of England. Speech and Language Sciences at Newcastle University is one of the leading teaching and research units in the UK devoted to the study of normal communicative processes and communication disorders in children and adults. The core aims of Speech and Language Sciences at Newcastle is to deliver high quality teaching, and excellent research and to work collaboratively with the profession to impact on practice. These activities contribute to our high standing within health and education both nationally and internationally. Newcastle was the first university in the UK to award a degree in Speech and Language Therapy (1967), recently celebrated 50 years of Speech and Language Therapy Training and continues to be one of the UK's leading SLT training programmes. Our research involves the study of normal and impaired human communication processes, assessment and intervention for individuals with communication disorders, and sociolinguistics, the RAE 2008 can be found here. Many staff are members of larger collaborative research groups within the university, including the Centre for Research in Linguistics and Language Sciences and the Institute of Health and Society. We also collaborate with researchers throughout the UK and abroad (Europe, USA, Australia and New Zealand). Newcastle: Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for four consecutive years and has been voted the UK's best University City 2010 by MSN travel. Located in the North East of England, the city is easily accessible by rail (1½ hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Accommodation: We are asking delegates to kindly book their own conference accommodation. There are many excellent places to stay within the city and good public transport links to and from the university. More details of specific accommodation and transport arrangements will be available soon on the conference website. Further details will be circulated in due course and the conference website launched in the near future. If you have any queries please contact Cristina McKean cristina.mckean at ncl.ac.uk We look forward to welcoming you to the CLS in 2011 Cristina McKean, Helen Stringer, James Law Co-chairs CLS 2011 organising committee Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528 CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd Child Language Seminar 2011 is coming to Newcastle http://www.ncl.ac.uk/ecls/conferences/CLS2011/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 1.jpg Type: image/jpeg Size: 6861 bytes Desc: Picture (Device Independent Bitmap) 1.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 2.jpg Type: image/jpeg Size: 6861 bytes Desc: Picture (Device Independent Bitmap) 2.jpg URL: From tamar.keren-portnoy at york.ac.uk Fri Nov 26 11:06:43 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Fri, 26 Nov 2010 11:06:43 +0000 Subject: Extended deadline for abstract submission to the International Child Phonology Conference (ICPC) 2011 Message-ID: Extended deadline for abstract submission to the International Child Phonology Conference (ICPC) 2011 June 16-17, 2011 (Pre-conference workshop: June 15) Deadline for abstracts: January 15, 2011 The International Child Phonology Conference (ICPC) 2011 will take place at the University of York, England, June 16-17, preceded by a one-day workshop on cross-linguistic studies of phonetic and/or phonological development, June 15. The ICPC has met annually for about 30 years, originally in the Midwestern American states, as a forum for talks and discussion on any aspect of children's phonological development. Presentations deal with a broad range of topics, covering theoretical and applied concerns, phonetics and phonology, typical and atypical development, infants, toddlers and older children, and oral and signed language. Main conference We invite proposals for papers and posters covering any aspect of child phonetics and/or phonology. Pre-conference workshop on cross-linguistic projects on phonetic and/or phonological development We invite submissions for oral presentations reporting on goals, methods and findings of collaborative cross-linguistic projects on phonetic and/or phonological development. We welcome either one or two talks per project; where two talks (and speakers) are planned, one should focus on the theoretical or practical motivation for the project and the other on presenting comparative data. No more than two abstracts should be submitted from any one project. Talks will be 30-45 minutes long, depending on the number of submissions. Talks which cannot be fitted into the workshop due to time limitations will be considered for the main conference. Following the child phonology conference tradition, we will have no invited speakers. Abstracts will be peer-reviewed anonymously by members of the organizing committee. Conference website http://yorkconferences.com/Delegate_Information/International_Child_Phonology_Conference.aspx Abstracts for both the main conference and the workshop (up to 300 words per presentation) should be submitted directly to the conference website. Authors submitting to the main conference should indicate whether they prefer to present an oral paper or a poster. Oral presentations will be allocated a 30-minute slot each, to include a 5-10 minute discussion. The final format of the presentation will be decided on by the committee. Key dates Abstract submission: January 15, 2011 Notification of outcome: February 15, 2011 Registration start: February 15, 2011 Programme published on website: March, 2011 Registration Early registration, regular: £60 Early registration, student: £30 Late registration (after 1 May), regular: £80 Late registration (after 1 May), student: £40 Accommodation Some rooms will be available on campus, but we expect that most participants will want to book a hotel or B&B in town (a 10-minute bus- ride to campus or a 30-minute walk, typically). There are links on our website to help you to find all of these options. For further information please contact the organizers, Marilyn Vihman (mv509 at york.ac.uk) or Tamar Keren-Portnoy (tkp502 at york.ac.uk). -- Tamar Keren-Portnoy Dept. of Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD UK Tel: +44 1904 433614 Fax: +44 1904 432673 Email: tkp502 at york.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jedwards2 at wisc.edu Sat Nov 27 23:33:40 2010 From: jedwards2 at wisc.edu (Jan Edwards) Date: Sat, 27 Nov 2010 17:33:40 -0600 Subject: PhD Positions in Phonologica/Languagel Development, UW-Madison In-Reply-To: <4CE344A6.4030405@gmail.com> Message-ID: PhD Positions in Phonological/Language Development, Department of Communicative Disorders, UW-Madison The Child Phonology Lab in the Department of Communicative Disorders at UW-Madison has several positions for PhD and postdoctoral students to conduct research on the interactions between phonological and lexical development in early childhood. This research will focus on typically developing children from middle- and low-SES families, late talkers, and children with cochlear implants. Students with clinical certification are especially encouraged to apply. The Department of Communicative Disorders at UW-Madison is ranked #2 in the country in the U.S. News and World Report rankings and is the only ComDis department ranked in the top 10% in the recent NRC rankings. The Child Phonology Lab is housed at the Waisman Center and has close connections to many other labs there, including those that focus on research on infant language learning, language and cognitive abilities of bilingual children, and language of children with autism and SLI. The Waisman Center offers state-of-the-art facilities including eye-tracking. For more information, please contact Jan Edwards at jedwards2 at wisc.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 jill.hohenstein at kcl.ac.uk Mon Nov 29 16:43:15 2010 From: jill.hohenstein at kcl.ac.uk (Hohenstein, Jill) Date: Mon, 29 Nov 2010 16:43:15 +0000 Subject: PhD studentships in linguistics, discourse & communication at King's Message-ID: STUDENTSHIPS IN LINGUISTICS, DISCOURSE & COMMUNICATION AT KING'S COLLEGE LONDON 2011 A number of post-graduate studentships are available at King's College London, affiliated to the Centre for Language Discourse & Communication. The Centre is ESRC-recognised for its research training, it works across departments, and it offers supervision in text, discourse & narrative analysis, social pragmatics, linguistic ethnography, sociolinguistics, psycholinguistics, applied, educational, historical, cognitive and corpus linguistics. Applicants should have very good qualifications and a clear research idea, and to apply, there are a number of steps to follow: 1) Identify a potential supervisor, referring to our webpages at www.kcl.ac.uk/ldc . 2) Email the person you have identified, providing information about your background, qualifications and a draft research proposal (if you are unsure of who to contact, please send the material to ldc at kcl.ac.uk or ben.rampton at kcl.ac.uk (inserting 'Studentships' in the Subject)). 3) If your potential supervisor encourages you, choose which studentship(s) you want to apply for, consulting the information at www.kcl.ac.uk/graduate/funding/database/ and checking your eligibility very carefully. The possibilities include: * Arts & Humanities Research Council (AHRC) Studentship (deadline: 1 February 2011) - http://www.kcl.ac.uk/study/pg/funding/sources/ahrc.aspx. This covers research on linguistic structure, history, theory and description, including stylistics, discourse analysis, pragmatics, corpus studies, translation, and some areas of applied linguistics. * Graduate School Studentships (deadline: 1 February 2011) http://www.kcl.ac.uk/study/pg/funding/sources/gradsch.aspx. These covers all areas of linguistics supervised at King's. 4) Start working on the studentship application forms well before the deadline. Your potential supervisor can discuss your proposal with you, but she/he will need the time to do so. You will also need to contact your referees to ensure that you have their references in time. If you need further assistance, contact ldc at kcl.ac.uk or Professor Ben Rampton (ben.rampton at kcl.ac.uk), inserting 'Studentships' in the message Subject) ********************************************************** Jill Hohenstein, Ph.D. Senior Lecturer, Psychology in Education Director, Doctorate in Education and Professional Studies Department of Education and Professional Studies King's College London Franklin-Wilkins Building (Waterloo Bridge Wing) Waterloo Road London SE1 9NH Phone: 0207 848 3100 Fax: 0207 848 3182 ********************************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 elma.blom at gmail.com Mon Nov 29 20:14:05 2010 From: elma.blom at gmail.com (elma blom) Date: Mon, 29 Nov 2010 13:14:05 -0700 Subject: New book: Experimental Methods in Language Acquisition Research Message-ID: Experimental Methods in Language Acquisition Research Edited by Elma Blom and Sharon Unsworth University of Amsterdam / Utrecht University http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 Language Learning & Language Teaching 27 2010. vii, 292 pp. Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 e-Book – Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don’ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. Table of contents Preface vii–viii Introduction 1–10 Chapter 1. Production methods in language acquisition research Sonja Eisenbeiss 11–34 Chapter 2. Using comprehension methods in language acquisition research Cristina Schmitt and Karen Miller 35–56 Chapter 3. Using Magnitude Estimation in developmental linguistic research Antonella Sorace 57–72 Chapter 4. Using infant and toddler testing methods in language acquisition research Elizabeth K. Johnson and Tania S. Zamuner 73–94 Chapter 5. Using Event-Related Potentials in language acquisition research Judith Rispens and Evelien Krikhaar 95–114 Chapter 6. Using eyetracking in language acquisition research Julie C. Sedivy 115–138 Chapter 7. Using on-line processing methods in language acquisition research Theodoros Marinis 139–162 Chapter 8. Using computational modeling in language acquisition research Lisa Pearl 163–184 Chapter 9. Measuring second language proficiency Jan H. Hulstijn 185–200 Chapter 10. Comparing L1 children, L2 children and L2 adults Sharon Unsworth and Elma Blom 201–222 Chapter 11. Comparing typically-developing children and children with specific language impairment Johanne Paradis 223–244 Chapter 12. Measuring the linguistic development of deaf learners Anne Baker and Beppie van den Bogaerde 245–268 Chapter 13. How to design and analyze language acquisition studies Hugo Quene 269–284 Contributors 285–288 Index 289–292 “Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.” Colin Phillips, Professor, University of Maryland “This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.” Ianthi Maria Tsimpli, Aristotle University of Thessaloniki “This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.” Toby Mintz, University of Southern California -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 tamar.keren-portnoy at york.ac.uk Tue Nov 30 12:45:05 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Tue, 30 Nov 2010 12:45:05 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: Message-ID: Maybe we should order an inspection copy and see if it's worthwhile? Tamar On 29 Nov 2010, at 20:14, elma blom wrote: > Experimental Methods in Language Acquisition Research > Edited by Elma Blom and Sharon Unsworth > University of Amsterdam / Utrecht University > http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 > Language Learning & Language Teaching 27 > 2010. vii, 292 pp. > Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 > Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 > e-Book – Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 > > Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don’ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. > > Table of contents > Preface vii–viii > Introduction 1–10 > Chapter 1. Production methods in language acquisition research > Sonja Eisenbeiss 11–34 > Chapter 2. Using comprehension methods in language acquisition research > Cristina Schmitt and Karen Miller 35–56 > Chapter 3. Using Magnitude Estimation in developmental linguistic research > Antonella Sorace 57–72 > Chapter 4. Using infant and toddler testing methods in language acquisition research > Elizabeth K. Johnson and Tania S. Zamuner 73–94 > Chapter 5. Using Event-Related Potentials in language acquisition research > Judith Rispens and Evelien Krikhaar 95–114 > Chapter 6. Using eyetracking in language acquisition research > Julie C. Sedivy 115–138 > Chapter 7. Using on-line processing methods in language acquisition research > Theodoros Marinis 139–162 > Chapter 8. Using computational modeling in language acquisition research > Lisa Pearl 163–184 > Chapter 9. Measuring second language proficiency > Jan H. Hulstijn 185–200 > Chapter 10. Comparing L1 children, L2 children and L2 adults > Sharon Unsworth and Elma Blom 201–222 > Chapter 11. Comparing typically-developing children and children with specific language impairment > Johanne Paradis 223–244 > Chapter 12. Measuring the linguistic development of deaf learners > Anne Baker and Beppie van den Bogaerde 245–268 > Chapter 13. How to design and analyze language acquisition studies > Hugo Quene 269–284 > Contributors 285–288 > Index 289–292 > > “Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.” > Colin Phillips, Professor, University of Maryland > > “This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.” > Ianthi Maria Tsimpli, Aristotle University of Thessaloniki > > “This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.” > Toby Mintz, University of Southern California > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Tamar Keren-Portnoy Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD tel 01904 433614 fax 01904 432673 email: tamar.keren-portnoy at york.ac.uk http://www.york.ac.uk/docs/disclaimer/email.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tamar.keren-portnoy at york.ac.uk Tue Nov 30 12:45:55 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Tue, 30 Nov 2010 12:45:55 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: <5D3B8009-FD9C-49A3-A306-5A96BA394F32@york.ac.uk> Message-ID: Sorry, unintentionally sent to the entire list! Tamar On 30 Nov 2010, at 12:45, Tamar Keren-Portnoy wrote: > Maybe we should order an inspection copy and see if it's worthwhile? > > Tamar > > On 29 Nov 2010, at 20:14, elma blom wrote: > >> Experimental Methods in Language Acquisition Research >> Edited by Elma Blom and Sharon Unsworth >> University of Amsterdam / Utrecht University >> http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 >> Language Learning & Language Teaching 27 >> 2010. vii, 292 pp. >> Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 >> Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 >> e-Book – Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 >> >> Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don’ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. >> >> Table of contents >> Preface vii–viii >> Introduction 1–10 >> Chapter 1. Production methods in language acquisition research >> Sonja Eisenbeiss 11–34 >> Chapter 2. Using comprehension methods in language acquisition research >> Cristina Schmitt and Karen Miller 35–56 >> Chapter 3. Using Magnitude Estimation in developmental linguistic research >> Antonella Sorace 57–72 >> Chapter 4. Using infant and toddler testing methods in language acquisition research >> Elizabeth K. Johnson and Tania S. Zamuner 73–94 >> Chapter 5. Using Event-Related Potentials in language acquisition research >> Judith Rispens and Evelien Krikhaar 95–114 >> Chapter 6. Using eyetracking in language acquisition research >> Julie C. Sedivy 115–138 >> Chapter 7. Using on-line processing methods in language acquisition research >> Theodoros Marinis 139–162 >> Chapter 8. Using computational modeling in language acquisition research >> Lisa Pearl 163–184 >> Chapter 9. Measuring second language proficiency >> Jan H. Hulstijn 185–200 >> Chapter 10. Comparing L1 children, L2 children and L2 adults >> Sharon Unsworth and Elma Blom 201–222 >> Chapter 11. Comparing typically-developing children and children with specific language impairment >> Johanne Paradis 223–244 >> Chapter 12. Measuring the linguistic development of deaf learners >> Anne Baker and Beppie van den Bogaerde 245–268 >> Chapter 13. How to design and analyze language acquisition studies >> Hugo Quene 269–284 >> Contributors 285–288 >> Index 289–292 >> >> “Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.” >> Colin Phillips, Professor, University of Maryland >> >> “This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.” >> Ianthi Maria Tsimpli, Aristotle University of Thessaloniki >> >> “This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.” >> Toby Mintz, University of Southern California >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > Tamar Keren-Portnoy > Language and Linguistic Science > V/B/220 > University of York > Heslington > York YO10 5DD > tel 01904 433614 > fax 01904 432673 > email: tamar.keren-portnoy at york.ac.uk > > http://www.york.ac.uk/docs/disclaimer/email.htm > > > > > Tamar Keren-Portnoy Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD tel 01904 433614 fax 01904 432673 email: tamar.keren-portnoy at york.ac.uk http://www.york.ac.uk/docs/disclaimer/email.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Tue Nov 30 13:12:09 2010 From: mv509 at york.ac.uk (Marilyn Vihman) Date: Tue, 30 Nov 2010 13:12:09 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: <5D3B8009-FD9C-49A3-A306-5A96BA394F32@york.ac.uk> Message-ID: sure! -m. On 30 Nov 2010, at 12:45, Tamar Keren-Portnoy wrote: > Maybe we should order an inspection copy and see if it's worthwhile? > > Tamar > > On 29 Nov 2010, at 20:14, elma blom wrote: > >> Experimental Methods in Language Acquisition Research >> Edited by Elma Blom and Sharon Unsworth >> University of Amsterdam / Utrecht University >> http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 >> Language Learning & Language Teaching 27 >> 2010. vii, 292 pp. >> Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 >> Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 >> e-Book – Available from e-book platforms: 978 90 272 8795 3 / EUR >> 105.00 / USD 158.00 >> >> Experimental Methods in Language Acquisition Research provides >> students and researchers interested in language acquisition with >> comprehensible and practical information on the most frequently >> used methods in language acquisition research. It includes >> contributions on first and child/adult second language learners, >> language-impaired children, and on the acquisition of both spoken >> and signed language. Part I discusses specific experimental >> methods, explaining the rationale behind each one, and providing an >> overview of potential participants, the procedure and data- >> analysis, as well as advantages and disadvantages and dos and >> don’ts. Part II focuses on comparisons across groups, addressing >> the theoretical, applied and methodological issues involved in such >> comparative work. This book will not only be of use to advanced >> undergraduate and postgraduate students, but also to any scholars >> wishing to learn more about a particular research method. It is >> suitable as a textbook in postgraduate programs in the fields of >> linguistics, education and psychology. >> >> Table of contents >> Preface vii–viii >> Introduction 1–10 >> Chapter 1. Production methods in language acquisition research >> Sonja Eisenbeiss 11–34 >> Chapter 2. Using comprehension methods in language acquisition >> research >> Cristina Schmitt and Karen Miller 35–56 >> Chapter 3. Using Magnitude Estimation in developmental linguistic >> research >> Antonella Sorace 57–72 >> Chapter 4. Using infant and toddler testing methods in language >> acquisition research >> Elizabeth K. Johnson and Tania S. Zamuner 73–94 >> Chapter 5. Using Event-Related Potentials in language acquisition >> research >> Judith Rispens and Evelien Krikhaar 95–114 >> Chapter 6. Using eyetracking in language acquisition research >> Julie C. Sedivy 115–138 >> Chapter 7. Using on-line processing methods in language acquisition >> research >> Theodoros Marinis 139–162 >> Chapter 8. Using computational modeling in language acquisition >> research >> Lisa Pearl 163–184 >> Chapter 9. Measuring second language proficiency >> Jan H. Hulstijn 185–200 >> Chapter 10. Comparing L1 children, L2 children and L2 adults >> Sharon Unsworth and Elma Blom 201–222 >> Chapter 11. Comparing typically-developing children and children >> with specific language impairment >> Johanne Paradis 223–244 >> Chapter 12. Measuring the linguistic development of deaf learners >> Anne Baker and Beppie van den Bogaerde 245–268 >> Chapter 13. How to design and analyze language acquisition studies >> Hugo Quene 269–284 >> Contributors 285–288 >> Index 289–292 >> >> “Language acquisition researchers should ideally be able to explore >> their questions with whichever methods are best suited to the >> problem at hand. Fortunately, recent years have witnessed huge >> growth in the diversity and sophistication of the experimental >> tools available for developmental research, including different on- >> line methods, electrophysiological procedures, and techniques for >> working with very young children. But this creates the challenge of >> how to master these exciting new methods. Blom and Unsworth have >> succeeded in gathering a treasure trove of valuable information on >> language acquisition methods, which will prove indispensable for >> novice and experienced researchers alike. The shared format of the >> different chapters makes them particularly easy to read, and it is >> fascinating to read the collections of pros, cons, and "dos and >> don'ts" that conclude each chapter. In addition to helping >> researchers who are taking their first steps with novel >> experimental methods, the chapters in the volume provide rare >> 'behind-the-scenes' commentary that should be useful for any >> consumers of the results that emerge from the various techniques.” >> Colin Phillips, Professor, University of Maryland >> >> “This book fills an obvious gap in the literature of language >> acquisition research. It includes a comprehensive, state-of-the-art >> presentation of different experimental techniques, suggests their >> suitability for different populations of learners and points out >> the level of linguistic knowledge they tap into, providing >> guidelines which are psycholinguistically sophisticated and, at the >> same time, linguistically informed. Research methodologies into >> typical and atypical first language development as well as second >> language acquisition by children and adults are supplemented by >> advice on good practices in data elicitation and analysis, in >> ethical research conduct and in raised sensitivity to researcher- >> participant interactions. The book is an essential reading to >> anyone seeking to carry out sound psycholinguistic research on >> language development.” >> Ianthi Maria Tsimpli, Aristotle University of Thessaloniki >> >> “This volume contains an impressive collection of chapters that >> overviews a broad variety of current research methods in language >> acquisition that are targeted at a range of subject populations. It >> offers excellent practical information about diverse research >> methods written by experts in an informative and accessible style. >> This volume will serve as a valuable guide for graduate students >> just embarking on their research careers, as well as for seasoned >> researchers who might be interested in approaching their research >> from a different methodological perspective. The pros and cons of >> particular methods are clearly discussed, useful web resources are >> provided when applicable, and examples of research taken from >> foundational as well as more recent studies are provided. Even for >> researchers who are not embarking on experimental research >> themselves, the volume will help them understand and critically >> evaluate studies that use the covered methods. In short, >> Experimental Methods in Language Acquisition Research does an >> excellent job of bringing together interesting and informative >> reviews of current experimental methods under one cover.” >> Toby Mintz, University of Southern California >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en >> . > > Tamar Keren-Portnoy > Language and Linguistic Science > V/B/220 > University of York > Heslington > York YO10 5DD > tel 01904 433614 > fax 01904 432673 > email: tamar.keren-portnoy at york.ac.uk > > http://www.york.ac.uk/docs/disclaimer/email.htm > > > > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From s.c.bryan at shef.ac.uk Mon Nov 1 15:45:49 2010 From: s.c.bryan at shef.ac.uk (Sarah Bryan) Date: Mon, 1 Nov 2010 08:45:49 -0700 Subject: Braille linguistics texts Message-ID: Dear all, I have braille copies of the following introductory linguistics texts, which I no longer need and would be happy to donate to any blind students of linguistics:- Aitchison, J. (1992) The Articulate Mammal: an Introduction to Psycholinguistics. 3rd ed. Aitchison, J. (1994) Words in the Mind: an Introduction to the Mental Lexicon. 2nd ed. Harley, T. (2001) The Psychology of Language: from Data to Theory. 2nd ed. All texts are in grade 2 English braille. If you know or teach any blind students who could make use of these, then I would be glad to hear from you. Many thanks Sarah -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 caroline at carolinefloccia.info Mon Nov 1 17:06:14 2010 From: caroline at carolinefloccia.info (Caroline Floccia) Date: Mon, 1 Nov 2010 17:06:14 +0000 Subject: Braille linguistics texts In-Reply-To: <8082ecf5-1cdc-43fb-ac9a-54a67512244b@t35g2000yqj.googlegroups.com> Message-ID: Dear Sarah, As a matter of fact, we have a blind student in our first year intake this year, and she will be needing the Harley book next year for the psycholinguistics course. I don't know her name, but I can find out for you tomorrow. Please let me know the details (postage payment, etc..) Best regards, Caroline Floccia University of Plymouth, UK On Mon, Nov 1, 2010 at 3:45 PM, Sarah Bryan wrote: > Dear all, > > I have braille copies of the following introductory linguistics texts, > which I no longer need and would be happy to donate to any blind > students of linguistics:- > > Aitchison, J. (1992) The Articulate Mammal: an Introduction to > Psycholinguistics. 3rd ed. > > Aitchison, J. (1994) Words in the Mind: an Introduction to the Mental > Lexicon. 2nd ed. > > Harley, T. (2001) The Psychology of Language: from Data to Theory. 2nd > ed. > > All texts are in grade 2 English braille. If you know or teach any > blind students who could make use of these, then I would be glad to > hear from you. > > Many thanks > > Sarah > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Dr. Caroline Floccia Lecturer PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 g.morgan at city.ac.uk Wed Nov 3 09:33:14 2010 From: g.morgan at city.ac.uk (Gary Morgan) Date: Wed, 3 Nov 2010 02:33:14 -0700 Subject: call for submissions Message-ID: Lost for Words: Lost for Life A conference on SLCN in older children and young people 15-17 June 2011 City University London, England CALL FOR CONFERENCE SUBMISSIONS The conference ?Lost for Words: Lost for Life. A conference on SLCN in older children and young people? is being hosted jointly by the Department of Language and Communication Science, City University, London and I CAN and Afasic, the two main UK charities who support children and young people with SLCN. This is an applied research and practice conference focusing on areas related to the speech, language and communication and social, emotional and behavioural functioning of older children and young adults with speech, language and communication needs (SLCN). The conference begins at lunchtime on Wednesday the 15th of June and will consist of a range of exciting keynote talks, presentations, workshops and posters around the language and communication, educational attainment, social and emotional functioning, employment and well- being of older children and young people with SLCN. Presentations will be delivered by teachers, speech and language therapists, psychologists, linguists and other people working with this age group. Workshops delivered by parents of young people with SLCN and the young people themselves will also be delivered. The conference will begin with a workshop run by young people with SLCN which will be followed by an introduction and welcome from the Rt Hon John Bercow, MP and The Speaker of the House. A panel discussion on the future vision of support and provision for young people with SLCN will be held with panel members including Jean Gross, The Communication Champion, a representative from the Department for Education, Virginia Beardshaw, CEO, ICAN, Linda Lascelles, CEO, Afasic and a parent and young person with SLCN. Keynote speakers will include Professor Maggie Snowling, Professor Sarah-Jayne Blakemore, Dr Nicola Botting and Dr Victoria Joffe. Exhibitions of photography, art and craftwork by young people will be available to view and for purchase. A call for papers, workshops and posters is now out, with a deadline of 31st December 2010. Presenters will be informed of the committees? decisions by the 31st of January 2011 and online conference registration will open on the 15th of February 2011. There will be a number of parallel sessions so early booking is highly advisable to ensure you secure your session preferences. For more information about this conference, and for details about abstract submission, please go to: http://www.city.ac.uk/lcs/SLCN_Conf2011.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Thu Nov 4 00:28:46 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Nov 2010 20:28:46 -0400 Subject: position at UC Merced Message-ID: A non-text attachment was scrubbed... Name: UC Merced dev psych senior pos 2011.pdf Type: application/pdf Size: 55751 bytes Desc: not available URL: From tkp502 at york.ac.uk Thu Nov 4 17:52:24 2010 From: tkp502 at york.ac.uk (tamar) Date: Thu, 4 Nov 2010 10:52:24 -0700 Subject: Second call for the International Child Phonology Conference Message-ID: Second call for papers for the International Child Phonology Conference (ICPC) June 16-17, 2011 (Pre-conference workshop: June 15) Deadline for abstracts: December 1, 2010 The International Child Phonology Conference (ICPC) 2011 will take place at the University of York, England, June 16-17, preceded by a one-day workshop on cross-linguistic studies of phonetic and/or phonological development, June 15. The ICPC has met annually for about 30 years, originally in the Midwestern American states, as a forum for talks and discussion on any aspect of children?s phonological development. Presentations deal with a broad range of topics, covering theoretical and applied concerns, phonetics and phonology, typical and atypical development, infants, toddlers and older children, and oral and signed language. Main conference We invite proposals for papers and posters covering any aspect of child phonetics and/or phonology. Pre-conference workshop on cross-linguistic projects on phonetic and/ or phonological development We invite submissions for oral presentations reporting on goals, methods and findings of collaborative cross-linguistic projects on phonetic and/or phonological development. We welcome either one or two talks per project; where two talks (and speakers) are planned, one should focus on the theoretical or practical motivation for the project and the other on presenting comparative data. No more than two abstracts should be submitted from any one project. Talks will be 30-45 minutes long, depending on the number of submissions. Talks which cannot be fitted into the workshop due to time limitations will be considered for the main conference. Following the child phonology conference tradition, we will have no invited speakers. Abstracts will be peer-reviewed anonymously by members of the organizing committee. Conference website http://yorkconferences.com/Delegate_Information/International_Child_Phonology_Conference.aspx Abstracts for both the main conference and the workshop (up to 300 words per presentation) should be submitted directly to the conference website (now accessible). Authors submitting to the main conference should indicate whether they prefer to present an oral paper or a poster. Oral presentations will be allocated a 30-minute slot each, to include a 5-10 minute discussion. The final format of the presentation will be decided on by the committee. Key dates Abstract submission deadline: December 1, 2010 Notification of outcome: January 15, 2011 Registration start: February 1, 2011 Programme published on website: February 15, 2011 Registration Early registration, regular: ?60 Early registration, student: ?30 Late registration (after 1 May), regular: ?80 Late registration (after 1 May), student: ?40 Accommodation Some rooms will be available on campus, but we expect that most participants will want to book a hotel or B&B in town (a 10-minute bus- ride to campus or a 30-minute walk, typically). There are some links on the website to help you explore accommodation options. Additional options can be found using the following link: http://www.visityork.org/accommodation/hotel-bnbs/default.aspx For further information please contact the organizers, Marilyn Vihman (mv509 at york.ac.uk) or Tamar Keren-Portnoy (tkp502 at york.ac.uk). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From martine.walsh3 at gmail.com Fri Nov 5 09:21:26 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Fri, 5 Nov 2010 02:21:26 -0700 Subject: JCL: new articles available Message-ID: Two new articles are now available online. JOURNAL OF CHILD LANGUAGE - FIRST VIEW ARTICLE(S) http://journals.cambridge.org/action/displayIssue?iid=2164596 Articles Does size matter? Subsegmental cues to vowel mispronunciation detection NIVEDITA MANI, KIM PLUNKETT Journal of Child Language doi:10.1017/S0305000910000243 Published online by Cambridge University Press 01 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7919323 ____________________________________ The role of working memory and contextual constraints in children's processing of relative clauses ANNA R. WEIGHALL, GERRY T. M. ALTMANN Journal of Child Language doi:10.1017/S0305000910000267 Published online by Cambridge University Press 02 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7919942 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ppeleclercq at free.fr Tue Nov 9 14:02:06 2010 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Tue, 9 Nov 2010 15:02:06 +0100 Subject: Postdoctoral position Message-ID: Post-doctoral position in linguistics: call for candidatures Universit? Paul Val?ry (Montpellier III), France. Equipe d'accueil E741 EMMA (Etudes Montpelli?raines du Monde Anglophone) Website: http://recherche.univ-montp3.fr/pays_anglophones/ A postdoctoral post in linguistics is open within the EMMA research team at the Universit? Paul Val?ry in Montpellier, France. The contract will run for twelve months, from January to December 2011. The salary is 1,800 euros per month. Candidates must be in possession of a PhD in linguistics. Mastery of both English and French is indispensible. Knowledge of corpus analysis software (such as PRAAT and CLAN) will be an advantage. 1. Research environment The post is linked to the project 'Ethics, variation, process, corpora', which forms a part of EMMA's more general project 'The Ethics of Otherness: confrontation and responsibility'. In the corpus project, the following topics are investigated: - data collection and analysis; - language learning/acquisition; - standardisation and de-standardisation; - adjustment and adaptation. These phenomena raise ethical questions concerning choice of methodologies, for example the constitution and analysis of corpora. The study of these processes is related to, among other things, the PAC and LANGACROSS projects. The PAC project (Phonologie de l'Anglais Contemporain) is co-directed by Philip Carr (EMMA, Montpellier 3) and Jacques Durand (CLLE, CNRS, Toulouse 2 and Institut Universitaire de France). Members of the CNRS research team LPL at the University of Aix-en-Provence are also involved. Members of the project record and analyse a wide range of varieties of contemporary spoken English. We envisage expanding our analyses to cover the syntax and semantics of those varieties. Several books, and a special edition of a journal, are envisaged, with the aim of encouraging the study of varieties of contemporary English at undergraduate and graduate level in France and elsewhere. The project initiated by Caroline David and Pascale Leclercq (EMMA, Montpellier 3) falls within the broader LANGACROSS project, directed by Maya Hickmann (CNRS/Paris 8), funded by the French National Research Agency. The aim of the sub-project is to compare the linguistic means available in French and English for the expression of informational structure and temporality. It also seeks to analyse variation between the lects of native speakers and learners of French and English as a foreign language. The successful candidate will have carried out corpus-based work in one of the above-mentioned areas. 2. Objectives The candidate will participate in the work of the team at three levels: (a) Initiation of research - help in setting up the project 'Ethics, variation, process, corpora'; - help in preparing the one-day workshop planned for 2012; - help in preparing publications arising from that workshop and the 2011 PAC workshop. (b) Development of current projects The successful candidate will participate in the development of the project 'Ethics, variation, process, corpora', specializing in either the PAC project or the LANGACROSS project, depending on his or her profile. He or she will be expected to engage in data collection and analysis in one of those projects. (c) Seeking research funding for future projects The successful candidate will aid members of the research team in applying for funding for current and future projects. These include (i) a project on the difficulties faced by Francophone learners of spoken English (project co-directed by C?cile Poussard and Laurence Vincent-Durroux), (ii) a project on the evaluation of language proficiency of learners of English as a foreign language (project directed by Pascale Leclercq) and (iii) the PAC project. 3. Applications Potential candidates should contact Philip Carr (philip.carr at univ-montp3.fr) and Laurence Vincent-Durroux (laurence.durroux at univ-montp3.fr), co-ordinators of the project 'Ethics, variation, process, corpora'. Applications should include: - a covering letter, outlining the candidate's motivation; - a detailed cv; - a r?sum? of the PhD, and, in the case of candidates with French PhDs, a copy of the report on the viva. Deadline for applications: 10th December 2010 Appel ? candidatures : contrat post-doctoral en linguistique Universit? Paul Val?ry, Montpellier 3, France Equipe d'Accueil E741 EMMA (Etudes Montpelli?raines du Monde Anglophone) Site Web: http://recherche.univ-montp3.fr/pays_anglophones/ Un poste de post-doctorant est ? pourvoir au sein de l'?quipe d'Accueil E741 EMMA (?tudes Montpelli?raines du Monde Anglophone), Universit? Paul Val?ry, Montpellier 3, France. Il s'agit d'un contrat de 12 mois (janvier-d?cembre 2011), pour une r?mun?ration mensuelle de 1800 euros. Les candidats doivent ?tre titulaires d'un doctorat en linguistique ; la ma?trise de l'anglais et du fran?ais est indispensable, et la ma?trise d'outils logiciels d'analyse de corpus (entre autres CLAN, PRAAT) et de traitement d'enqu?tes serait un atout. 1. Cadre Le poste est associ? au projet ? ?thique, variation(s), processus, corpus ?, qui fait partie de l'axe : ? ?thique de l'alt?rit? : confrontation et responsabilit? ? de l'?quipe d'Accueil EMMA. Dans ce projet, sont ?tudi?s les processus suivants : - recueil et analyse de donn?es ; - apprentissage / acquisition ; - standardisation et d?-standardisation ; - ajustement et adaptation. Ces processus entra?nent des questionnements d'ordre ?thique dans le choix des m?thodologies qui leur sont associ?es, par exemple pour la constitution et l'analyse des corpus. L'?tude de ces processus s'appuie entre autres sur les travaux en cours dans les projets PAC et LANGACROSS. Le projet PAC (Phonologie de l'Anglais Contemporain, co-dirig? par Philip Carr, EA741 EMMA Montpellier et Jacques Durand, CNRS, Universit? Toulouse le Mirail) porte sur les variations de l'anglais contemporain. L'?quipe CNRS LPL d'Aix-en-Provence est ?galement partenaire. Il est pr?vu d'?largir le projet PAC aux domaines syntaxiques et s?mantiques. Des ouvrages sont ?galement pr?vus, pour pr?senter l'analyse des vari?t?s de l'anglais, tant aux ?tudiants francophones de Licence que de Master, qu'? un public g?n?ral. Le projet amorc? par Caroline David et Pascale Leclercq (EA741 EMMA Montpellier) dans le cadre de l'ANR "LANGACROSS Project" (Responsable : Maya Hickmann, UMR 7023, Paris 8-CNRS), vise ? comparer les moyens disponibles en fran?ais et en anglais pour l'expression de la structure informationnelle et de la temporalit?, et ? analyser les variations entre les lectes des locuteurs natifs et ceux des apprenants du fran?ais ou de l'anglais Langue ?trang?re. Les candidats devront avoir effectu? des travaux sur corpus dans l'un des th?mes abord?s dans le projet. 2. Objectifs Les candidats s'engagent ? participer aux travaux de l'?quipe ? trois niveaux : a) Animation de la recherche - aide ? la mise en place et ? l'animation du s?minaire du projet ? ?thique, variation(s), processus, corpus ? ; - pr?paration de la journ?e d'?tude pr?vue en 2012 dans le cadre de ce projet ; - pr?paration de publications (? l'issue de cette journ?e d'?tude, mais aussi dans le cadre du projet PAC). b) D?veloppement des projets en cours La personne recrut?e devra participer au d?veloppement du projet ? ?thique, variation(s), processus, corpus ? en prenant appui, selon son profil, sur les recherches en cours du projet PAC ou du projet LANGACROSS. Elle pourra notamment participer au recueil et ? l'analyse de donn?es dans le cadre de ces projets. c) Recherche de financements pour les projets ? venir La personne recrut?e devra assister les membres de l'?quipe dans le montage de projets ANR et la recherche de financement pour les projets ? venir (projet sur les difficult?s propres aux apprenants francophones en production d'anglais oral, C?cile Poussard et Laurence Vincent-Durroux ; projet sur l??valuation du niveau de langue des apprenants dans les corpus sur l'acquisition de l'anglais Langue ?trang?re, Pascale Leclercq ; projet PAC). 3. Candidatures Pour faire acte de candidature, il convient d'adresser ? Philip Carr (philip.carr at univ-montp3.fr) et Laurence Vincent-Durroux (laurence.durroux at univ-montp3.fr), porteurs du projet ? ?thique, variation(s), processus, corpus ? : - une lettre de motivation - un CV d?taill? - le rapport de soutenance et un r?sum? de la th?se. Date limite : le 10 d?cembre 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ablackwe at mtsu.edu Tue Nov 9 14:17:27 2010 From: ablackwe at mtsu.edu (Aleka Blackwell) Date: Tue, 9 Nov 2010 08:17:27 -0600 Subject: Position Announcement in Literacy Studies Message-ID: Ph.D. Program in Literacy Studies, Middle Tennessee State University, Mufreesboro, TN. Open rank, tenure-track appointment, starting in 2011. _Details:_ Open rank, 10-month tenure-track faculty position in Literacy Studies. Duties include teaching courses at the Master's and Doctoral levels in Literacy Studies; graduate advisement; supervision of dissertation research; curriculum development; public and university service; grant writing; and externally-funded research. Excellence in teaching, research/creative activity, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching. Position may begin January 2011; however, a later starting date of August 2011 is also possible. _ Minimum Qualifications:_ Candidates should possess a Ph.D. or equivalent in speech-language pathology, education, or related field. Expertise in literacy research, and literacy assessment or instruction is required. Commitment to effective teaching, research, public and university service. _ Preferred Qualifications:_ (1) Professional or clinical experiences in the field of Literacy Studies (e.g., Reading Clinic). (2) Experience in successful grant-writing and externally-funded research. _ Special Instructions to Applicants:_ Applicants should include a statement of their teaching philosophy, and research interests as the 'Other Document'. Review of applications will begin November 1, 2010 and *continue until the position is filled*. A letter of application referencing to the position number (#116300), vita, and all academic transcripts should be sent to: Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132 Three letters of reference, specific to position, will be required if you are selected for an on-campus interview. Please mail to Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132. Proof of U.S. citizenship OR eligibility for U.S. employment will be required prior to employment (Immigration Control Act of 1986). Clery Act crime statistics for MTSU available at http://police.mtsu.edu/crime_statistics or by contacting MTSU Public Safety at 615-898-2424. EO/AA Employer. If you have position-related questions, please contact Dr. Rebecca Fischer at 615.904.8541. -- Aleka Akoyunoglou Blackwell Associate Professor of Linguistics English Department& Literacy Studies Program MTSU Linguistics Olympiad Coordinator Middle Tennessee State University Murfreesboro, TN 37132 615-898-5960 ablackwe at mtsu.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 macw at cmu.edu Fri Nov 12 22:36:01 2010 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 12 Nov 2010 17:36:01 -0500 Subject: NSF Data-Sharing Message-ID: Dear Colleagues, You may have noted that NSF has recently implemented a requirement that, beginning in January, proposals must include a detailed plan for data-sharing. For proposals going to the SBE Sciences, the relevant policy can be download from: http://www.nsf.gov/sbe/SBE_DataMgmtPlanPolicy.pdf The requirement is that proposals should include a clear plan to share primary data in standard formats and this plan will be monitored through yearly reports, final reports, and during requests for further funding. In this regard, it would certainly make sense for people collecting child language data to propose that they will share their data through the CHILDES database. It also seems appropriate to refer to placing data in CHAT format as a way of using a standardized data format. The only limiting condition noted in the NSF statement is that, often, individuals should not be identifiable. To match this requirement, we focus on removing any identification through the use of last names, both in the transcripts and the audio. Best regards, -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From martine.walsh3 at gmail.com Mon Nov 15 16:46:03 2010 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 15 Nov 2010 08:46:03 -0800 Subject: JCL newly published articles available online Message-ID: JOURNAL OF CHILD LANGUAGE - FIRST VIEW ARTICLE(S) http://journals.cambridge.org/action/displayIssue?iid=2164596 PDF version of this Table of Contents http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=-1&issueId=-1&toPdf=yes&alertAttachment=null Articles Competition between word order and case-marking in interpreting grammatical relations: a case study in multilingual acquisition CARMEL O'SHANNESSYJournal of Child Language doi:10.1017/S0305000910000358 Published online by Cambridge University Press 08 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7922341 ____________________________________ Verb argument structure acquisition in young children: defining a role for discourse LETITIA R. NAIGLES, ASHLEY MALTEMPO Journal of Child Language doi:10.1017/S0305000910000334 Published online by Cambridge University Press 10 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=7923274 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 abrown08 at syr.edu Thu Nov 18 16:17:57 2010 From: abrown08 at syr.edu (Amanda Brown) Date: Thu, 18 Nov 2010 11:17:57 -0500 Subject: Teaching Assistantships for MA-Linguistic Studies, Syracuse University, New York, USA In-Reply-To: <315c7cfd-8385-451f-bf8d-a1529b8a42af@p69g2000hsa.googlegroups.com> Message-ID: Apologies for cross-postings. Teaching Assistantships in Chinese, ESOL, French, Japanese, Linguistics, and Spanish are available for the support of students beginning study in Fall 2011 in the Master of Arts Program in Linguistic Studies at Syracuse University. The TAship award offers tuition for 24 credit hours (8 courses) per year plus a living stipend of approximately $12,600. Teaching Assistants teach one 4-credit course per semester & a 1-credit conversation class per year. Except in highly exceptional circumstances, TAships are renewed for a second year. The degree usually takes two years. Note that these are not free-standing teaching positions but are, rather, awards to support students in their program of study. The M.A in Linguistics Studies offers the following concentration areas: Information Representation and Retrieval, Language Acquisition, Language, Culture, and Society, Linguistic Theory, Logic and Language, Teaching Languages (TESOL/FLT). If an applicant wishes to be assured of consideration for a Teaching Assistantship in any of the above listed languages, the application must be submitted by February 1, 2011. However, applicants will be considered until all Teaching Assistantships are filled. Admission to the MA Program without a Teaching Assistantship is continuous. For information about the program, visit: http://lang.syr.edu/ If you have further questions, contact Karen Ames, Graduate Admissions Coordinator. Applications Deadline: 01-Feb-2011 Web Address for Applications: https://apply.embark.com/grad/syracuse/37 Contact Information: Karen Ames koamesATsyr.edu Phone:315-443-3022 Fax:315-443-5376 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 jedwards2 at wisc.edu Thu Nov 18 22:51:33 2010 From: jedwards2 at wisc.edu (Jan Edwards) Date: Thu, 18 Nov 2010 16:51:33 -0600 Subject: post-doctoral position at UW-Madison Message-ID: Postdoctoral Position in Language. The Department of Psychology at the University of Wisconsin-Madison is soliciting applications for a postdoctoral position in their NIH training program, Training in Language: Acquisition and Adult Performance. The Program emphasizes integration of child language acquisition and adult language comprehension and production, encompassing both typical and atypical performance. The successful candidate will benefit from a cohesive group of faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. Facilities are outstanding. More information about language research can be found at http://glial.psych.wisc.edu/index.php/gradpsychresearch/psychgradresearchfoci/200 Questions about faculty research interests may be directed to relevant program faculty. Administrative questions can be directed to the Program Director, Maryellen MacDonald, mcmacdonald at wisc.edu. The positions will be for one year, with renewal for a second year contingent on satisfactory performance. Salary and benefits are set by NIH guidelines. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should apply electronically, seinding a CV, several reprints or preprints, and a statement of research interests to Maryellen MacDonald, mcmacdonald at wisc.edu. This statement should indicate two or more Language Training Program faculty members as likely primary and secondary mentors. The statement should describe the candidate's goals for research and training during a postdoctoral position, including directions in which the candidate would like to expand his/her expertise, consistent with the mission of the training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately to mcmacdonald at wisc.edu. For fullest consideration, all materials should be received by December 15, 2010, however we will consider applications until the position is filled. The appointment date is flexible but must be before April 30, 2011. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From joumar at langate.gsu.edu Fri Nov 19 01:11:12 2010 From: joumar at langate.gsu.edu (Mary Ann Romski) Date: Thu, 18 Nov 2010 20:11:12 -0500 Subject: Post-Doctoral Research Fellow in Language and Literacy with Special Populations In-Reply-To: <73d0f2a8bcbf.4ce55995@wiscmail.wisc.edu> Message-ID: Two-Year Post-Doctoral Research Fellow in Language and Literacy with Special Populations The Center for Research on Atypical Development and Learning (CRADL), in coordination with the Department of Psychology and the Department of Educational Psychology & Special Education, at Georgia State University, Atlanta, have a postdoctoral position available for Fall 2011 in their Institute of Education Sciences (IES) Post-Doctoral Research Training in Language and Literacy with Special Populations Program. The goal of the training program is to offer individualized research experiences within the context of interdisciplinary research teams. Program faculty members have projects designed to empirically validate educational interventions that promote language or literacy development in special populations: children, adolescents, and adults at risk for, or with, identified disabilities. Faculty members represent the disciplines of psychology, special education, and communication disorders. The two-year fellowship will provide the trainee with intensive training in designing field-based intervention research with special populations (both group and single-subject designs), analysis of existing data bases using advanced statistical techniques (e.g., HLM), and in professional development, including grant writing, and professional presentations and publication. The fellow will NOT serve as a project director and will have the opportunity to pursue their own research interests within the context of the ongoing research projects. Detailed information about program faculty and their research projects is available at the Center for Research in Atypical Development webpage http://www2.gsu.edu/~wwwaty/ies.html Recent Ph.Ds from special education, communication disorders, language and literacy education, psychology, and other related fields are encouraged to apply. Salary, set by IES guidelines, is $50,000 a year with full health benefits. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should send a CV, copies of publications, transcript, and a statement of research interests consistent with the goals of the training program. This statement should discuss the direction in which the candidate would like to extend their own research and training, including interest in particular research project(s) available in this training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent via email to the co-Training Directors, Dr. Rose Sevcik and Dr. Amy Lederberg with Language & Literacy Postdoctoral Position in the subject line. Transcripts can be sent to Dr. Rose Sevcik, Box 5010, Georgia State University, Atlanta, GA 30302. Review of applications will be ongoing and continue until the position is filled. Georgia State University is an Affirmative Action/Equal Opportunity Employer. Questions? Contact Program Co-Directors Drs. Rose A. Sevcik or Amy Lederberg at rsevcik at gsu.edu or alederberg at gsu.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 kdemuth07 at gmail.com Wed Nov 17 02:57:42 2010 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Wed, 17 Nov 2010 13:57:42 +1100 Subject: PhD Positions in Phonological Development, Macquarie University, Sydney Message-ID: *PhD Positions in Phonological Development, Macquarie University* The Child Language Lab at Macquarie University's Centre for Language Sciences has several positions for PhD students and postdocs to conduct research /_on phonological and morphological development_/.We are especially interested in recruiting those with/strong quantitative, experimental, and phonetics/ background to explore issues in /_early speech perception and production_/ in typical, language/hearing impaired, bilingual, and L2 populations. The Centre for Language Sciences (CLaS) is housed in the Linguistics Department at Macquarie University in Sydney, Australia.It has close connections with MACCS (Macquarie Center for Cognitive Science), NAL (the National Acoustics Lab), and is part of the new Centre of Excellence for Cognition and its Disorders, where language in SLI and autistic populations will also be explored. All will be soon housed in the Hearing Hub - a state-of the art hearing and language research 'hub', with MEG, EEG, infant speech perception lab, language production lab, eye-tracking, computational linguistics expertise, and many other research facilities. For more information contact Katherine Demuth: katherine.demuth at mq.edu.au Katherine Demuth, Professor Department of Linguistics Centre for Language Sciences (CLaS) Macquarie University, NSW 2109 Sydney, Australia Phone +61 (0) 2 9850 8783 Fax +61 (0) 2 9850 9352 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 ablackwe at mtsu.edu Fri Nov 19 17:34:20 2010 From: ablackwe at mtsu.edu (Aleka Blackwell) Date: Fri, 19 Nov 2010 11:34:20 -0600 Subject: Open rank tenure-track faculty position in literacy Message-ID: *Applications are being accepted for the following position. * Middle Tennessee State University College of Behavioral and Health Sciences *Tenure-track appointment, Ph.D. Program in Literacy Studies. Open rank, 10-month tenure-track faculty position.* Duties include teaching courses at the Master's and Doctoral levels in Literacy Studies, graduate advisement, supervision of dissertation research, curriculum development, public and university service, grant writing, and externally-funded research. Excellence in teaching, research/creative activity, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching. Position may begin January 2011 or August 2011. Candidates should possess a Ph.D. or equivalent in speech-language pathology, education, or related field. Expertise in literacy research and literacy assessment or instruction is required. Commitment to effective teaching, research, public and university service is expected. Review of applications began November 1, 2010 and continues until the position is filled. To apply, follow the link *https://mtsujobs.mtsu.edu/applicants/jsp/shared/Welcome_css.jsp *and locate the faculty opening identified as "Health and Human Performance -- Literacy Studies." Applicants should include a statement of their teaching philosophy, and research interests as the 'Other Document'. Three letters of reference, specific to position, will be required if you are selected for an on-campus interview. Please mail to Dr. Rebecca Fischer, Chair Search Committee, Dyslexic Studies, Box 397, Middle Tennessee State University, Murfreesboro, TN 37132. If you have position-related questions, please contact Dr. Rebecca Fischer at 615.904.8541. -- Aleka Akoyunoglou Blackwell Associate Professor of Linguistics English Department& Literacy Studies Program MTSU Linguistics Olympiad Coordinator Middle Tennessee State University Murfreesboro, TN 37132 615-898-5960 ablackwe at mtsu.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 edy.veneziano at paris5.sorbonne.fr Mon Nov 22 11:39:58 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 22 Nov 2010 06:39:58 -0500 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <4CE6B51C.7090101@mtsu.edu> Message-ID: ANNOUNCEMENT and CALL FOR POSTERS International Conference Variation in first and second language acquisition: comparative perspectives Paris, 7-9 June 2011 Universit? Paris Descartes Salle du Conseil 12, rue de l?Ecole de M?decine 75006 Paris, France Conference site on internet: http://adyloc2011.sfl.cnrs.fr Organized by the Research Group ADYLOC (GDR CNRS 3195) Linguistic systems, oral language and cognition: Acquisition and disorders Coordinator: Maya Hickmann Variation in language acquisition is a well-known phenomenon that is still not well understood. Variation can take many forms: variations among individuals,, variations during development, and/or variations across languages or language families at comparable ages or in comparable learning situations. The conference has two main goals. The first one is to examine all types of variations during language acquisition in order to show their implications for our understanding of the acquisition process and their use in various contexts. Variation phenomena will be examined mainly for the acquisition of oral or signed languages, and in its disorders, in relation to other communicative dimensions (for example, context, interaction, co-verbal gestures). The second aim of the conference will be to stress the usefulness of comparative approaches in the study of variations for language acquisition. Such perspectives include various types of comparisons, which are sometimes combined, among different languages (including within a typological perspective), different types of acquisition (first and second language acquisition, by the child or by the adult, early or late bilingualism, ...), as well as different populations (autism, aphasia, SLI?) whose atypical acquisition paths can shed light on the development of more typical children and adult learners. The study of variation in a comparative perspective can address many questions debated in language-related research in the cognitive sciences: the relative weight of constraints from cognitive and linguistic systems, the impact of specific properties of source and/or target languages, endogenous processes underlying the acquisition path of particular learners, the existence of a critical period for language acquisition. Applied research will also be discussed, particularly in teaching contexts (teaching first and second languages) and in clinical contexts (helping patients with disorders in oral language). Keynote Speakers: Clark, Eve (Stanford, USA) Lieven, Elena (Manchester, UK & Leipzig, Germany) MacWhinney, Brian (Carnegie Mellon, USA) Slobin, Dan (Berkeley, USA) Tager Flusberg, Helen (Boston, USA) Von Stutterheim, Christiane (Heidelberg, Germany) Other speakers: Bardel, Camilla Hickmann, Maya Rose, Yvan Bassano, Dominique Jisa, Harriet Salazar Orvig, Anne Bernicot, Josie Kern, Sophie Sanz, Gema Champagne, Maud Morgenstern, Aliyah Van Geert, Paul Choi, Soonja Nir-Sagiv, Bracha Veneziano, Edy Choi, Jinnam Noyau, Colette V?ronique, Daniel Christophe, Anne ?zy?rek, Asli Vihman, Marylin Dardier, Virginie Pizzuto, Elena Volker, Olga D?monet, Jean-Fran?ois Rast, Rebekah Watorek, Marzena Garcia-Debanc, Claudine Reilly, Judy Wauquier, Sophie Organizing Committee: Hickmann, Maya, CNRS & Universit? de St Denis Paris 8, France Jisa, Harriet, Universit? Lumi?re Lyon 2, France Veneziano, Edy, Universit? Paris Descartes, Paris, France Morgenstern, Aliyah, Universit? Sorbonne Nouvelle Paris 3, France Scientific committee: Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, Edy ; Wauquier, Sophie. Languages: French and English. Registration: Entrance to the conference is free but limited to available space. For organizational reasons, registration is necessary before 15 April 2011. Please register by filling out the form which you will find on the conference site: http://adyloc2011.sfl.cnrs.fr and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr CALL FOR POSTERS There will be two poster sessions, one on 7 June (day 1) and another on 8 June (day 2). Proposals are invited on any topic of this conference. Submission Deadline: 15 January 2011. Languages: French or English. Abstract maximal length: 300 words The abstract should include the aim of the study, the methodology, results and some discussion. The review process will be entirely anonymous: Name(s) and personal information (affiliation, address for correspondence and email) of author(s) should figure on a separate page. Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr Notification of acceptance will be sent by 15 March 2011. Contact for any further information: adyloc2011 at sfl.cnrs.fr -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 aliyah.morgenstern at gmail.com Mon Nov 22 16:27:34 2010 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 22 Nov 2010 17:27:34 +0100 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <5E075F9F-7416-4AD2-B8A4-5ED2BCF77002@paris5.sorbonne.fr> Message-ID: Ch?re Edy, je viens de rentrer, les logos ne passent pas et il y a de petits probl?mes de fontes dans la liste des speakers, amis sinon, ?a va bien. Bises, Aliyah Le 22 nov. 2010 ? 12:39, edy veneziano a ?crit : > > > > > > > > > > > > > > ANNOUNCEMENT and CALL FOR POSTERS > > International Conference > > Variation in first and second language acquisition: comparative perspectives > > Paris, 7-9 June 2011 > > Universit? Paris Descartes > > Salle du Conseil > > 12, rue de l?Ecole de M?decine > > 75006 Paris, France > > Conference site on internet: http://adyloc2011.sfl.cnrs.fr > > Organized by the Research Group ADYLOC (GDR CNRS 3195) > > Linguistic systems, oral language and cognition: Acquisition and disorders > > Coordinator: Maya Hickmann > > > > Variation in language acquisition is a well-known phenomenon that is still not well understood. Variation can take many forms: variations among individuals,, variations during development, and/or variations across languages or language families at comparable ages or in comparable learning situations. > > The conference has two main goals. The first one is to examine all types of variations during language acquisition in order to show their implications for our understanding of the acquisition process and their use in various contexts. Variation phenomena will be examined mainly for the acquisition of oral or signed languages, and in its disorders, in relation to other communicative dimensions (for example, context, interaction, co-verbal gestures). The second aim of the conference will be to stress the usefulness of comparative approaches in the study of variations for language acquisition. Such perspectives include various types of comparisons, which are sometimes combined, among different languages (including within a typological perspective), different types of acquisition (first and second language acquisition, by the child or by the adult, early or late bilingualism, ...), as well as different populations (autism, aphasia, SLI?) whose atypical acquisition paths can shed light on the development of more typical children and adult learners. > > The study of variation in a comparative perspective can address many questions debated in language-related research in the cognitive sciences: the relative weight of constraints from cognitive and linguistic systems, the impact of specific properties of source and/or target languages, endogenous processes underlying the acquisition path of particular learners, the existence of a critical period for language acquisition. Applied research will also be discussed, particularly in teaching contexts (teaching first and second languages) and in clinical contexts (helping patients with disorders in oral language). > > Keynote Speakers: > Clark, Eve (Stanford, USA) > Lieven, Elena (Manchester, UK & Leipzig, Germany) > MacWhinney, Brian (Carnegie Mellon, USA) > Slobin, Dan (Berkeley, USA) > Tager Flusberg, Helen (Boston, USA) > Von Stutterheim, Christiane (Heidelberg, Germany) > > Other speakers: > Bardel, Camilla > Hickmann, Maya > > Rose, Yvan > Bassano, Dominique > Jisa, Harriet > > Salazar Orvig, Anne > > Bernicot, Josie > Kern, Sophie > > Sanz, Gema > Champagne, Maud > Morgenstern, Aliyah > Van Geert, Paul > > Choi, Soonja > Nir-Sagiv, Bracha > > Veneziano, Edy > Choi, Jinnam > Noyau, Colette > V?ronique, Daniel > Christophe, Anne > ?zy?rek, Asli > Vihman, Marylin > Dardier, Virginie > Pizzuto, Elena > > Volker, Olga > D?monet, Jean-Fran?ois > Rast, Rebekah > > Watorek, Marzena > Garcia-Debanc, Claudine > Reilly, Judy > Wauquier, Sophie > > Organizing Committee: > > Hickmann, Maya, CNRS & Universit? de St Denis Paris 8, France > Jisa, Harriet, Universit? Lumi?re Lyon 2, France > Veneziano, Edy, Universit? Paris Descartes, Paris, France > Morgenstern, Aliyah, Universit? Sorbonne Nouvelle Paris 3, France > > Scientific committee: > Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, Edy ; Wauquier, Sophie. > Languages: French and English. > > Registration: > Entrance to the conference is free but limited to available space. For organizational reasons, registration is necessary before 15 April 2011. Please register by filling out the form which you will find on the conference site: http://adyloc2011.sfl.cnrs.fr > and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr > CALL FOR POSTERS > > There will be two poster sessions, one on 7 June (day 1) and another on 8 June (day 2). Proposals are invited on any topic of this conference. > > Submission Deadline: 15 January 2011. > > Languages: French or English. > > Abstract maximal length: 300 words > > The abstract should include the aim of the study, the methodology, results and some discussion. > > The review process will be entirely anonymous: > > Name(s) and personal information (affiliation, address for correspondence and email) of author(s) should figure on a separate page. > > Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr > Notification of acceptance will be sent by 15 March 2011. > > Contact for any further information: adyloc2011 at sfl.cnrs.fr > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Nov 22 18:31:52 2010 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 22 Nov 2010 13:31:52 -0500 Subject: Program International conference AutismComSym2011 February 4-5 2011, Paris, France In-Reply-To: <4CE344A6.4030405@gmail.com> Message-ID: Colloque International Autisme ComSym 2011 Communication et symbolisation chez l?enfant avec autisme : Sp?cificit?s fonctionnelles et conditions d?apparition International Conference Autism ComSym 2011 Communicative and symbolic behaviors in children with autism:http://lewebpedagogique.com/comsym2011/ Functional specificities and conditions of appearance Rue de l'Ecole de M?decine, Paris 6, France 4-5 F?vrier/ February 2011 Children with autism are often characterized by their deficits. Thus, their poor communication, their lack of pretend play and/or imitation, their scarce understanding of others? mental states, are considered as characteristic features of their pathology. Although, this remains generally true, facts are far from being so neat and clear-cut. Scientific observation of family videos and studies of children in supporting interactional contexts have shown that many children with autism do present some capacities in the above domains. And therapists working with them observe these capacities in their everyday practices. The aim of this conference is to provide a more precise understanding of the specificities of communicative and symbolic behaviors of children with autism, as well as to characterize under which conditions and how they occur, allowing to delineate their particular developmental profiles in comparison with that of typically-developing children. Within this perspective, analyses that take into account the dynamics of interaction between partners will be emphasized. From a methodological standpoint, this conference will present a diversity of approaches (case studies, experimental studies, observation in controlled, semi-controlled or natural situations). Such diversity as well as the sharing of knowledge and experience between therapists and researchers, are expected to stimulate innovative research and intervention practices in the field. The conference will focus on the following topics: 1. The bases of communication: Emotion and sensorimotor behaviors 2. Indicators of implicit Theory of Mind 3. Symbolic abilities 4. Language and communication Scientific organizers of the Conference: Laurent Danon-Boileau (Universit? Paris Descartes, CNRS UMR 7114, MoDyCo) Marie-H?l?ne Plumet (Universit? Paris Descartes ? INSERM U663) Edy Veneziano (Universit? Paris Descartes, CNRS UMR 7114, MoDyCo) Scientific Committee Jean Louis Adrien (Universit? Paris Descartes), Nathalie Angeard (Universit? Paris Descartes-INSERM), Catherine Barth?lemy (INSERM, CHRU Tours), Romuald Blanc (Universit? Paris Descartes), Jill Boucher (City University, London, UK), Philippe Brun (Universit? de Rouen), Laurent Danon Boileau (Universit? Paris Descartes-CNRS), Claire Hughes (Cambridge University, UK), Marie-Th?r?se LeNormand (Universit? Paris Descartes-INSERM), Fran?oise Moggio (Centre Alfred Binet, Paris), Jacqueline Nadel (UPMC, Centre Emotion-CNRS, Paris), Elinor Ochs (UCLA, Los Angeles, CA, USA), Marie H?l?ne Plumet (Universit? Paris Descartes-INSERM), Bernadette Rog? (Universit? de Toulouse), Carole Tardif (Universit? de Provence Aix-Marseille I -Psycl?), Colwyn Trevarthen (University of Edinburgh, UK), Edy Veneziano (Universit? Paris Descartes-CNRS). Registration fees : Early registration, before Nov 30, 2010 / after Nov 30, 2010 Professionals : 100? / 120? Academics : 60 ? / 80? Students : 35 ? / 50? See the Website for registration and information: http://lewebpedagogique.com/comsym2011/ PROGRAMME / PROGRAM VENDREDI/FRIDAY 4 F?vrier/February,2011 9h00- 9h30 Accueil participants 9h30- 11h00 Pr?sident de s?ance/ Chairman Catherine Barth?lemy Bases de la communication : Singularit?s perceptives et sensorimotrices Bases of communication: Perceptive and sensorimotor specificities 9h30 - 10h15 Dorota Chadzynski Le chemin de d?veloppement singulier de l?enfant autiste : apports du bilan sensori-moteur The singular developmental path of the child with autism: the contribution of sensorimotor assessment 10h15 - 11h00 Bruno Gepner D?sordres de la perception des rythmes/mouvements humains rapides et implications pour la communication Disordered perception of rhythms and human rapid movements: implications for communication 11h00-11h30 Pause/Break 11h30 - 13h00 Pr?sident de s?ance/ Chairman Jean-Louis Adrien Bases de la communication : Mises en relation soi/autrui Bases of communication Interpersonal correspondences 11h30 - 12h15 Jacqueline Nadel Imitation et communication intentionnelle dans l'autisme Imitation and intentional communication in autism 12h15 - 13h00 Peter Hobson & Jessica Hobson Le jeu de faire semblant, l'engagement social et l'autisme Playful pretend, social engagement, and autism 13h00 -14h30 D?jeuner/ Lunch 14h30- 16h00 Pr?sident de s?ance/ Chairman Tony Charman Indicateurs de Th?orie de l?esprit implicite Implicit indicators of ToM 14h30 ? 15h15 Peter Clive Mundy Attention conjointe, r?seaux neuronaux et apprentissage social dans l'autisme Joint Attention, Neural Networks and Social Learning in Autism 15h15 - 16h00 Patricia Prelock Facilitation de l'attention conjointe chez les enfants avec autisme et leurs pairs typiques lors du jeu Facilitating joint attention in children with ASD and their typical peers during play 16h00 -17h00 Pause caf? autour des Posters (session 1)* Coffee break and Posters (session 1)** 17h00-18h30 Pr?sident de s?ance/ Chairman Jacqueline Nadel Indicateurs de Th?orie de l?esprit implicite - Suite Implicit indicators of ToM - cont'ed 17h00 - 17h45 Laurent Danon Boileau Regard, attention conjointe et jeu chez l?enfant autiste : applications cliniques Gaze, joint attention and play in children with autism: clinical applications 17h45 - 18h30 Vasu Reddy S'engager avec autrui et avec soi-m?me dans le miroir : d?veloppement typique et autisme Engaging with others and with self in a mirror: in typical development and in autism SAMEDI/SATURDAY 5 F?vrier/February,2011 9h00- 9h30 Accueil participants 9h30- 11h00 Pr?sident de s?ance/ Chairman Claire Hughes Aptitudes symboliques, langage et communication Symbolic aptitudes, language and communication 9h30 - 10h15 Chris Jarrold Jeu de fiction dans l'autisme : explications mentalistes, ex?cutives et socioculturelles Pretend play in autism: mentalistic, executive, and sociocultural explanations 10h15 - 11h00 Melissa Allen La compr?hension symbolique chez les enfants avec autisme et troubles apparent?es Symbolic understanding in Autism Spectrum Disorder 11h00-11h30 Pause/Break 11h30 - 13h00 Pr?sident de s?ance/ Chairman Carole Tardif Aptitudes symboliques, langage et communication - Suite Symbolic aptitudes, language and communication - cont'ed 11h30 - 12h15 Mary Annick Morel Dialoguer avec des personnes autistes de tr?s haut niveau : Propri?t?s intonatives et ?nonciatives Conversing with people with high-functioning autism: Intonational and enonciative properties. 12h15 - 13h00 Tom Muskett Un r?examen du langage et de la communication en contexte dans l'autisme Re-examining language and communication in autism in context 13h00 -14h30 D?jeuner/ Lunch 14h30- 16h00 Pr?sident de s?ance/ Chairman Bernadette Rog? Langage, Communication et Th?orie de l?esprit implicite Language, Communication and implicit Theory of Mind 14h30 ? 15h15 M.H. Plumet et E. Veneziano Fonctionnements communicatifs typiques et atypiques en contexte d'interaction quotidienne Typical and atypical communicative functioning in everyday interactional settings 15h15 - 16h00 Tony Charman Approches d?veloppementales de l'intervention pr?coce dans l'autisme Developmental approaches to early intervention in autism 16h00 -17h00 Pause caf? autour des Posters (session 1)* Coffee break and Posters (session 1)** 17h00 - 17h45 Pr?sident de s?ance/ Chairman Patricia Prelock Langage, Communication et Th?orie de l?esprit implicite - Suite Language, Communication and implicit Theory of Mind - cont'ed Helen Tager-Flusberg Les origines et le d?veloppement pr?coce du langage et de la communication dans l'autisme et troubles apparent?s The origins and early development of language and communication in autism spectrum disorder 17h45 - 18h30 Table Ronde / Round Table Avec B. Touati et l'ensemble des conf?renciers/ With B. Touati and all the speakers *Les posters seront affich?s toute la journ?e ** Posters will be displaced the whole day -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 afernald at stanford.edu Mon Nov 22 20:04:40 2010 From: afernald at stanford.edu (Anne Fernald) Date: Mon, 22 Nov 2010 12:04:40 -0800 Subject: ANNOUNCEMENT and CALL FOR POSTERS: Variation in first and second language acquisition: comparative perspectives In-Reply-To: <5E075F9F-7416-4AD2-B8A4-5ED2BCF77002@paris5.sorbonne.fr> Message-ID: Dear Edy, Thanks for sending this announcement. I would have loved to submit an abstract for a talk presenting new work on how variation in early language processing relates to lexical development, and is also strongly linked to variability in early language experience (presented in the keynote address at BUCLD last year). As you're probably aware, there is increasing interest these days in individual differences in real-time processing skill in adults in relation to variability in language proficiency, and it's quite likely that the differences we observe at 18 months are predictive of those later outcomes. FYI I'm attaching a chapter for the book Eve Clark and Inbal Arnon are editing on variation, as well as an in-press paper that connects this research to recent findings in adult psycholinguistics and communicative disorders. Best wishes, Anne On Nov 22, 2010, at 3:39 AM, edy veneziano wrote: > > > > > > > > > > > > > > ANNOUNCEMENT and CALL FOR POSTERS > > International Conference > > Variation in first and second language acquisition: comparative > perspectives > > Paris, 7-9 June 2011 > > Universit? Paris Descartes > > Salle du Conseil > > 12, rue de l?Ecole de M?decine > > 75006 Paris, France > > Conference site on internet: http://adyloc2011.sfl.cnrs.fr > > Organized by the Research Group ADYLOC (GDR CNRS 3195) > > Linguistic systems, oral language and cognition: Acquisition and > disorders > > Coordinator: Maya Hickmann > > > > Variation in language acquisition is a well-known phenomenon that is > still not well understood. Variation can take many forms: variations > among individuals,, variations during development, and/or variations > across languages or language families at comparable ages or in > comparable learning situations. > > The conference has two main goals. The first one is to examine all > types of variations during language acquisition in order to show > their implications for our understanding of the acquisition process > and their use in various contexts. Variation phenomena will be > examined mainly for the acquisition of oral or signed languages, and > in its disorders, in relation to other communicative dimensions (for > example, context, interaction, co-verbal gestures). The second aim > of the conference will be to stress the usefulness of comparative > approaches in the study of variations for language acquisition. Such > perspectives include various types of comparisons, which are > sometimes combined, among different languages (including within a > typological perspective), different types of acquisition (first and > second language acquisition, by the child or by the adult, early or > late bilingualism, ...), as well as different populations (autism, > aphasia, SLI?) whose atypical acquisition paths can shed light on > the development of more typical children and adult learners. > > The study of variation in a comparative perspective can address many > questions debated in language-related research in the cognitive > sciences: the relative weight of constraints from cognitive and > linguistic systems, the impact of specific properties of source and/ > or target languages, endogenous processes underlying the acquisition > path of particular learners, the existence of a critical period for > language acquisition. Applied research will also be discussed, > particularly in teaching contexts (teaching first and second > languages) and in clinical contexts (helping patients with disorders > in oral language). > > Keynote Speakers: > Clark, Eve (Stanford, USA) > Lieven, Elena (Manchester, UK & Leipzig, Germany) > MacWhinney, Brian (Carnegie Mellon, USA) > Slobin, Dan (Berkeley, USA) > Tager Flusberg, Helen (Boston, USA) > Von Stutterheim, Christiane (Heidelberg, Germany) > > Other speakers: > Bardel, Camilla > Hickmann, Maya > > Rose, Yvan > Bassano, Dominique > Jisa, Harriet > > Salazar Orvig, Anne > > Bernicot, Josie > Kern, Sophie > > Sanz, Gema > Champagne, Maud > Morgenstern, Aliyah > Van Geert, Paul > > Choi, Soonja > Nir-Sagiv, Bracha > > Veneziano, Edy > Choi, Jinnam > Noyau, Colette > V?ronique, Daniel > Christophe, Anne > ?zy?rek, Asli > Vihman, Marylin > Dardier, Virginie > Pizzuto, Elena > > Volker, Olga > D?monet, Jean-Fran?ois > Rast, Rebekah > > Watorek, Marzena > Garcia-Debanc, Claudine > Reilly, Judy > Wauquier, Sophie > > Organizing Committee: > > Hickmann, Maya, CNRS & Universit? de St Denis Paris 8, France > Jisa, Harriet, Universit? Lumi?re Lyon 2, France > Veneziano, Edy, Universit? Paris Descartes, Paris, France > Morgenstern, Aliyah, Universit? Sorbonne Nouvelle Paris 3, France > > Scientific committee: > Duvignau, Karine ; Hickmann, Maya ; Jisa, Harriet ; Lacheret, Anne ; > Morgenstern, Aliyah ; Parisse, Christophe ; Rose, Yvan ; Veneziano, > Edy ; Wauquier, Sophie. > Languages: French and English. > > Registration: > Entrance to the conference is free but limited to available space. > For organizational reasons, registration is necessary before 15 > April 2011. Please register by filling out the form which you will > find on the conference site: http://adyloc2011.sfl.cnrs.fr > and then by sending it by email to the following address: adyloc2011 at sfl.cnrs.fr > CALL FOR POSTERS > > There will be two poster sessions, one on 7 June (day 1) and > another on 8 June (day 2). Proposals are invited on any topic of > this conference. > > Submission Deadline: 15 January 2011. > > Languages: French or English. > > Abstract maximal length: 300 words > > The abstract should include the aim of the study, the methodology, > results and some discussion. > > The review process will be entirely anonymous: > > Name(s) and personal information (affiliation, address for > correspondence and email) of author(s) should figure on a separate > page. > > Submissions have to be sent to: adyloc2011 at sfl.cnrs.fr > Notification of acceptance will be sent by 15 March 2011. > > Contact for any further information: adyloc2011 at sfl.cnrs.fr > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . ______________________ Anne Fernald, Ph.D. Dept Psychology and Program in Human Biology Stanford University Stanford CA 94305 650-723-1257 - lab http://babylab.stanford.edu/ -------------- next part -------------- An HTML attachment was scrubbed... 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URL: From Florence.Chenu at univ-lyon2.fr Mon Nov 22 21:09:39 2010 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu (FC)) Date: Mon, 22 Nov 2010 22:09:39 +0100 Subject: [conference] 4th International conference of the French Cognitive Linguistics Association (AFLiCo IV; 24-27 May 2011; Lyon, France) SECOND CALL Message-ID: =============== AFLiCo IV SECOND CALL FOR PAPERS =============== (French version follows) AFLiCo IV Fourth International Conference of the French Cognitive Linguistics Association, Lyon, France, 24th-27th May 2011 INVITED SPEAKERS * Dani?le DUBOIS (University of Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australia) * Harriet JISA (University of Lyon 2, France) * Maarten LEMMENS (University of Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, USA) * Ulrike ZESHAN (University of Central Lancashire, UK) CONFERENCE WEBSITE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ SUBMISSION DEADLINES Deadline for general session papers: 22nd December 2010 Deadline for workshops/thematic sessions: 18th December 2010 CONFERENCE THEME of AFLiCo IV 'Cognitive Linguistics and Typology: Language diversity, variation and change '. This conference aims to bring together linguists engaged in cognitively-oriented research with those working in a functional-typological framework on cross-linguistic variation and on language description. The emphasis will be on (1) language diversity of both spoken and signed languages; (2) inter- and intra-linguistic variation; (3) language change. The conference will bring together linguists working with various methodological approaches and using various kinds of spontaneous and elicited data, including spoken and written corpora, fieldwork data, and experimental data. Proposals are invited for workshops/thematic sessions, for general session papers, and for posters, on topics related to the theme, and on topics in Cognitive Linguistics generally. Papers that report empirically-grounded research on less-studied languages and on typologically, genetically and areally diverse languages will be particularly welcome. Topics include, but are not limited to: - methods and data in cognitive linguistics and in language typology and description - convergence and divergence between cognitive linguistics and functional-typological linguistics - studies from a cognitive and/or typological perspective in phonetics, phonology, morphosyntax, semantics and pragmatics - language variation within and across languages, both spoken and signed - language change from a cognitive and/or typological perspective - language acquisition - studies and advances in construction grammar - language and gesture in cross-linguistic perspective LANGUAGES OF THE CONFERENCE The languages of the conference are French and English. ORAL PRESENTATIONS AND POSTERS Proposals are invited for 30-minute slots (20-minute presentation plus question time) in the general sessions and for posters (A1 size). WORKSHOPS, INCLUDING THEMATIC SESSIONS Proposals are invited for half-day or full-day workshops/thematic sessions. Each workshop proposal should contain the following information: - the names and contact details of two workshop organizers - the title of the proposed workshop - an overview of the topic and aims of the workshop (up to 2 pages) - an indication of the desired schedule (number of slots: 4, 6 or 10; half day or full day; number and nature of presentations, discussions, round tables, etc. that the workshop will comprise). Note that, within a workshop, each presentation, discussion or round table will occupy one 30-minute slot in parallel with one general session slot. - an abstract (consistent with the indications below under 'Submission procedure') for each proposed 30-minute presentation Workshop proposals will be refereed in the same way as general session and poster proposals. SUBMISSION PROCEDURE Proposals should be submitted online following the instructions to be found at the following address: http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Author information (name, affiliation, email address) will be required on the submission website. An author may submit a maximum of two abstracts, of which at least one must be co-authored. In the case of co-authored abstracts, the first-named author will be the contact person. Abstracts will be anonymously reviewed and notification of acceptance will be sent out from 25th February 2011. The anonymous abstracts must be in 12 point Times or Times New Roman font, formatted for A4 or US Letter size paper with margins of 2.5 cm or 1 inch. The maximum length for the text of the abstract is one page; a second page may be used only for figures, glossed examples and bibliographical references. ========================= 2?me APPEL ? COMMUNICATION AFLiCo IV ========================= AFLiCo IV Quatri?me Colloque International de l?Association Fran?aise de Linguistique Cognitive Lyon, France, 24-27 Mai 2011 CONF?RENCIERS INVIT?S * Dani?le DUBOIS (Universit? Paris 6, France) * Nick EVANS (ANU College of Asia-Pacific, Australie) * Harriet JISA (Universit? Lyon 2, France) * Maarten LEMMENS (Universit? Lille 3, France) * Laura MICHAELIS (University of Colorado, Boulder, ?tats-Unis) * Ulrike ZESHAN (University of Central Lancashire, Royaume-Uni) SITE WEB DU COLLOQUE http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ DATES LIMITES POUR LES PROPOSITIONS DE COMMUNICATION : Date limite pour les sessions g?n?rales : 22 d?cembre 2010 Date limite pour les sessions th?matiques : 18 d?cembre 2010 TH?ME DU COLLOQUE AFLiCo IV ?Linguistique cognitive et typologie : diversit? des langues, variation et changement?. L?objectif de ce colloque est de r?unir des linguistes travaillant dans le domaine de la linguistique cognitive et/ou dans le domaine de la linguistique fonctionnelle-typologique sur la variation inter-linguistique et la description des langues. L?accent du colloque sera mis sur (1) la diversit? des syst?mes linguistiques aussi bien oraux que sign?s, (2) la variation qui s?op?re sur les plans inter- et intra- linguistiques et (3) les changements des syst?mes linguistiques. Dans cette perspective, le colloque rassemblera des chercheurs qui travaillent sur des terrains linguistiques vari?s, qui abordent leur objet d??tude dans une perspective synchronique et/ou diachronique et qui utilisent diff?rentes m?thodes et diff?rents types de donn?es telles que des donn?es spontan?es ou ?licit?es, y compris orales ou ?crites, des donn?es de terrain ou encore des donn?es exp?rimentales. Nous attendons des propositions de sessions th?matiques, des propositions de pr?sentations orales de sessions g?n?rales et de posters sur des probl?matiques en lien avec le th?me du colloque et dans le domaine de la linguistique cognitive en g?n?ral. Les propositions portant sur des langues moins bien d?crites et des langues qui varient du point de vue typologique, g?n?tique et ar?al seront particuli?rement appr?ci?es. Les th?matiques incluent, mais ne se limitent pas aux suivantes : - m?thodes et donn?es en linguistique cognitive, typologie et description des langues ; - convergence et divergence entre linguistique cognitive et linguistique fonctionnelle-typologique ; - ?tudes men?es dans une perspective cognitive et/ou typologique dans les domaines de la phon?tique, phonologie, morphosyntaxe, s?mantique et pragmatique ; - variation inter- et intra-linguistique dans les langues parl?es et les langues sign?es ; - changements linguistiques dans une perspective cognitive et/ou typologique ; - acquisition du langage ; - recherches et avanc?es dans le domaine de la grammaire des constructions ; - langue et geste dans une perspective inter-linguistique. LANGUES OFFICIELLES DU COLLOQUE Les deux langues du colloque sont le fran?ais et l?anglais. COMMUNICATIONS ET POSTERS Nous invitons des propositions de communication aux sessions g?n?rales de 30 minutes (20 minutes de pr?sentation et 10 minutes de questions) et des propositions de posters (format A1). ATELIERS ET SESSIONS TH?MATIQUES Nous accueillons des propositions d?une demi-journ?e ou d?une journ?e enti?re pour des ateliers et/ou sessions th?matiques. Ces ateliers/sessions th?matiques doivent ?tre propos?s par deux organisateurs. Chaque proposition doit inclure les informations suivantes : - les noms et les coordonn?es des deux organisateurs - le titre de la session - une pr?sentation du th?me et des objectifs de la session (2 pages maximum) - une pr?cision concernant le temps souhait? (nombre de cr?neaux horaires : 4, 6 ou 10 ; une journ?e ou une journ?e enti?re ; nombre et nature des pr?sentations, discussions, tables rondes, etc.). - un r?sum? d?une page pour chaque pr?sentation (une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques) Les propositions d?ateliers et/ou de sessions th?matiques seront soumises ? la m?me proc?dure d??valuation que les propositions pour les sessions g?n?rales et les posters. La notification d?acceptation sera envoy?e aux deux organisateurs ? partir du 25 f?vrier 2011. SOUMISSION DES PROPOSITIONS Les propositions seront soumises en ligne suivant les instructions indiqu?es ? l?adresse suivante : http://www.ddl.ish-lyon.cnrs.fr/colloques/AFLICO_IV/ Un auteur ne peut soumettre que deux propositions de communication dont une au moins devrait ?tre en co-auteur. Les informations concernant l?auteur (nom, affiliation, adresse email) seront requises lors de la soumission en ligne mais les propositions seront ?valu?es de fa?on anonyme. Dans le cas des propositions en co-auteur le premier auteur sera la personne r?f?rente/contact. Les propositions seront examin?es de fa?on anonyme par 2 membres experts du comit? scientifique. La notification d?acceptation sera envoy?e aux auteurs ? partir du 25 f?vrier 2011. Les propositions ne devront pas d?passer une page. Une deuxi?me page peut ?tre utilis?e pour des figures, exemples glos?s et r?f?rences bibliographiques. Format des propositions : papier A4, marges 2,5 cm, police Times ou Times New Roman. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cristina.mckean at newcastle.ac.uk Wed Nov 24 14:14:17 2010 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Wed, 24 Nov 2010 14:14:17 +0000 Subject: Second call for papers for the next Child Language Seminar June 2011 In-Reply-To: <02B74B2E89345949BA1692E6B4B78ECE65409DCC74@EXSAN03.campus.ncl.ac.uk> Message-ID: Second call for papers for the next Child Language Seminar CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 (with registration and wine reception on the evening of the 12th of June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of, among others, psychologists, linguists and speech and language therapists, and provides a forum for research on language acquisition in all its diversity. Proposals for papers and posters are invited relating to all aspects of child language acquisition and disorders. Those which speak to the four key themes of the conference are particularly welcome. CLS 2011 will focus on four key themes in the field of child language research * Child Language and Literacy * Children with Speech Language and Communication Needs (SLCN) * Capturing change in child language * Bilingual and cross-linguistic perspectives on child language Keynote speakers: We are very pleased to announce that our confirmed keynote speakers are: * Professor Maggie Snowling (University of York): "Children at Preschool Risk of Dyslexia: From Theory to Intervention" * Professor James Law (Newcastle University): "The Better Communication Research Programme - research to impact upon practice and policy for children with speech, language and communication needs" * Professor Sheena Reilly (University of Melbourne): "The Early Language In Victoria Study: Outcomes at 4 and 5 years" * Professor Elizabeth Pena (University of Texas): (title to follow) Please visit our webpage for more detail http://www.ncl.ac.uk/ecls/conferences/CLS2011/ Call for papers: Proposals are invited for papers and posters related to all aspects of child language acquisition and disorders. Proposals will be considered on children's first or subsequent language development (e.g., grammar, phonology, lexicon, pragmatics, discourse, literacy, bilingualism, sign language, psycholinguistic processing) or on any aspect relating to children with language difficulties (e.g., description, assessment, remediation). The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by members of the organising committee. Presentation format Proposals should indicate whether an oral presentation or poster is preferred. The programme committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. Proposal format Proposals must be written in English and include the following: Cover Page: Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) Abstract: Title of presentation Summary of research undertaken (300 words maximum, single spaced) Do not include authors' names Submitting proposals: Proposals must be composed in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to: cristina.mckean at ncl.ac.uk Key dates: Submission of abstracts: 1st January 2011 Notification of acceptance/rejection: 1st February 2011 Registration open: 1st February 2011 Programme published on website: 1 April 2011 Early registration deadline (reduced fee): 15th April 2011 Registration and wine reception: 12th June CLS meeting: 13th-14th June 2010, with conference dinner 13th June Registration: Exact costings have not been finalised and will be published as soon as possible on the conference website. We will offer an early registration discount and a discount for students. As a guide, fees will not differ significantly from those for CLS 2010. Venue: The CLS 2011 will be hosted by Speech and Language Sciences at Newcastle University, one of the UK's leading universities. Newcastle is a research - intensive university, with a reputation for teaching and learning of the highest quality and for its role in the economic, social and cultural development of the North East of England. Speech and Language Sciences at Newcastle University is one of the leading teaching and research units in the UK devoted to the study of normal communicative processes and communication disorders in children and adults. The core aims of Speech and Language Sciences at Newcastle is to deliver high quality teaching, and excellent research and to work collaboratively with the profession to impact on practice. These activities contribute to our high standing within health and education both nationally and internationally. Newcastle was the first university in the UK to award a degree in Speech and Language Therapy (1967), recently celebrated 50 years of Speech and Language Therapy Training and continues to be one of the UK's leading SLT training programmes. Our research involves the study of normal and impaired human communication processes, assessment and intervention for individuals with communication disorders, and sociolinguistics, the RAE 2008 can be found here. Many staff are members of larger collaborative research groups within the university, including the Centre for Research in Linguistics and Language Sciences and the Institute of Health and Society. We also collaborate with researchers throughout the UK and abroad (Europe, USA, Australia and New Zealand). Newcastle: Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for four consecutive years and has been voted the UK's best University City 2010 by MSN travel. Located in the North East of England, the city is easily accessible by rail (1? hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Accommodation: We are asking delegates to kindly book their own conference accommodation. There are many excellent places to stay within the city and good public transport links to and from the university. More details of specific accommodation and transport arrangements will be available soon on the conference website. Further details will be circulated in due course and the conference website launched in the near future. If you have any queries please contact Cristina McKean cristina.mckean at ncl.ac.uk We look forward to welcoming you to the CLS in 2011 Cristina McKean, Helen Stringer, James Law Co-chairs CLS 2011 organising committee Dr Cristina McKean | Lecturer in Speech and Language Pathology |(Developmental Speech and Language Disorders) | Speech and Language Sciences Section |School of Education Communication and Language Sciences |Room 2.18a |King George VI Building |Newcastle University | Queen Victoria Rd |NE1 7RU | 0191 222 6528 CPD for SLTs & Allied Professionals: Accredited, advanced modules in Professional Practice www.ncl.ac.uk/ecls/sltcpd For information about the MSc in Evidence Based Practice in Communication Disorders go to http://www.ncl.ac.uk/ecls/ebpcd Child Language Seminar 2011 is coming to Newcastle http://www.ncl.ac.uk/ecls/conferences/CLS2011/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 1.jpg Type: image/jpeg Size: 6861 bytes Desc: Picture (Device Independent Bitmap) 1.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture (Device Independent Bitmap) 2.jpg Type: image/jpeg Size: 6861 bytes Desc: Picture (Device Independent Bitmap) 2.jpg URL: From tamar.keren-portnoy at york.ac.uk Fri Nov 26 11:06:43 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Fri, 26 Nov 2010 11:06:43 +0000 Subject: Extended deadline for abstract submission to the International Child Phonology Conference (ICPC) 2011 Message-ID: Extended deadline for abstract submission to the International Child Phonology Conference (ICPC) 2011 June 16-17, 2011 (Pre-conference workshop: June 15) Deadline for abstracts: January 15, 2011 The International Child Phonology Conference (ICPC) 2011 will take place at the University of York, England, June 16-17, preceded by a one-day workshop on cross-linguistic studies of phonetic and/or phonological development, June 15. The ICPC has met annually for about 30 years, originally in the Midwestern American states, as a forum for talks and discussion on any aspect of children's phonological development. Presentations deal with a broad range of topics, covering theoretical and applied concerns, phonetics and phonology, typical and atypical development, infants, toddlers and older children, and oral and signed language. Main conference We invite proposals for papers and posters covering any aspect of child phonetics and/or phonology. Pre-conference workshop on cross-linguistic projects on phonetic and/or phonological development We invite submissions for oral presentations reporting on goals, methods and findings of collaborative cross-linguistic projects on phonetic and/or phonological development. We welcome either one or two talks per project; where two talks (and speakers) are planned, one should focus on the theoretical or practical motivation for the project and the other on presenting comparative data. No more than two abstracts should be submitted from any one project. Talks will be 30-45 minutes long, depending on the number of submissions. Talks which cannot be fitted into the workshop due to time limitations will be considered for the main conference. Following the child phonology conference tradition, we will have no invited speakers. Abstracts will be peer-reviewed anonymously by members of the organizing committee. Conference website http://yorkconferences.com/Delegate_Information/International_Child_Phonology_Conference.aspx Abstracts for both the main conference and the workshop (up to 300 words per presentation) should be submitted directly to the conference website. Authors submitting to the main conference should indicate whether they prefer to present an oral paper or a poster. Oral presentations will be allocated a 30-minute slot each, to include a 5-10 minute discussion. The final format of the presentation will be decided on by the committee. Key dates Abstract submission: January 15, 2011 Notification of outcome: February 15, 2011 Registration start: February 15, 2011 Programme published on website: March, 2011 Registration Early registration, regular: ?60 Early registration, student: ?30 Late registration (after 1 May), regular: ?80 Late registration (after 1 May), student: ?40 Accommodation Some rooms will be available on campus, but we expect that most participants will want to book a hotel or B&B in town (a 10-minute bus- ride to campus or a 30-minute walk, typically). There are links on our website to help you to find all of these options. For further information please contact the organizers, Marilyn Vihman (mv509 at york.ac.uk) or Tamar Keren-Portnoy (tkp502 at york.ac.uk). -- Tamar Keren-Portnoy Dept. of Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD UK Tel: +44 1904 433614 Fax: +44 1904 432673 Email: tkp502 at york.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jedwards2 at wisc.edu Sat Nov 27 23:33:40 2010 From: jedwards2 at wisc.edu (Jan Edwards) Date: Sat, 27 Nov 2010 17:33:40 -0600 Subject: PhD Positions in Phonologica/Languagel Development, UW-Madison In-Reply-To: <4CE344A6.4030405@gmail.com> Message-ID: PhD Positions in Phonological/Language Development, Department of Communicative Disorders, UW-Madison The Child Phonology Lab in the Department of Communicative Disorders at UW-Madison has several positions for PhD and postdoctoral students to conduct research on the interactions between phonological and lexical development in early childhood. This research will focus on typically developing children from middle- and low-SES families, late talkers, and children with cochlear implants. Students with clinical certification are especially encouraged to apply. The Department of Communicative Disorders at UW-Madison is ranked #2 in the country in the U.S. News and World Report rankings and is the only ComDis department ranked in the top 10% in the recent NRC rankings. The Child Phonology Lab is housed at the Waisman Center and has close connections to many other labs there, including those that focus on research on infant language learning, language and cognitive abilities of bilingual children, and language of children with autism and SLI. The Waisman Center offers state-of-the-art facilities including eye-tracking. For more information, please contact Jan Edwards at jedwards2 at wisc.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 jill.hohenstein at kcl.ac.uk Mon Nov 29 16:43:15 2010 From: jill.hohenstein at kcl.ac.uk (Hohenstein, Jill) Date: Mon, 29 Nov 2010 16:43:15 +0000 Subject: PhD studentships in linguistics, discourse & communication at King's Message-ID: STUDENTSHIPS IN LINGUISTICS, DISCOURSE & COMMUNICATION AT KING'S COLLEGE LONDON 2011 A number of post-graduate studentships are available at King's College London, affiliated to the Centre for Language Discourse & Communication. The Centre is ESRC-recognised for its research training, it works across departments, and it offers supervision in text, discourse & narrative analysis, social pragmatics, linguistic ethnography, sociolinguistics, psycholinguistics, applied, educational, historical, cognitive and corpus linguistics. Applicants should have very good qualifications and a clear research idea, and to apply, there are a number of steps to follow: 1) Identify a potential supervisor, referring to our webpages at www.kcl.ac.uk/ldc . 2) Email the person you have identified, providing information about your background, qualifications and a draft research proposal (if you are unsure of who to contact, please send the material to ldc at kcl.ac.uk or ben.rampton at kcl.ac.uk (inserting 'Studentships' in the Subject)). 3) If your potential supervisor encourages you, choose which studentship(s) you want to apply for, consulting the information at www.kcl.ac.uk/graduate/funding/database/ and checking your eligibility very carefully. The possibilities include: * Arts & Humanities Research Council (AHRC) Studentship (deadline: 1 February 2011) - http://www.kcl.ac.uk/study/pg/funding/sources/ahrc.aspx. This covers research on linguistic structure, history, theory and description, including stylistics, discourse analysis, pragmatics, corpus studies, translation, and some areas of applied linguistics. * Graduate School Studentships (deadline: 1 February 2011) http://www.kcl.ac.uk/study/pg/funding/sources/gradsch.aspx. These covers all areas of linguistics supervised at King's. 4) Start working on the studentship application forms well before the deadline. Your potential supervisor can discuss your proposal with you, but she/he will need the time to do so. You will also need to contact your referees to ensure that you have their references in time. If you need further assistance, contact ldc at kcl.ac.uk or Professor Ben Rampton (ben.rampton at kcl.ac.uk), inserting 'Studentships' in the message Subject) ********************************************************** Jill Hohenstein, Ph.D. Senior Lecturer, Psychology in Education Director, Doctorate in Education and Professional Studies Department of Education and Professional Studies King's College London Franklin-Wilkins Building (Waterloo Bridge Wing) Waterloo Road London SE1 9NH Phone: 0207 848 3100 Fax: 0207 848 3182 ********************************************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 elma.blom at gmail.com Mon Nov 29 20:14:05 2010 From: elma.blom at gmail.com (elma blom) Date: Mon, 29 Nov 2010 13:14:05 -0700 Subject: New book: Experimental Methods in Language Acquisition Research Message-ID: Experimental Methods in Language Acquisition Research Edited by Elma Blom and Sharon Unsworth University of Amsterdam / Utrecht University http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 Language Learning & Language Teaching 27 2010. vii, 292 pp. Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 e-Book ? Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don?ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. Table of contents Preface vii?viii Introduction 1?10 Chapter 1. Production methods in language acquisition research Sonja Eisenbeiss 11?34 Chapter 2. Using comprehension methods in language acquisition research Cristina Schmitt and Karen Miller 35?56 Chapter 3. Using Magnitude Estimation in developmental linguistic research Antonella Sorace 57?72 Chapter 4. Using infant and toddler testing methods in language acquisition research Elizabeth K. Johnson and Tania S. Zamuner 73?94 Chapter 5. Using Event-Related Potentials in language acquisition research Judith Rispens and Evelien Krikhaar 95?114 Chapter 6. Using eyetracking in language acquisition research Julie C. Sedivy 115?138 Chapter 7. Using on-line processing methods in language acquisition research Theodoros Marinis 139?162 Chapter 8. Using computational modeling in language acquisition research Lisa Pearl 163?184 Chapter 9. Measuring second language proficiency Jan H. Hulstijn 185?200 Chapter 10. Comparing L1 children, L2 children and L2 adults Sharon Unsworth and Elma Blom 201?222 Chapter 11. Comparing typically-developing children and children with specific language impairment Johanne Paradis 223?244 Chapter 12. Measuring the linguistic development of deaf learners Anne Baker and Beppie van den Bogaerde 245?268 Chapter 13. How to design and analyze language acquisition studies Hugo Quene 269?284 Contributors 285?288 Index 289?292 ?Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.? Colin Phillips, Professor, University of Maryland ?This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.? Ianthi Maria Tsimpli, Aristotle University of Thessaloniki ?This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.? Toby Mintz, University of Southern California -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 tamar.keren-portnoy at york.ac.uk Tue Nov 30 12:45:05 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Tue, 30 Nov 2010 12:45:05 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: Message-ID: Maybe we should order an inspection copy and see if it's worthwhile? Tamar On 29 Nov 2010, at 20:14, elma blom wrote: > Experimental Methods in Language Acquisition Research > Edited by Elma Blom and Sharon Unsworth > University of Amsterdam / Utrecht University > http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 > Language Learning & Language Teaching 27 > 2010. vii, 292 pp. > Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 > Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 > e-Book ? Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 > > Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don?ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. > > Table of contents > Preface vii?viii > Introduction 1?10 > Chapter 1. Production methods in language acquisition research > Sonja Eisenbeiss 11?34 > Chapter 2. Using comprehension methods in language acquisition research > Cristina Schmitt and Karen Miller 35?56 > Chapter 3. Using Magnitude Estimation in developmental linguistic research > Antonella Sorace 57?72 > Chapter 4. Using infant and toddler testing methods in language acquisition research > Elizabeth K. Johnson and Tania S. Zamuner 73?94 > Chapter 5. Using Event-Related Potentials in language acquisition research > Judith Rispens and Evelien Krikhaar 95?114 > Chapter 6. Using eyetracking in language acquisition research > Julie C. Sedivy 115?138 > Chapter 7. Using on-line processing methods in language acquisition research > Theodoros Marinis 139?162 > Chapter 8. Using computational modeling in language acquisition research > Lisa Pearl 163?184 > Chapter 9. Measuring second language proficiency > Jan H. Hulstijn 185?200 > Chapter 10. Comparing L1 children, L2 children and L2 adults > Sharon Unsworth and Elma Blom 201?222 > Chapter 11. Comparing typically-developing children and children with specific language impairment > Johanne Paradis 223?244 > Chapter 12. Measuring the linguistic development of deaf learners > Anne Baker and Beppie van den Bogaerde 245?268 > Chapter 13. How to design and analyze language acquisition studies > Hugo Quene 269?284 > Contributors 285?288 > Index 289?292 > > ?Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.? > Colin Phillips, Professor, University of Maryland > > ?This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.? > Ianthi Maria Tsimpli, Aristotle University of Thessaloniki > > ?This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.? > Toby Mintz, University of Southern California > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Tamar Keren-Portnoy Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD tel 01904 433614 fax 01904 432673 email: tamar.keren-portnoy at york.ac.uk http://www.york.ac.uk/docs/disclaimer/email.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tamar.keren-portnoy at york.ac.uk Tue Nov 30 12:45:55 2010 From: tamar.keren-portnoy at york.ac.uk (Tamar Keren-Portnoy) Date: Tue, 30 Nov 2010 12:45:55 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: <5D3B8009-FD9C-49A3-A306-5A96BA394F32@york.ac.uk> Message-ID: Sorry, unintentionally sent to the entire list! Tamar On 30 Nov 2010, at 12:45, Tamar Keren-Portnoy wrote: > Maybe we should order an inspection copy and see if it's worthwhile? > > Tamar > > On 29 Nov 2010, at 20:14, elma blom wrote: > >> Experimental Methods in Language Acquisition Research >> Edited by Elma Blom and Sharon Unsworth >> University of Amsterdam / Utrecht University >> http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 >> Language Learning & Language Teaching 27 >> 2010. vii, 292 pp. >> Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 >> Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 >> e-Book ? Available from e-book platforms: 978 90 272 8795 3 / EUR 105.00 / USD 158.00 >> >> Experimental Methods in Language Acquisition Research provides students and researchers interested in language acquisition with comprehensible and practical information on the most frequently used methods in language acquisition research. It includes contributions on first and child/adult second language learners, language-impaired children, and on the acquisition of both spoken and signed language. Part I discusses specific experimental methods, explaining the rationale behind each one, and providing an overview of potential participants, the procedure and data-analysis, as well as advantages and disadvantages and dos and don?ts. Part II focuses on comparisons across groups, addressing the theoretical, applied and methodological issues involved in such comparative work. This book will not only be of use to advanced undergraduate and postgraduate students, but also to any scholars wishing to learn more about a particular research method. It is suitable as a textbook in postgraduate programs in the fields of linguistics, education and psychology. >> >> Table of contents >> Preface vii?viii >> Introduction 1?10 >> Chapter 1. Production methods in language acquisition research >> Sonja Eisenbeiss 11?34 >> Chapter 2. Using comprehension methods in language acquisition research >> Cristina Schmitt and Karen Miller 35?56 >> Chapter 3. Using Magnitude Estimation in developmental linguistic research >> Antonella Sorace 57?72 >> Chapter 4. Using infant and toddler testing methods in language acquisition research >> Elizabeth K. Johnson and Tania S. Zamuner 73?94 >> Chapter 5. Using Event-Related Potentials in language acquisition research >> Judith Rispens and Evelien Krikhaar 95?114 >> Chapter 6. Using eyetracking in language acquisition research >> Julie C. Sedivy 115?138 >> Chapter 7. Using on-line processing methods in language acquisition research >> Theodoros Marinis 139?162 >> Chapter 8. Using computational modeling in language acquisition research >> Lisa Pearl 163?184 >> Chapter 9. Measuring second language proficiency >> Jan H. Hulstijn 185?200 >> Chapter 10. Comparing L1 children, L2 children and L2 adults >> Sharon Unsworth and Elma Blom 201?222 >> Chapter 11. Comparing typically-developing children and children with specific language impairment >> Johanne Paradis 223?244 >> Chapter 12. Measuring the linguistic development of deaf learners >> Anne Baker and Beppie van den Bogaerde 245?268 >> Chapter 13. How to design and analyze language acquisition studies >> Hugo Quene 269?284 >> Contributors 285?288 >> Index 289?292 >> >> ?Language acquisition researchers should ideally be able to explore their questions with whichever methods are best suited to the problem at hand. Fortunately, recent years have witnessed huge growth in the diversity and sophistication of the experimental tools available for developmental research, including different on-line methods, electrophysiological procedures, and techniques for working with very young children. But this creates the challenge of how to master these exciting new methods. Blom and Unsworth have succeeded in gathering a treasure trove of valuable information on language acquisition methods, which will prove indispensable for novice and experienced researchers alike. The shared format of the different chapters makes them particularly easy to read, and it is fascinating to read the collections of pros, cons, and "dos and don'ts" that conclude each chapter. In addition to helping researchers who are taking their first steps with novel experimental methods, the chapters in the volume provide rare 'behind-the-scenes' commentary that should be useful for any consumers of the results that emerge from the various techniques.? >> Colin Phillips, Professor, University of Maryland >> >> ?This book fills an obvious gap in the literature of language acquisition research. It includes a comprehensive, state-of-the-art presentation of different experimental techniques, suggests their suitability for different populations of learners and points out the level of linguistic knowledge they tap into, providing guidelines which are psycholinguistically sophisticated and, at the same time, linguistically informed. Research methodologies into typical and atypical first language development as well as second language acquisition by children and adults are supplemented by advice on good practices in data elicitation and analysis, in ethical research conduct and in raised sensitivity to researcher-participant interactions. The book is an essential reading to anyone seeking to carry out sound psycholinguistic research on language development.? >> Ianthi Maria Tsimpli, Aristotle University of Thessaloniki >> >> ?This volume contains an impressive collection of chapters that overviews a broad variety of current research methods in language acquisition that are targeted at a range of subject populations. It offers excellent practical information about diverse research methods written by experts in an informative and accessible style. This volume will serve as a valuable guide for graduate students just embarking on their research careers, as well as for seasoned researchers who might be interested in approaching their research from a different methodological perspective. The pros and cons of particular methods are clearly discussed, useful web resources are provided when applicable, and examples of research taken from foundational as well as more recent studies are provided. Even for researchers who are not embarking on experimental research themselves, the volume will help them understand and critically evaluate studies that use the covered methods. In short, Experimental Methods in Language Acquisition Research does an excellent job of bringing together interesting and informative reviews of current experimental methods under one cover.? >> Toby Mintz, University of Southern California >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > Tamar Keren-Portnoy > Language and Linguistic Science > V/B/220 > University of York > Heslington > York YO10 5DD > tel 01904 433614 > fax 01904 432673 > email: tamar.keren-portnoy at york.ac.uk > > http://www.york.ac.uk/docs/disclaimer/email.htm > > > > > Tamar Keren-Portnoy Language and Linguistic Science V/B/220 University of York Heslington York YO10 5DD tel 01904 433614 fax 01904 432673 email: tamar.keren-portnoy at york.ac.uk http://www.york.ac.uk/docs/disclaimer/email.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mv509 at york.ac.uk Tue Nov 30 13:12:09 2010 From: mv509 at york.ac.uk (Marilyn Vihman) Date: Tue, 30 Nov 2010 13:12:09 +0000 Subject: New book: Experimental Methods in Language Acquisition Research In-Reply-To: <5D3B8009-FD9C-49A3-A306-5A96BA394F32@york.ac.uk> Message-ID: sure! -m. On 30 Nov 2010, at 12:45, Tamar Keren-Portnoy wrote: > Maybe we should order an inspection copy and see if it's worthwhile? > > Tamar > > On 29 Nov 2010, at 20:14, elma blom wrote: > >> Experimental Methods in Language Acquisition Research >> Edited by Elma Blom and Sharon Unsworth >> University of Amsterdam / Utrecht University >> http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LL%26LT%2027 >> Language Learning & Language Teaching 27 >> 2010. vii, 292 pp. >> Hardbound : 978 90 272 1996 1 / EUR 105.00 / USD 158.00 >> Paperback : 978 90 272 1997 8 / EUR 36.00 / USD 54.00 >> e-Book ? Available from e-book platforms: 978 90 272 8795 3 / EUR >> 105.00 / USD 158.00 >> >> Experimental Methods in Language Acquisition Research provides >> students and researchers interested in language acquisition with >> comprehensible and practical information on the most frequently >> used methods in language acquisition research. It includes >> contributions on first and child/adult second language learners, >> language-impaired children, and on the acquisition of both spoken >> and signed language. Part I discusses specific experimental >> methods, explaining the rationale behind each one, and providing an >> overview of potential participants, the procedure and data- >> analysis, as well as advantages and disadvantages and dos and >> don?ts. Part II focuses on comparisons across groups, addressing >> the theoretical, applied and methodological issues involved in such >> comparative work. This book will not only be of use to advanced >> undergraduate and postgraduate students, but also to any scholars >> wishing to learn more about a particular research method. It is >> suitable as a textbook in postgraduate programs in the fields of >> linguistics, education and psychology. >> >> Table of contents >> Preface vii?viii >> Introduction 1?10 >> Chapter 1. Production methods in language acquisition research >> Sonja Eisenbeiss 11?34 >> Chapter 2. Using comprehension methods in language acquisition >> research >> Cristina Schmitt and Karen Miller 35?56 >> Chapter 3. Using Magnitude Estimation in developmental linguistic >> research >> Antonella Sorace 57?72 >> Chapter 4. Using infant and toddler testing methods in language >> acquisition research >> Elizabeth K. Johnson and Tania S. Zamuner 73?94 >> Chapter 5. Using Event-Related Potentials in language acquisition >> research >> Judith Rispens and Evelien Krikhaar 95?114 >> Chapter 6. Using eyetracking in language acquisition research >> Julie C. Sedivy 115?138 >> Chapter 7. Using on-line processing methods in language acquisition >> research >> Theodoros Marinis 139?162 >> Chapter 8. Using computational modeling in language acquisition >> research >> Lisa Pearl 163?184 >> Chapter 9. Measuring second language proficiency >> Jan H. Hulstijn 185?200 >> Chapter 10. Comparing L1 children, L2 children and L2 adults >> Sharon Unsworth and Elma Blom 201?222 >> Chapter 11. Comparing typically-developing children and children >> with specific language impairment >> Johanne Paradis 223?244 >> Chapter 12. Measuring the linguistic development of deaf learners >> Anne Baker and Beppie van den Bogaerde 245?268 >> Chapter 13. How to design and analyze language acquisition studies >> Hugo Quene 269?284 >> Contributors 285?288 >> Index 289?292 >> >> ?Language acquisition researchers should ideally be able to explore >> their questions with whichever methods are best suited to the >> problem at hand. Fortunately, recent years have witnessed huge >> growth in the diversity and sophistication of the experimental >> tools available for developmental research, including different on- >> line methods, electrophysiological procedures, and techniques for >> working with very young children. But this creates the challenge of >> how to master these exciting new methods. Blom and Unsworth have >> succeeded in gathering a treasure trove of valuable information on >> language acquisition methods, which will prove indispensable for >> novice and experienced researchers alike. The shared format of the >> different chapters makes them particularly easy to read, and it is >> fascinating to read the collections of pros, cons, and "dos and >> don'ts" that conclude each chapter. In addition to helping >> researchers who are taking their first steps with novel >> experimental methods, the chapters in the volume provide rare >> 'behind-the-scenes' commentary that should be useful for any >> consumers of the results that emerge from the various techniques.? >> Colin Phillips, Professor, University of Maryland >> >> ?This book fills an obvious gap in the literature of language >> acquisition research. It includes a comprehensive, state-of-the-art >> presentation of different experimental techniques, suggests their >> suitability for different populations of learners and points out >> the level of linguistic knowledge they tap into, providing >> guidelines which are psycholinguistically sophisticated and, at the >> same time, linguistically informed. Research methodologies into >> typical and atypical first language development as well as second >> language acquisition by children and adults are supplemented by >> advice on good practices in data elicitation and analysis, in >> ethical research conduct and in raised sensitivity to researcher- >> participant interactions. The book is an essential reading to >> anyone seeking to carry out sound psycholinguistic research on >> language development.? >> Ianthi Maria Tsimpli, Aristotle University of Thessaloniki >> >> ?This volume contains an impressive collection of chapters that >> overviews a broad variety of current research methods in language >> acquisition that are targeted at a range of subject populations. It >> offers excellent practical information about diverse research >> methods written by experts in an informative and accessible style. >> This volume will serve as a valuable guide for graduate students >> just embarking on their research careers, as well as for seasoned >> researchers who might be interested in approaching their research >> from a different methodological perspective. The pros and cons of >> particular methods are clearly discussed, useful web resources are >> provided when applicable, and examples of research taken from >> foundational as well as more recent studies are provided. Even for >> researchers who are not embarking on experimental research >> themselves, the volume will help them understand and critically >> evaluate studies that use the covered methods. In short, >> Experimental Methods in Language Acquisition Research does an >> excellent job of bringing together interesting and informative >> reviews of current experimental methods under one cover.? >> Toby Mintz, University of Southern California >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com >> . >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en >> . > > Tamar Keren-Portnoy > Language and Linguistic Science > V/B/220 > University of York > Heslington > York YO10 5DD > tel 01904 433614 > fax 01904 432673 > email: tamar.keren-portnoy at york.ac.uk > > http://www.york.ac.uk/docs/disclaimer/email.htm > > > > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: