From cristina.mckean at newcastle.ac.uk Fri Apr 1 15:48:59 2011 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Fri, 1 Apr 2011 16:48:59 +0100 Subject: CLS 2011: Registration now open Message-ID: Please circulate to your networks! [cid:image001.jpg at 01CBCFA3.7A57BBA0] Registration is now open for the Child Language Seminar 2011 CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 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. We are looking forward to welcoming you to Newcastle for an exciting programme of presentations (the draft programme is available on our webpage; click the logo above). 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 There are a number of fascinating sub-themes and a strong cross-linguistic focus. Subthemes include: · Assessment of children from diverse social, cultural and linguistic backgrounds · Interactions in phonological and morphological acquisition · Early trajectories of children with Speech, Language and Communication Needs (SLCN) · Interventions: child, parent and practitioner perspectives · Interventions: service delivery · Understanding developmental speech disorders 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): "Dynamic Assessment in Children Learning English as a Second Language: What Changes?" Book before April 30th 2011 for the Early Bird Rate Visit the CLS2011 booking page Delegate fees: • Early registration, full conference: £195 • Late registration (after 30th April), full conference: £215 • Early registration, one day attendance: £100 • Late registration (after 30th April), one day attendance: £110 There are special day rates and concessions for students, Newcastle University Clinical Educators and Placement Providers and Newcastle University Speech Society members (please visit the booking page for more details). Venue: 2011 is an excellent year to visit the North of England with an opportunity to spend time in two beautiful cities: Newcastle for the CLS and York for the Child Phonology Conference (York, England on June 16-18). 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. Film Competition: Communicating with Kids To celebrate the return of the CLS to Newcastle and to coincide with the National Year of Communication we are holding a film competition for secondary school (£100 prize) and university (£500 prize) students. Delegates will have the opportunity to vote for the winners and selection of entries and winners will be shown at the CLS. If you have any queries about attending the CLS 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/news/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: image001.jpg Type: image/x-citrix-jpeg Size: 5768 bytes Desc: image001.jpg URL: From aliyah.morgenstern at gmail.com Thu Apr 7 20:50:39 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 7 Apr 2011 22:50:39 +0200 Subject: ADYLOC CONFERENCE: Paris 7-9 june 2011 Message-ID: ADYLOC International Conference Variation in first and second language acquisition: comparative perspectives The program is now on-line. Clik here to download the version of April 5th. Paris, 7-9 June 2011 Université Paris Descartes Salle du Conseil12, rue de l’Ecole de Médecine 75006 Paris, France Conference site : 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 Organizing committee Maya Hickmann Edy Veneziano Harriet Jisa Aliyah Morgenstern -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lenaf1610 at gmail.com Sun Apr 10 15:50:43 2011 From: lenaf1610 at gmail.com (Lena Fainleib) Date: Sun, 10 Apr 2011 08:50:43 -0700 Subject: Early transcriptions of children acquiring Russian Message-ID: Dear everybody, I was wondering whether there are databases - or some other sorts of transcribed materials - of children acquiring Russian - besides the ones in CHILDES. I am especially interested in productions before the age 1;6 (one year and six months). I can read both English and Russian. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Sun Apr 10 16:04:55 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 10 Apr 2011 12:04:55 -0400 Subject: Early transcriptions of children acquiring Russian In-Reply-To: <3516e2de-8545-43af-900c-fa8c3e01226b@h38g2000yqn.googlegroups.com> Message-ID: Yelena--- I'm no help, but I am glad to see you made this move---I should have suggested it. Tom On Sun, Apr 10, 2011 at 11:50 AM, Lena Fainleib wrote: > Dear everybody, > > I was wondering whether there are databases - or some other sorts of > transcribed materials - of children acquiring Russian - besides the > ones in CHILDES. I am especially interested in productions before the > age 1;6 (one year and six months). I can read both English and > Russian. > > Thank you in advance! > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jill.devilliers at gmail.com Sun Apr 10 19:40:05 2011 From: jill.devilliers at gmail.com (Jill de Villiers) Date: Sun, 10 Apr 2011 12:40:05 -0700 Subject: Research Assistant position available- Smith College Message-ID: SMITH COLLEGE Research Assistant Psychology Smith College seeks a Research Assistant to prepare testing materials and conduct experiments on language acquisition in children in the development of a novel assessment test for 3-5 year olds in English and Spanish. Responsibilities include: assisting in stimulus design, recruiting children and schools in accord with appropriate human subjects procedures, communicating with parents and teachers, and traveling to test in nursery schools, Head Starts, and day care centers; maintaining and managing records and consent forms and ensure data is accurately recorded and secured; making contacts with likely testing sites in schools and daycares in a wide radius of Northampton, establishing and maintaining contacts and correspondence with principals, teachers and parents. Research involves coordination of four different sites: University of Delaware, Temple University, Laureate Learning systems in Burlington VT, and Smith College, requiring regular communication. MINIMUM QUALIFICATIONS: Education/Experience: Bachelor’s degree in Psychology, Education or Linguistics, with training in language acquisition and developmental psychology in particular, rigorous experimental design training, and hands-on experience with preschool children. Skills: Strong organizational, managerial and interpersonal skills needed. Knowledge of Spanish is an important asset. Must hold a valid driver’s license, have own transportation and be willing to travel to preschool sites. This is a two-year, grant-funded and limited-term position with the possibility of renewal. Review of applications will begin immediately. To view job description and to be considered for this position, apply on-line at http://jobs.smith.edu and use posting number 0600429. Smith College is an equal opportunity employer encouraging excellence through diversity. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anasusana_m at hotmail.com Mon Apr 11 02:00:08 2011 From: anasusana_m at hotmail.com (Suzan) Date: Sun, 10 Apr 2011 19:00:08 -0700 Subject: Information about phonological processes in non-word repetition task Message-ID: Hello, I am a Masters student in Linguistics in Mexico and am working on the phonological aspect of a non-word repetition task. I am interested in describing the phonological processes that are produced in children with and without language impairment (ages from 5 to 9). Can anybody suggest publications that deal with phonological processes in this type of task. I am aware of a large body of research that deals with phonological memory, phonological loop and working memory, but have not found relevant literature about the types of phonological substitutions, omissions, etc. that are produced, particularly in this age range. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Chloe.Marshall.1 at city.ac.uk Mon Apr 11 09:34:31 2011 From: Chloe.Marshall.1 at city.ac.uk (Marshall, Chloe) Date: Mon, 11 Apr 2011 10:34:31 +0100 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Dear Suzan, There's been some work on this in British English, for example: Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57. Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical-Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517. Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68. GALLON, NICHOLA, JOHN HARRIS and HEATHER VAN DER LELY. 2007. Nonword repetition: An investigation of phonological complexity in children with Grammatical-SLI. Clinical Linguistics and Phonetics 21.435-455. These works focus on syllabic and foot level structure. Interesting, analagous simplification errors occur in non-word repetition in a different modality, in British Sign Language: Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86. I'll send you these papers in a separate e-mail, and to anyone else who might be interested. Best wishes, Chloe Dr Chloe Marshall, Senior Lecturer in Developmental Psychology/ Language Acquisition, and Leverhulme Early Career Fellow, Department of Language and Communication Science, City University London http://www.city.ac.uk/health/about-the-school/academic-departments/language-and-communication-science/our-staff/chloe-marshall -----Original Message----- From: Suzan [mailto:anasusana_m at hotmail.com] Sent: 11 April 2011 03:00 To: Info-CHILDES Subject: Information about phonological processes in non-word repetition task Hello, I am a Masters student in Linguistics in Mexico and am working on the phonological aspect of a non-word repetition task. I am interested in describing the phonological processes that are produced in children with and without language impairment (ages from 5 to 9). Can anybody suggest publications that deal with phonological processes in this type of task. I am aware of a large body of research that deals with phonological memory, phonological loop and working memory, but have not found relevant literature about the types of phonological substitutions, omissions, etc. that are produced, particularly in this age range. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ruthberg at bu.edu Tue Apr 12 02:52:44 2011 From: ruthberg at bu.edu (ruthberg) Date: Mon, 11 Apr 2011 19:52:44 -0700 Subject: Full-time visiting faculty position in language development and disorders Message-ID: Visiting Professor in Speech-Language Pathology Department of Communication Sciences and Disorders Emerson College, Boston, Massachusetts http://www.emerson.edu/ The Department of Communication Sciences and Disorders at Emerson College seeks a one-year visiting faculty member with primary expertise in typical and atypical language development. Successful candidate’s current academic rank will determine visiting professor rank. The appointment is for the 2011-2012 academic year beginning September 1, 2011. Required qualification is a record of excellence in teaching in language development and disorders at the graduate level. Preferred qualifications include a doctorate in Communication Disorders or related discipline and ASHA certification in Speech- Language Pathology. The program in Communication Sciences and Disorders at Emerson is one of the oldest and most respected in the country, and is highly ranked among the most competitive graduate programs in communication disorders in the U.S. The department offers state-of-the-art, handicap accessible, on-campus clinical facilities easily reached by public transportation. Emerson College is dedicated exclusively to programs in communication and the arts, located in the center of Boston, surrounded by major healthcare and research centers. The College enrolls approximately 3,000 full-time undergraduates and nearly 1,000 full and parttime graduate students. Emerson College values campus multiculturalism as demonstrated by the diversity of its faculty, staff, student body, and constantly evolving curriculum. The successful candidate must have the ability to work effectively with faculty, students, and staff from diverse backgrounds. Members of historically under-represented groups are encouraged to apply. Emerson College is an Equal Opportunity Employer that encourages diversity in its workplace. Please send via email inquiries and applications (including a cover letter, curriculum vita, recent teaching evaluations and names of three references who we may contact directly) to Associate Professor Amit Bajaj (amit_bajaj at emerson.edu), Department of Communication Sciences and Disorders. Applicants must also fill out an online application form in addition to submitting application materials directly to the department. To view this position and apply online please visit the faculty employment web page at http://www2.emerson.edu/hr/employment.cfm. Review of applications will begin immediately and continue until an appointment is made. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kdemuth07 at gmail.com Mon Apr 11 12:49:03 2011 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Mon, 11 Apr 2011 22:49:03 +1000 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Hi, Susan - Try work by Storkel; Edwards, Munson& Beckman; Kirk; Kirk& Demuth; Zamuner, etc. Kirk in particular talks about the types of substitutions made. Katherine On 4/11/11 12:00 PM, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in children > with and without language impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc. that are produced, particularly in > this age range. > Thank you in advance! > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 eileenbrann at gmail.com Tue Apr 12 17:17:39 2011 From: eileenbrann at gmail.com (eileen brann) Date: Tue, 12 Apr 2011 12:17:39 -0500 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Have you tried Barbara Hodson's work on phonological developmen?t. Her test manual describes each phonological substitution in detail. Eileen Brann, M.S., CCC-SLP Speech Langauge Pathologist Doctoral student Ed Psych graduate student On Sun, Apr 10, 2011 at 9:00 PM, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in children > with and without language impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc. that are produced, particularly in > this age range. > Thank you in advance! > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan at commercialfreechildhood.org Wed Apr 13 16:25:12 2011 From: susan at commercialfreechildhood.org (Susan Linn) Date: Wed, 13 Apr 2011 12:25:12 -0400 Subject: Your Baby Can't Really Read In-Reply-To: Message-ID: Yesterday, the Campaign for a Commercial-Free Childhood filed a Federal Trade Commission complaint against Your Baby Can Read for false and deceptive marketing. The Today show did a great follow up to their original exposé and we are already hearing from parents who have been duped. Thanks to those of you who were so helpful to us in this process. I expect that some of you will be hearing from the FTC. If you are outraged on behalf of parents who shelled out $200 for what is essentially snake oil, please add your names to our petition to the FTC. To read our complaint please click here To read our press release please click here To sign CCFC's petition please click here To see the Today piece please click here Susan Susan Linn, Ed.D., is Director of the Campaign for a Commercial-Free Childhood and Instructor in Psychiatry, Harvard Medical School Contact Information: CCFC Non-Profit Center 89 South Street, Suite 403 Boston, MA 02111 617-896-9370 http://www.commercialfreechildhood.org/ ________________________________ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Roberta Golinkoff Sent: Sunday, December 19, 2010 8:42 AM To: info-childes at googlegroups.com Subject: Language Stars Does anyone know anything about this language teaching program for children that they can share with me? Best for the holidays! Roberta Golinkoff -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Shula.Chiat.1 at city.ac.uk Thu Apr 14 16:39:40 2011 From: Shula.Chiat.1 at city.ac.uk (Chiat, Shula) Date: Thu, 14 Apr 2011 17:39:40 +0100 Subject: pragmatic bootstrapping In-Reply-To: <4D8188F5.9080704@pluto.mscc.huji.ac.il> Message-ID: Dear Anat Good to have met you in Montreal! I am finally getting round to sending you the paper I mentioned which alludes to pragmatic difficulties as a possible source of language impairment in children (though not the source of all language impairment!) in case this is of interest to you. I developed the thinking and evidence further in one section of my book 'Understanding children with language problems', published back in 2000. I could send you a copy of this if you're interested and can't easily access the book. Maybe we will meet up in Montreal again in July?! Best wishes Shula Shula Chiat Department of Language & Communication Science City University London ________________________________ From: Anat Ninio [mailto:msninio at pluto.mscc.huji.ac.il] Sent: 17 March 2011 04:07 To: info-childes at googlegroups.com Subject: pragmatic bootstrapping Dear List, Sorry to have sent this to the whole list by mistake, but actually I'd love to hear from anybody who knows of studies that can be said to test the hypothesis that children learn syntax by "pragmatic bootstrapping". Thanks, Anat Ninio On 17-03-11 06:01, Anat Ninio wrote: Hi Nameera, Thanks a lot! Absolutely coincidentally this very minute I'm reading your 2008 (or is it 2009?) encyclopedia entry Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development, Vol. 2 (pp. 572-581). San Diego, CA: Academic Press. which I want to cite for a research proposal for an European grant. First, is it 2008 or 2009? Second, you say "We know of no empirical research, however, that has directly addressed the question of whether children learn syntactic constructions in the same way as they learn words; that is, through "pragmatic bootstrapping" or attention to speakers' intentions." (p.319) Would you still say so? Or is there some new study that you know of that I should mention? Any newer publication of yours on this point? Thanks a lot and see you in SRCD for sure, Anat On 17-03-11 05:14, nameera akhtar wrote: congratulations, anat! hope to see you at srcd, nameera On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio > wrote: Dear Friends and Colleagues, I'm very happy to be able to announce the publication of my new book by Oxford University Press. It is entitled "Syntactic development, its input and output" and a description of it, as well as a link to the Introduction, can be found on the publisher's on-line catalogue at http://ukcatalogue.oup.com/product/9780199565962.do I hope you'll like it! Anat Ninio -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: chiat 2001.pdf Type: application/pdf Size: 309642 bytes Desc: chiat 2001.pdf URL: From Shula.Chiat.1 at city.ac.uk Thu Apr 14 17:10:40 2011 From: Shula.Chiat.1 at city.ac.uk (Chiat, Shula) Date: Thu, 14 Apr 2011 18:10:40 +0100 Subject: pragmatic bootstrapping In-Reply-To: <4D8188F5.9080704@pluto.mscc.huji.ac.il> Message-ID: Apologies - I intended to e-mail Anat, but responded to her e-mail below and inadvertently e-mailed the whole list! Shula Chiat ________________________________ From: Anat Ninio [mailto:msninio at pluto.mscc.huji.ac.il] Sent: 17 March 2011 04:07 To: info-childes at googlegroups.com Subject: pragmatic bootstrapping Dear List, Sorry to have sent this to the whole list by mistake, but actually I'd love to hear from anybody who knows of studies that can be said to test the hypothesis that children learn syntax by "pragmatic bootstrapping". Thanks, Anat Ninio On 17-03-11 06:01, Anat Ninio wrote: Hi Nameera, Thanks a lot! Absolutely coincidentally this very minute I'm reading your 2008 (or is it 2009?) encyclopedia entry Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development, Vol. 2 (pp. 572-581). San Diego, CA: Academic Press. which I want to cite for a research proposal for an European grant. First, is it 2008 or 2009? Second, you say "We know of no empirical research, however, that has directly addressed the question of whether children learn syntactic constructions in the same way as they learn words; that is, through "pragmatic bootstrapping" or attention to speakers' intentions." (p.319) Would you still say so? Or is there some new study that you know of that I should mention? Any newer publication of yours on this point? Thanks a lot and see you in SRCD for sure, Anat On 17-03-11 05:14, nameera akhtar wrote: congratulations, anat! hope to see you at srcd, nameera On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio > wrote: Dear Friends and Colleagues, I'm very happy to be able to announce the publication of my new book by Oxford University Press. It is entitled "Syntactic development, its input and output" and a description of it, as well as a link to the Introduction, can be found on the publisher's on-line catalogue at http://ukcatalogue.oup.com/product/9780199565962.do I hope you'll like it! Anat Ninio -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Thu Apr 14 22:40:53 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Fri, 15 Apr 2011 02:10:53 +0330 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Dear Tom, You Wrote "YOur eyes don't choose the light that they take in, but they choose to form extremely complex objects. How to connect the object with a sound involves many pre-existing mental assumptions. Suppose you associate a word with an object in motion. Why do that? It is not inevitable, it is a mental bias." I am not against mental assumption but would this explain why a semi blind person can perceive what a normal person can see but an Autistic child cannot perceive what a normal child can do as far as pragmatic competence and language development are concerned. Best, Parisa On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: > Hi--- > yes the name of the game is to specify the mechanism. I think there > will be what I call "strict interfaces" > that link many of these things. For instance: imperatives involve a > mapping between speaker and hearer, > situation, syntax of subject deletion, intonation and the mapping seems > automatic. Social and distributional > factors are a part of the situation. I am not sure about Bayseian > information. Frequency is not a meaningful > notion if it is not frequency of something, as soon as it is a something, a > phonetic or phonologial object, it already > has a representation--so you cannot "get" the representation through > frequency, although it might seem that way > because in fact you get many subparts of the representation one by one. > LIke the phonology of the beginning middle > and end of a word might have separate learning events before you ever say > the word. > The challenge is to specify the mapping---pragmatics, phonetics, > intonation, phonology, syntax, semantics--- > bootstrapping is a very misleading term because it makes things seem one > way when they never are. > YOur eyes don't choose the light that they take in, but they choose to form > extremely complex objects. How to > connect the object with a sound involves many pre-existing mental > assumptions. Suppose you associate a word > with an object in motion. Why do that? It is not inevitable, it is a > mental bias. > > Tom > > > On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: > >> Hi all, >> >> if I may jump in - I think (specially in early formulations) it was left >> somewhat unspecified what the various, *sufficient* sources of >> information that lead to acquisition are; the strong claim was that they >> lead to the induction of *linguistic* structures. So, if the baby sees >> that a hypothesized, projected linguistic structure leads to an inference >> that is wrong for pragmatic reasons, this should lead to the baby projecting >> a new hypothesis about the linguistic structure. Tom's argument is that this >> is an important source for the child to understand what kind of structures >> might contain transformations. >> >> More generally, one can replace 'pragmatic reason' with any of the other >> cognitive factors, like 'distributional reason' or 'social reason' or >> 'Bayesian reason' - in every case, however, what these must do is inform the >> learner about the hypotheses regarding possible linguistic structures. - >> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >> structure. I think in this sense, it is simultaneous syntactic and pragmatic >> in what Tom writes. Nothing stops it being simultaneously syntactic and >> distributional and pragmatic, or any other combination. Maybe *all* of >> them are necessary... >> >> Mo >> >> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >> >> Dear Tom, you wrote >> "That means a simultaneous syntactic and pragmatic information. " >> I think pragmatic information should be followed by syntactic. babies >> learn pragmatics well sooner than syntax when they respond their parents >> smile with smile. What Chomsky states, I believe, is that syntactic >> bootstrapping is what actually happened through triggering the UG system, >> not pragmatic one. I mean first language learning / acquisition is triggered >> then other things happen. I think Anat , please correct me if I am wrong, >> believes that pragmatic bootstrapping is the starting point for the kids? >> >> Autistic children have problem in processing pragmatics and have language >> delay. through ABA program what they learn, besides many things, even in >> high functioning autism, is how to respond different discourses and learn to >> respond pragmatically. Some of them, when learn to be pragmatic, turn into >> creative language user. >> >> Best, >> Parisa >> >> >> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >> >>> Anat--- >>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I argued >>> that children needed pragmatic >>> mapping onto syntax to justify transformations. That means a >>> simultaneous syntactic and pragmatic >>> information. It is in my book as well---and actually embedded in >>> Chomsky's remark in 1076 Reflections >>> on Language, that acqusition must be consistent with "trigtering >>> experience" I said to him that must include >>> pragmatics and he agreed. >>> It is obvious that it is hard to understand: >>> the cat was chased by the dog. >>> but the chld has a big semantic.pragmatic advantage when they hear: >>> >>> the milk was drunk by the boy >>> >>> because they know that milk cannot drink boy. If there is syntax is >>> ready to project a transformation, >>> then they use that information and visual support to say "milk has to get >>> into the object position somehow, >>> do I have a mental operation to do it". >>> Once acquired, it will be autonomous and apply without pragmatics, >>> so if I tell a 3yr old: >>> >>> the cheese ate the mouse >>> >>> they laugh, because they know, anti-pragmatically, that it is true. An >>> anti-pragmatic ability is the >>> sign of true acquisition. >>> >>> best, Tom Roeper >>> >>> >>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>> pdaftaryfard at gmail.com> wrote: >>> >>>> Dear Anat, >>>> >>>> Very interesting topic.....I am not sure but lack of language >>>> development or language development delay can occur because of problems in >>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>> in a poor-interaction environment-- showed to have language delay. This is >>>> especially interesting when we consider that TVs are always on and they can >>>> get enough input in a unilateral way. >>>> >>>> Best. >>>> Parisa Daftarifard >>>> >>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>> >>>>> Dear List, >>>>> >>>>> Sorry to have sent this to the whole list by mistake, but actually I'd >>>>> love to hear from anybody who knows of studies that can be said to test the >>>>> hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>> >>>>> Thanks, >>>>> >>>>> Anat Ninio >>>>> >>>>> >>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>> >>>>> Hi Nameera, >>>>> >>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>> >>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith >>>>> & J. B. Benson (Eds.), *Encyclopedia of infant and early childhood >>>>> development,* Vol. *2* (pp. 572-581). San Diego, CA: Academic Press. >>>>> which I want to cite for a research proposal for an European grant. >>>>> First, is it 2008 or 2009? Second, you say >>>>> >>>>> "We know of no empirical research, however, that has directly addressed >>>>> the question of whether children learn syntactic constructions in the same >>>>> way as they learn words; that is, through "pragmatic bootstrapping" >>>>> or attention to speakers' intentions." (p.319) >>>>> Would you still say so? Or is there some new study that you know of tha >>>>> t I should mention? Any newer publication of yours on this point? >>>>> >>>>> Thanks a lot and see you in SRCD for sure, >>>>> >>>>> Anat >>>>> >>>>> >>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>> >>>>> congratulations, anat! >>>>> >>>>> hope to see you at srcd, >>>>> >>>>> nameera >>>>> >>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>> >>>>>> Dear Friends and Colleagues, >>>>>> >>>>>> I'm very happy to be able to announce the publication of my new book >>>>>> by Oxford University Press. It is entitled "Syntactic development, >>>>>> its input and output" and a description of it, as well as a link to >>>>>> the Introduction, can be found on the publisher's on-line catalogue at >>>>>> http://ukcatalogue.oup.com/product/9780199565962.do >>>>>> >>>>>> I hope you'll like it! >>>>>> >>>>>> Anat Ninio >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Parisa Daftarifard >>>> Phd Student of TEFL >>>> Islamic Azad University of Science and Research >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Tom Roeper >>> Dept of Lingiustics >>> UMass South College >>> Amherst, Mass. 01003 ISA >>> 413 256 0390 >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 roeper at linguist.umass.edu Fri Apr 15 07:47:10 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 15 Apr 2011 03:47:10 -0400 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: DEar Parisa--- We share a lot of Common Ground with other human beings. If I see you eating---which a half blind person might---and you say "delicious" or just "good"---I can fairly safely infer that it is about the food (which actually may no longer be visible) and an autistic child may not. This has a lot to do with whole situations and not just seeing I think. Determining Cmmon Ground is a semantic term, but still a huge mystery. Tom On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard wrote: > Dear Tom, > > You Wrote > "YOur eyes don't choose the light that they take in, but they choose to > form extremely complex objects. How to > connect the object with a sound involves many pre-existing mental > assumptions. Suppose you associate a word with an object in motion. Why do > that? It is not inevitable, it is a mental bias." > > I am not against mental assumption but would this explain why a semi blind > person can perceive what a normal person can see but an Autistic child > cannot perceive what a normal child can do as far as pragmatic competence > and language development are concerned. > > > Best, > Parisa > > > On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: > >> Hi--- >> yes the name of the game is to specify the mechanism. I think there >> will be what I call "strict interfaces" >> that link many of these things. For instance: imperatives involve a >> mapping between speaker and hearer, >> situation, syntax of subject deletion, intonation and the mapping seems >> automatic. Social and distributional >> factors are a part of the situation. I am not sure about Bayseian >> information. Frequency is not a meaningful >> notion if it is not frequency of something, as soon as it is a something, >> a phonetic or phonologial object, it already >> has a representation--so you cannot "get" the representation through >> frequency, although it might seem that way >> because in fact you get many subparts of the representation one by one. >> LIke the phonology of the beginning middle >> and end of a word might have separate learning events before you ever say >> the word. >> The challenge is to specify the mapping---pragmatics, phonetics, >> intonation, phonology, syntax, semantics--- >> bootstrapping is a very misleading term because it makes things seem one >> way when they never are. >> YOur eyes don't choose the light that they take in, but they choose to >> form extremely complex objects. How to >> connect the object with a sound involves many pre-existing mental >> assumptions. Suppose you associate a word >> with an object in motion. Why do that? It is not inevitable, it is a >> mental bias. >> >> Tom >> >> >> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >> >>> Hi all, >>> >>> if I may jump in - I think (specially in early formulations) it was left >>> somewhat unspecified what the various, *sufficient* sources of >>> information that lead to acquisition are; the strong claim was that they >>> lead to the induction of *linguistic* structures. So, if the baby sees >>> that a hypothesized, projected linguistic structure leads to an inference >>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>> a new hypothesis about the linguistic structure. Tom's argument is that this >>> is an important source for the child to understand what kind of structures >>> might contain transformations. >>> >>> More generally, one can replace 'pragmatic reason' with any of the other >>> cognitive factors, like 'distributional reason' or 'social reason' or >>> 'Bayesian reason' - in every case, however, what these must do is inform the >>> learner about the hypotheses regarding possible linguistic structures. - >>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>> distributional and pragmatic, or any other combination. Maybe *all* of >>> them are necessary... >>> >>> Mo >>> >>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>> >>> Dear Tom, you wrote >>> "That means a simultaneous syntactic and pragmatic information. " >>> I think pragmatic information should be followed by syntactic. babies >>> learn pragmatics well sooner than syntax when they respond their parents >>> smile with smile. What Chomsky states, I believe, is that syntactic >>> bootstrapping is what actually happened through triggering the UG system, >>> not pragmatic one. I mean first language learning / acquisition is triggered >>> then other things happen. I think Anat , please correct me if I am wrong, >>> believes that pragmatic bootstrapping is the starting point for the kids? >>> >>> Autistic children have problem in processing pragmatics and have language >>> delay. through ABA program what they learn, besides many things, even in >>> high functioning autism, is how to respond different discourses and learn to >>> respond pragmatically. Some of them, when learn to be pragmatic, turn into >>> creative language user. >>> >>> Best, >>> Parisa >>> >>> >>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >>> >>>> Anat--- >>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>> argued that children needed pragmatic >>>> mapping onto syntax to justify transformations. That means a >>>> simultaneous syntactic and pragmatic >>>> information. It is in my book as well---and actually embedded in >>>> Chomsky's remark in 1076 Reflections >>>> on Language, that acqusition must be consistent with "trigtering >>>> experience" I said to him that must include >>>> pragmatics and he agreed. >>>> It is obvious that it is hard to understand: >>>> the cat was chased by the dog. >>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>> >>>> the milk was drunk by the boy >>>> >>>> because they know that milk cannot drink boy. If there is syntax is >>>> ready to project a transformation, >>>> then they use that information and visual support to say "milk has to >>>> get into the object position somehow, >>>> do I have a mental operation to do it". >>>> Once acquired, it will be autonomous and apply without pragmatics, >>>> so if I tell a 3yr old: >>>> >>>> the cheese ate the mouse >>>> >>>> they laugh, because they know, anti-pragmatically, that it is true. An >>>> anti-pragmatic ability is the >>>> sign of true acquisition. >>>> >>>> best, Tom Roeper >>>> >>>> >>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>> pdaftaryfard at gmail.com> wrote: >>>> >>>>> Dear Anat, >>>>> >>>>> Very interesting topic.....I am not sure but lack of language >>>>> development or language development delay can occur because of problems in >>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>> especially interesting when we consider that TVs are always on and they can >>>>> get enough input in a unilateral way. >>>>> >>>>> Best. >>>>> Parisa Daftarifard >>>>> >>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>> >>>>>> Dear List, >>>>>> >>>>>> Sorry to have sent this to the whole list by mistake, but actually I'd >>>>>> love to hear from anybody who knows of studies that can be said to test the >>>>>> hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>> >>>>>> Thanks, >>>>>> >>>>>> Anat Ninio >>>>>> >>>>>> >>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>> >>>>>> Hi Nameera, >>>>>> >>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>>> >>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith >>>>>> & J. B. Benson (Eds.), *Encyclopedia of infant and early childhood >>>>>> development,* Vol. *2* (pp. 572-581). San Diego, CA: Academic Press. >>>>>> which I want to cite for a research proposal for an European grant. >>>>>> First, is it 2008 or 2009? Second, you say >>>>>> >>>>>> "We know of no empirical research, however, that has directly >>>>>> addressed the question of whether children learn syntactic constructions in >>>>>> the same way as they learn words; that is, through "pragmatic >>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>> Would you still say so? Or is there some new study that you know of >>>>>> that I should mention? Any newer publication of yours on this point? >>>>>> >>>>>> Thanks a lot and see you in SRCD for sure, >>>>>> >>>>>> Anat >>>>>> >>>>>> >>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>> >>>>>> congratulations, anat! >>>>>> >>>>>> hope to see you at srcd, >>>>>> >>>>>> nameera >>>>>> >>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>> >>>>>>> Dear Friends and Colleagues, >>>>>>> >>>>>>> I'm very happy to be able to announce the publication of my new book >>>>>>> by Oxford University Press. It is entitled "Syntactic >>>>>>> development, its input and output" and a description of it, as well >>>>>>> as a link to the Introduction, can be found on the publisher's on-line >>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>> >>>>>>> I hope you'll like it! >>>>>>> >>>>>>> Anat Ninio >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Parisa Daftarifard >>>>> Phd Student of TEFL >>>>> Islamic Azad University of Science and Research >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Tom Roeper >>>> Dept of Lingiustics >>>> UMass South College >>>> Amherst, Mass. 01003 ISA >>>> 413 256 0390 >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Parisa Daftarifard >>> Phd Student of TEFL >>> Islamic Azad University of Science and Research >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send 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. >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Parisa Daftarifard > Phd Student of TEFL > Islamic Azad University of Science and Research > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Fri Apr 15 08:46:19 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Fri, 15 Apr 2011 12:16:19 +0330 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Dear Tom, Thank you for your comment. I agree that "Determining Common Ground is a semantic term" and "a huge mystery". But concerning what you say... " can fairly safely infer that it is about the food (which actually may no longer be visible) and an autistic child may not." a sever Autistic child may not but what we can infer from a sever autistic child's condition is that he or she *lacks sensitivity* to tasting food, although high functioning children may not have the same problem; they can taste food as we do. What t*hey lack for sure is pragmatic sensitivity*... What makes a normal child different from an AsD child (i mean high functioning one) is that of perceiving intention and pragmatic information. They simply don't understand yes and no question or alternative questions. They cannot understand gestures. When they learned many of the same things they would be able to acquire language. I dont say that syntactic information does not have mental Pre-representation but I think syntactic bootstrapping cannot be the starting point. Best, Parisa On Fri, Apr 15, 2011 at 11:17 AM, Tom Roeper wrote: > DEar Parisa--- > > We share a lot of Common Ground with other human beings. If I see you > eating---which > a half blind person might---and you say "delicious" or just "good"---I can > fairly safely > infer that it is about the food (which actually may no longer be visible) > and an autistic > child may not. This has a lot to do with whole situations and not just > seeing I think. > Determining Cmmon Ground is a semantic term, but still a huge mystery. > > Tom > > > On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard < > pdaftaryfard at gmail.com> wrote: > >> Dear Tom, >> >> You Wrote >> "YOur eyes don't choose the light that they take in, but they choose to >> form extremely complex objects. How to >> connect the object with a sound involves many pre-existing mental >> assumptions. Suppose you associate a word with an object in motion. Why do >> that? It is not inevitable, it is a mental bias." >> >> I am not against mental assumption but would this explain why a semi blind >> person can perceive what a normal person can see but an Autistic child >> cannot perceive what a normal child can do as far as pragmatic competence >> and language development are concerned. >> >> >> Best, >> Parisa >> >> >> On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: >> >>> Hi--- >>> yes the name of the game is to specify the mechanism. I think there >>> will be what I call "strict interfaces" >>> that link many of these things. For instance: imperatives involve a >>> mapping between speaker and hearer, >>> situation, syntax of subject deletion, intonation and the mapping seems >>> automatic. Social and distributional >>> factors are a part of the situation. I am not sure about Bayseian >>> information. Frequency is not a meaningful >>> notion if it is not frequency of something, as soon as it is a something, >>> a phonetic or phonologial object, it already >>> has a representation--so you cannot "get" the representation through >>> frequency, although it might seem that way >>> because in fact you get many subparts of the representation one by one. >>> LIke the phonology of the beginning middle >>> and end of a word might have separate learning events before you ever say >>> the word. >>> The challenge is to specify the mapping---pragmatics, phonetics, >>> intonation, phonology, syntax, semantics--- >>> bootstrapping is a very misleading term because it makes things seem one >>> way when they never are. >>> YOur eyes don't choose the light that they take in, but they choose to >>> form extremely complex objects. How to >>> connect the object with a sound involves many pre-existing mental >>> assumptions. Suppose you associate a word >>> with an object in motion. Why do that? It is not inevitable, it is a >>> mental bias. >>> >>> Tom >>> >>> >>> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >>> >>>> Hi all, >>>> >>>> if I may jump in - I think (specially in early formulations) it was left >>>> somewhat unspecified what the various, *sufficient* sources of >>>> information that lead to acquisition are; the strong claim was that they >>>> lead to the induction of *linguistic* structures. So, if the baby sees >>>> that a hypothesized, projected linguistic structure leads to an inference >>>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>>> a new hypothesis about the linguistic structure. Tom's argument is that this >>>> is an important source for the child to understand what kind of structures >>>> might contain transformations. >>>> >>>> More generally, one can replace 'pragmatic reason' with any of the other >>>> cognitive factors, like 'distributional reason' or 'social reason' or >>>> 'Bayesian reason' - in every case, however, what these must do is inform the >>>> learner about the hypotheses regarding possible linguistic structures. - >>>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>>> distributional and pragmatic, or any other combination. Maybe *all* of >>>> them are necessary... >>>> >>>> Mo >>>> >>>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>>> >>>> Dear Tom, you wrote >>>> "That means a simultaneous syntactic and pragmatic information. " >>>> I think pragmatic information should be followed by syntactic. babies >>>> learn pragmatics well sooner than syntax when they respond their parents >>>> smile with smile. What Chomsky states, I believe, is that syntactic >>>> bootstrapping is what actually happened through triggering the UG system, >>>> not pragmatic one. I mean first language learning / acquisition is triggered >>>> then other things happen. I think Anat , please correct me if I am wrong, >>>> believes that pragmatic bootstrapping is the starting point for the kids? >>>> >>>> Autistic children have problem in processing pragmatics and have >>>> language delay. through ABA program what they learn, besides many things, >>>> even in high functioning autism, is how to respond different discourses and >>>> learn to respond pragmatically. Some of them, when learn to be pragmatic, >>>> turn into creative language user. >>>> >>>> Best, >>>> Parisa >>>> >>>> >>>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >>>> >>>>> Anat--- >>>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>>> argued that children needed pragmatic >>>>> mapping onto syntax to justify transformations. That means a >>>>> simultaneous syntactic and pragmatic >>>>> information. It is in my book as well---and actually embedded in >>>>> Chomsky's remark in 1076 Reflections >>>>> on Language, that acqusition must be consistent with "trigtering >>>>> experience" I said to him that must include >>>>> pragmatics and he agreed. >>>>> It is obvious that it is hard to understand: >>>>> the cat was chased by the dog. >>>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>>> >>>>> the milk was drunk by the boy >>>>> >>>>> because they know that milk cannot drink boy. If there is syntax is >>>>> ready to project a transformation, >>>>> then they use that information and visual support to say "milk has to >>>>> get into the object position somehow, >>>>> do I have a mental operation to do it". >>>>> Once acquired, it will be autonomous and apply without >>>>> pragmatics, so if I tell a 3yr old: >>>>> >>>>> the cheese ate the mouse >>>>> >>>>> they laugh, because they know, anti-pragmatically, that it is true. An >>>>> anti-pragmatic ability is the >>>>> sign of true acquisition. >>>>> >>>>> best, Tom Roeper >>>>> >>>>> >>>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>>> pdaftaryfard at gmail.com> wrote: >>>>> >>>>>> Dear Anat, >>>>>> >>>>>> Very interesting topic.....I am not sure but lack of language >>>>>> development or language development delay can occur because of problems in >>>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>>> especially interesting when we consider that TVs are always on and they can >>>>>> get enough input in a unilateral way. >>>>>> >>>>>> Best. >>>>>> Parisa Daftarifard >>>>>> >>>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>> >>>>>>> Dear List, >>>>>>> >>>>>>> Sorry to have sent this to the whole list by mistake, but actually >>>>>>> I'd love to hear from anybody who knows of studies that can be said to test >>>>>>> the hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>>> >>>>>>> Thanks, >>>>>>> >>>>>>> Anat Ninio >>>>>>> >>>>>>> >>>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>>> >>>>>>> Hi Nameera, >>>>>>> >>>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>>>> >>>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. >>>>>>> Haith & J. B. Benson (Eds.), *Encyclopedia of infant and early >>>>>>> childhood development,* Vol. *2* (pp. 572-581). San Diego, CA: >>>>>>> Academic Press. >>>>>>> which I want to cite for a research proposal for an European grant. >>>>>>> First, is it 2008 or 2009? Second, you say >>>>>>> >>>>>>> "We know of no empirical research, however, that has directly >>>>>>> addressed the question of whether children learn syntactic constructions in >>>>>>> the same way as they learn words; that is, through "pragmatic >>>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>>> Would you still say so? Or is there some new study that you know of >>>>>>> that I should mention? Any newer publication of yours on this point? >>>>>>> >>>>>>> Thanks a lot and see you in SRCD for sure, >>>>>>> >>>>>>> Anat >>>>>>> >>>>>>> >>>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>>> >>>>>>> congratulations, anat! >>>>>>> >>>>>>> hope to see you at srcd, >>>>>>> >>>>>>> nameera >>>>>>> >>>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>> >>>>>>>> Dear Friends and Colleagues, >>>>>>>> >>>>>>>> I'm very happy to be able to announce the publication of my new book >>>>>>>> by Oxford University Press. It is entitled "Syntactic >>>>>>>> development, its input and output" and a description of it, as well >>>>>>>> as a link to the Introduction, can be found on the publisher's on-line >>>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>>> >>>>>>>> I hope you'll like it! >>>>>>>> >>>>>>>> Anat Ninio >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Parisa Daftarifard >>>>>> Phd Student of TEFL >>>>>> Islamic Azad University of Science and Research >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Tom Roeper >>>>> Dept of Lingiustics >>>>> UMass South College >>>>> Amherst, Mass. 01003 ISA >>>>> 413 256 0390 >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Parisa Daftarifard >>>> Phd Student of TEFL >>>> Islamic Azad University of Science and Research >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send 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. >>>> >>> >>> >>> >>> -- >>> Tom Roeper >>> Dept of Lingiustics >>> UMass South College >>> Amherst, Mass. 01003 ISA >>> 413 256 0390 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 c.houston-price at reading.ac.uk Fri Apr 15 09:00:53 2011 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Fri, 15 Apr 2011 10:00:53 +0100 Subject: Margaret Donaldson Early Career Prize Message-ID: Dear Colleagues, The British Psychological Society Developmental Section Committee invites application for the Margaret Donaldson Early Career Prize 2011, an annual award for Outstanding Contributions to Developmental Psychology. The winning candidate will have made an outstanding contribution within the field of developmental psychology; this will be evident in some or all of theory development, originality and innovation in methodology, along with other indicators of esteem. Candidates are eligible for consideration up to and including 10 years following the award of a PhD. Candidates need not be a member of the BPS but they must be resident in the UK. The winner of the award will be invited to deliver a keynote address at the annual conference of the Developmental Section, and will be awarded a commemorative certificate, an award of £300, and £200 towards the cost of attending the conference. Applicants can either nominate themselves or they can be nominated by a colleague. Heads of Department and senior faculty members are particularly encouraged to nominate eligible colleagues. Applicants from previous years are eligible to re-apply, and are encouraged to do this. Nominations should include a one-page statement outlining the candidate's contribution to developmental psychology plus a full CV and reprints of the candidate's two best articles. Four copies of all materials should be submitted. The Section Committee will appoint a specialist award sub-committee to adjudicate submissions. Further details of the award may be obtained from the Chair of the Developmental Psychology Section (Professor Charlie Lewis, Psychology Department, Fylde Building, Lancaster University, Lancaster LA1 4YF, e-mail: c.lewis at lancaster.ac.uk) by whom submissions must be received no later than May 31st 2011. Candidates will be notified of the outcome by the end of June 2011. For details of the British Psychological Society Developmental Section Conference 2011, see http://www.bps.org.uk/dev2011 and https://sites.google.com/site/developmental2011/registration Carmel Houston-Price -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 c.houston-price at reading.ac.uk Fri Apr 15 09:02:18 2011 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Fri, 15 Apr 2011 10:02:18 +0100 Subject: Neil O'Connor Research Award in Developmental Disability Message-ID: Dear Colleagues, The British Psychological Society Developmental Section Committee invites applications for the Neil O'Connor Award 2011. This annual award, a cash prize of £300, plus up to £200 towards attendance at the BPS Developmental Section conference, is for published research on cognitive disabilities that appear in development and persist throughout life. The late Neil O'Connor was one of the UK's foremost experimental psychologists, and a pioneer in applying experimental methods to the study of developmental disabilities. Friends, relatives and former colleagues have contributed to a trust fund that allows this award to be made annually. The award will be made for a research publication in the field of developmental disability. Disabilities may include (but are not confined to) deafness, blindness, learning disabilities, dyslexia, language disorder, aphasia, Williams syndrome, Down syndrome, autism, Turner syndrome. Criteria for eligibility: * The publication must be in a peer-refereed journal bearing the date 2009, 2010 or 2011 or be in press (official confirmation of this must be provided). * The award is aimed primarily at anyone studying for a PhD or who is not more than 10 years post-PhD. * The candidate must be either the sole author or the main author of the article concerned. * There is no geographic restriction, but submissions must be in English. * The author of the winning paper will be presented with a certificate and issued with an invitation to present a paper on his or her research at the BPS Developmental Section conference. Exceptionally, the award may be given to a more senior researcher in a non-tenured position, who may also be retired. In the case of multiple authors, the relative contribution of different authors must be outlined. The prize and the invitation to speak will be offered to the main author. Applicants can either nominate themselves or they can be nominated by a colleague. Heads of Department and senior faculty members are particularly encouraged to nominate eligible colleagues. Unsuccessful applicants from previous years are eligible to re-apply, and are encouraged to do so. Nominations should submit the publication itself, a CV and a current mailing address (four copies of everything). The Section Committee will appoint a specialist award sub-committee to adjudicate submissions. Further details of the award may be obtained from the Chair of the Developmental Psychology Section (Professor Charlie Lewis, Psychology Department, Fylde Building, Lancaster University, Lancaster LA1 4YF, e-mail: c.lewis at lancaster.ac.uk) by whom submissions must be received no later than May 31st 2011. Candidates will be notified of the outcome by the end of June 2011. For details of the British Psychological Society Developmental Section Conference 2011, see http://www.bps.org.uk/dev2011 and https://sites.google.com/site/developmental2011/registration Carmel Houston-Price -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Fri Apr 15 09:19:17 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 15 Apr 2011 05:19:17 -0400 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Yes--but these terms are much too broad. If you are about to hit a child and your hand is coming at them---they may I suspect perceive that moment of pragmatics. Pragmatics surely has 50 layers---some of which any living thing has---and some of which only literary critics seem to have. The use of terms like "lacks pragmatic sensitivity" seems to me to obscure the question not highlight it. In the 19th centry they looked for the "life force" but the idea was dropped when the intricacy of microbiology was discovered. We have to do the same. Tom On Fri, Apr 15, 2011 at 4:46 AM, parisa Daftarifard wrote: > Dear Tom, > Thank you for your comment. I agree that "Determining Common Ground is a > semantic term" and "a huge mystery". But concerning what you say... > > " can fairly safely infer that it is about the food (which actually may no > longer be visible) and an autistic child may not." > > a sever Autistic child may not but what we can infer from a sever autistic > child's condition is that he or she *lacks sensitivity* to tasting food, > although high functioning children may not have the same problem; they can > taste food as we do. What t*hey lack for sure is pragmatic sensitivity* > ... > > What makes a normal child different from an AsD child (i mean high > functioning one) is that of perceiving intention and pragmatic information. > They simply don't understand yes and no question or alternative questions. > They cannot understand gestures. When they learned many of the > same things they would be able to acquire language. > > I dont say that syntactic information does not have mental > Pre-representation but I think syntactic bootstrapping cannot be the > starting point. > > Best, > Parisa > > On Fri, Apr 15, 2011 at 11:17 AM, Tom Roeper wrote: > >> DEar Parisa--- >> >> We share a lot of Common Ground with other human beings. If I see you >> eating---which >> a half blind person might---and you say "delicious" or just "good"---I can >> fairly safely >> infer that it is about the food (which actually may no longer be visible) >> and an autistic >> child may not. This has a lot to do with whole situations and not just >> seeing I think. >> Determining Cmmon Ground is a semantic term, but still a huge mystery. >> >> >> Tom >> >> >> On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard < >> pdaftaryfard at gmail.com> wrote: >> >>> Dear Tom, >>> >>> You Wrote >>> "YOur eyes don't choose the light that they take in, but they choose to >>> form extremely complex objects. How to >>> connect the object with a sound involves many pre-existing mental >>> assumptions. Suppose you associate a word with an object in motion. Why do >>> that? It is not inevitable, it is a mental bias." >>> >>> I am not against mental assumption but would this explain why a semi >>> blind person can perceive what a normal person can see but an Autistic child >>> cannot perceive what a normal child can do as far as pragmatic competence >>> and language development are concerned. >>> >>> >>> Best, >>> Parisa >>> >>> >>> On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: >>> >>>> Hi--- >>>> yes the name of the game is to specify the mechanism. I think there >>>> will be what I call "strict interfaces" >>>> that link many of these things. For instance: imperatives involve a >>>> mapping between speaker and hearer, >>>> situation, syntax of subject deletion, intonation and the mapping seems >>>> automatic. Social and distributional >>>> factors are a part of the situation. I am not sure about Bayseian >>>> information. Frequency is not a meaningful >>>> notion if it is not frequency of something, as soon as it is a >>>> something, a phonetic or phonologial object, it already >>>> has a representation--so you cannot "get" the representation through >>>> frequency, although it might seem that way >>>> because in fact you get many subparts of the representation one by >>>> one. LIke the phonology of the beginning middle >>>> and end of a word might have separate learning events before you ever >>>> say the word. >>>> The challenge is to specify the mapping---pragmatics, phonetics, >>>> intonation, phonology, syntax, semantics--- >>>> bootstrapping is a very misleading term because it makes things seem one >>>> way when they never are. >>>> YOur eyes don't choose the light that they take in, but they choose to >>>> form extremely complex objects. How to >>>> connect the object with a sound involves many pre-existing mental >>>> assumptions. Suppose you associate a word >>>> with an object in motion. Why do that? It is not inevitable, it is a >>>> mental bias. >>>> >>>> Tom >>>> >>>> >>>> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >>>> >>>>> Hi all, >>>>> >>>>> if I may jump in - I think (specially in early formulations) it was >>>>> left somewhat unspecified what the various, *sufficient* sources of >>>>> information that lead to acquisition are; the strong claim was that they >>>>> lead to the induction of *linguistic* structures. So, if the baby sees >>>>> that a hypothesized, projected linguistic structure leads to an inference >>>>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>>>> a new hypothesis about the linguistic structure. Tom's argument is that this >>>>> is an important source for the child to understand what kind of structures >>>>> might contain transformations. >>>>> >>>>> More generally, one can replace 'pragmatic reason' with any of the >>>>> other cognitive factors, like 'distributional reason' or 'social reason' or >>>>> 'Bayesian reason' - in every case, however, what these must do is inform the >>>>> learner about the hypotheses regarding possible linguistic structures. - >>>>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>>>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>>>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>>>> distributional and pragmatic, or any other combination. Maybe *all* of >>>>> them are necessary... >>>>> >>>>> Mo >>>>> >>>>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>>>> >>>>> Dear Tom, you wrote >>>>> "That means a simultaneous syntactic and pragmatic information. " >>>>> I think pragmatic information should be followed by syntactic. babies >>>>> learn pragmatics well sooner than syntax when they respond their parents >>>>> smile with smile. What Chomsky states, I believe, is that syntactic >>>>> bootstrapping is what actually happened through triggering the UG system, >>>>> not pragmatic one. I mean first language learning / acquisition is triggered >>>>> then other things happen. I think Anat , please correct me if I am wrong, >>>>> believes that pragmatic bootstrapping is the starting point for the kids? >>>>> >>>>> Autistic children have problem in processing pragmatics and have >>>>> language delay. through ABA program what they learn, besides many things, >>>>> even in high functioning autism, is how to respond different discourses and >>>>> learn to respond pragmatically. Some of them, when learn to be pragmatic, >>>>> turn into creative language user. >>>>> >>>>> Best, >>>>> Parisa >>>>> >>>>> >>>>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper >>>> > wrote: >>>>> >>>>>> Anat--- >>>>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>>>> argued that children needed pragmatic >>>>>> mapping onto syntax to justify transformations. That means a >>>>>> simultaneous syntactic and pragmatic >>>>>> information. It is in my book as well---and actually embedded in >>>>>> Chomsky's remark in 1076 Reflections >>>>>> on Language, that acqusition must be consistent with "trigtering >>>>>> experience" I said to him that must include >>>>>> pragmatics and he agreed. >>>>>> It is obvious that it is hard to understand: >>>>>> the cat was chased by the dog. >>>>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>>>> >>>>>> the milk was drunk by the boy >>>>>> >>>>>> because they know that milk cannot drink boy. If there is syntax is >>>>>> ready to project a transformation, >>>>>> then they use that information and visual support to say "milk has to >>>>>> get into the object position somehow, >>>>>> do I have a mental operation to do it". >>>>>> Once acquired, it will be autonomous and apply without >>>>>> pragmatics, so if I tell a 3yr old: >>>>>> >>>>>> the cheese ate the mouse >>>>>> >>>>>> they laugh, because they know, anti-pragmatically, that it is true. >>>>>> An anti-pragmatic ability is the >>>>>> sign of true acquisition. >>>>>> >>>>>> best, Tom Roeper >>>>>> >>>>>> >>>>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>>>> pdaftaryfard at gmail.com> wrote: >>>>>> >>>>>>> Dear Anat, >>>>>>> >>>>>>> Very interesting topic.....I am not sure but lack of language >>>>>>> development or language development delay can occur because of problems in >>>>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>>>> especially interesting when we consider that TVs are always on and they can >>>>>>> get enough input in a unilateral way. >>>>>>> >>>>>>> Best. >>>>>>> Parisa Daftarifard >>>>>>> >>>>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>> >>>>>>>> Dear List, >>>>>>>> >>>>>>>> Sorry to have sent this to the whole list by mistake, but actually >>>>>>>> I'd love to hear from anybody who knows of studies that can be said to test >>>>>>>> the hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>>>> >>>>>>>> Thanks, >>>>>>>> >>>>>>>> Anat Ninio >>>>>>>> >>>>>>>> >>>>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>>>> >>>>>>>> Hi Nameera, >>>>>>>> >>>>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm >>>>>>>> reading your 2008 (or is it 2009?) encyclopedia entry >>>>>>>> >>>>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. >>>>>>>> Haith & J. B. Benson (Eds.), *Encyclopedia of infant and early >>>>>>>> childhood development,* Vol. *2* (pp. 572-581). San Diego, CA: >>>>>>>> Academic Press. >>>>>>>> which I want to cite for a research proposal for an European grant. >>>>>>>> First, is it 2008 or 2009? Second, you say >>>>>>>> >>>>>>>> "We know of no empirical research, however, that has directly >>>>>>>> addressed the question of whether children learn syntactic constructions in >>>>>>>> the same way as they learn words; that is, through "pragmatic >>>>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>>>> Would you still say so? Or is there some new study that you know of >>>>>>>> that I should mention? Any newer publication of yours on this >>>>>>>> point? >>>>>>>> >>>>>>>> Thanks a lot and see you in SRCD for sure, >>>>>>>> >>>>>>>> Anat >>>>>>>> >>>>>>>> >>>>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>>>> >>>>>>>> congratulations, anat! >>>>>>>> >>>>>>>> hope to see you at srcd, >>>>>>>> >>>>>>>> nameera >>>>>>>> >>>>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>>> >>>>>>>>> Dear Friends and Colleagues, >>>>>>>>> >>>>>>>>> I'm very happy to be able to announce the publication of my new >>>>>>>>> book by Oxford University Press. It is entitled "Syntactic >>>>>>>>> development, its input and output" and a description of it, as >>>>>>>>> well as a link to the Introduction, can be found on the publisher's on-line >>>>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>>>> >>>>>>>>> I hope you'll like it! >>>>>>>>> >>>>>>>>> Anat Ninio >>>>>>>>> >>>>>>>>> -- >>>>>>>>> You received this message because you are subscribed to the Google >>>>>>>>> Groups "Info-CHILDES" group. >>>>>>>>> To post to this group, send email to info-childes at googlegroups.com >>>>>>>>> . >>>>>>>>> To unsubscribe from this group, send email to >>>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>>> For more options, visit this group at >>>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>> >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> Parisa Daftarifard >>>>>>> Phd Student of TEFL >>>>>>> Islamic Azad University of Science and Research >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Tom Roeper >>>>>> Dept of Lingiustics >>>>>> UMass South College >>>>>> Amherst, Mass. 01003 ISA >>>>>> 413 256 0390 >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Parisa Daftarifard >>>>> Phd Student of TEFL >>>>> Islamic Azad University of Science and Research >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send 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. >>>>> >>>> >>>> >>>> >>>> -- >>>> Tom Roeper >>>> Dept of Lingiustics >>>> UMass South College >>>> Amherst, Mass. 01003 ISA >>>> 413 256 0390 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Parisa Daftarifard >>> Phd Student of TEFL >>> Islamic Azad University of Science and Research >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Parisa Daftarifard > Phd Student of TEFL > Islamic Azad University of Science and Research > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Fri Apr 15 14:02:01 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 15 Apr 2011 16:02:01 +0200 Subject: CONF: ADYLOC in Paris - 7-9 June 2011 Message-ID: Dear Infochildes, Those of you who wish to attend the ADYLOC conference in Paris June 7-9, please register today (or at least when you see this e-mail). Entrance is free but the number of seats is limited and we won't be able to overcrowd the magnificent conference room. Please send this word document (English in the bottom part) to the following address. adyloc2011 at sfl.cnrs.fr http://adyloc2011.sfl.cnrs.fr/ Organizing committee Maya Hickmann Edy Veneziano Harriet Jisa Aliyah Morgenstern -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: InscriptionADYLOC2011-2.doc Type: application/msword Size: 35328 bytes Desc: not available URL: From gleason at bu.edu Sat Apr 16 18:03:15 2011 From: gleason at bu.edu (Jean Berko Gleason) Date: Sat, 16 Apr 2011 14:03:15 -0400 Subject: Fwd: Job Posting - Visiting Professor Emerson College Message-ID: Please see attached pdf for: Visiting Professor in Speech-Language Pathology at Emerson College. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: Emerson Visiting Professor CSD 2011_2012.pdf Type: application/pdf Size: 55454 bytes Desc: not available URL: From hagstromp at gmail.com Sat Apr 16 18:48:23 2011 From: hagstromp at gmail.com (Paul Hagstrom) Date: Sat, 16 Apr 2011 14:48:23 -0400 Subject: BUCLD 36 submissions now open Message-ID: THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Abstract Submissions now open NOVEMBER 4-6, 2011 Keynote Speaker: Sandra Waxman, Northwestern University "What's in a word? Links between linguistic and conceptual organization in infants and young children" Plenary Speaker: Cornelia Hamann, University of Oldenburg "Bilingual development and language assessment" Lunch Symposium: "Morphology in second language acquisition and processing" Harald Clahsen, University of Essex/University of Potsdam Holger Hopp, University of Mannheim Donna Lardiere, Georgetown University Silvina Montrul (organizer), University of Illinois at Urbana-Champaign Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production. A suggested format and style for abstracts is available at: http://www.bu.edu/bucld/abstracts/abstract-format/ We have begun accepting abstract submissions. Please check http://www.bu.edu/bucld/ for a link to the submission form and any important updates. DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Questions about abstracts should be sent to abstract at bu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From annabelle.david at ncl.ac.uk Mon Apr 18 14:27:45 2011 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Mon, 18 Apr 2011 07:27:45 -0700 Subject: Younger = better ? Message-ID: Younger = better? Comparing 5, 7 and 11 year olds learning French in the classroom 14th & 15th July 2011 Newcastle University Keynote speaker: Carmen Muñoz, Universitat de Barcelona Discussants: Dick Johnstone, University of Stirling Emma Marsden, University of York This conference is the culmination of a 2-year project funded by the ESRC on the role played by age in the early classroom learning of French. (Award number: RES-062-23-1545). The project has investigated linguistic development and attitudes in beginners aged 5, 7 and 11 following a similar curriculum taught by the same teacher. The conference takes place over two days, one for education professionals and the other for researchers in the field of second language acquisition. The first day (Thursday 14th July) targets MFL teachers, teacher trainers, policy makers and education professionals. A film produced by the research team will document the teaching style used during the project and will be followed by a presentation of findings on the linguistic development of the children, and on the role of literacy, attitudes and motivation in each year group (Years 1, 3 and 7). A round-table discussion will follow. The second day (Friday 15th July) will focus on the project’s research agenda, and will include an opening keynote speech by Carmen Muñoz, from the University of Barcelona on the current state of play in research on the role of age in second language acquisition. The research team will then present its research findings. Topics covered will include: linguistic development (e.g. vocabulary and syntax,) the role of gestures in language teaching and learning, attitudes and motivation, as well as the role of working memory and literacy. A discussion will be led by Emma Marsden (University of York) and Dick Johnstone (University of Stirling) on the implications of the research for early language learning in the classroom and with suggestions for future research. Abstract submission A poster session will take on place on 15th July. Proposals are invited for posters on topics relating to age and second language acquisition. Abstracts should be 300 words maximum. Proposals should be submitted to liz.o’sullivan at ncl.ac.uk. Deadline for submission is 1st May 2011. Important dates: Deadline for abstracts: 1st May, 2011 Deadline for registration: 1st July, 2011 **Please register early as places are limited** To register for the conference and for further details, visit the project website: www.flloc.soton.ac.uk/events.html Or contact: kevin.mcmanus at ncl.ac.uk or liz.o’sullivan at ncl.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 snedeker at wjh.harvard.edu Fri Apr 22 14:09:12 2011 From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu) Date: Fri, 22 Apr 2011 07:09:12 -0700 Subject: Research Assistant sought (Snedeker-Harvard) Message-ID: Hi folks, Our lab is searching for a full-time research assistant. This is post- baccalaureate position, ideal for someone who is seeking additional research experience before applying for graduate school. If you could forward this announcement to suitable candidates, we would be delighted! Thanks, Jesse Snedeker ****************************** Research Assistant Harvard University Department of Psychology Snedeker Lab We are seeking an energetic and intellectually-engaged research assistant for studies of language comprehension in typically- developing children and children with autism spectrum disorders. Responsibilities include: preparing stimuli, contacting families, testing children and adults, coding data, assisting with data analysis, training undergraduate assistants, managing a summer internship program, maintaining equipment, coordinating the use of space, organizing meetings, and assisting with grant management. Necessary qualifications: *An undergraduate degree in psychology, linguistics or cognitive science *A strong interest in the psychology of language * Prior experience working with young children * Comfortable with technical trouble shooting * Well organized, calm under pressure, and comfortable juggling half a dozen things at once Skills that would be put to good use include: *Experience with eye tracking *Knowledge of ToBI prosodic coding *Experience with E-prime *Coursework in semantics, pragmatics or syntax *Experience with CHILDES and corpus analyses *Experience with kids on the autism spectrum *A sense of humor Our lab is part of larger communities both within Harvard and in the wider Boston area, which offer rich resources for students interested in developmental psychology, psycholinguistics and linguistics. Research assistants are encouraged to make use of these resources. Folks who have held this position in the past have gone to graduate programs in psychology, linguistics, speech and hearing sciences, and clinical linguistics. Potential applicants should email me: a letter of interest, a CV, and three references (email addresses and phone numbers are best). Please feel free to write with questions as well. This is a two-year, limited-term position with the possibility of renewal. Review of applications will begin immediately and the start date would be between June 1st and July 5th. Jesse Snedeker snedeker at wjh.harvard.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 anasusana_m at hotmail.com Sat Apr 23 03:47:18 2011 From: anasusana_m at hotmail.com (Suzan) Date: Fri, 22 Apr 2011 20:47:18 -0700 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Thanks to all for helping, everything you sent me has been of lot of help. Here is the summary of your answers: Ignacio Moreno-Torres, form Universidad de Málaga (España): Carter, A.K., Dillon, C.M. & Pisoni, D.B. (2002). Imitation of nonwords by hearing impaired children with cochlear implants: Suprasegmental analyses. Clinical Linguistics & Phonetics, 16, 619-638. Cleary, M., Dillon, C., & Pisoni, D. (2002). Imitation of nonwords by deaf children after cochlear implantation: Preliminary findings. Annals of Otology, Rhinology, and Laryngology 111: 91-96. Marshall Cloe: Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57. Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical- Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517. Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68. GALLON, NICHOLA, JOHN HARRIS and HEATHER VAN DER LELY. 2007. Nonword repetition: An investigation of phonological complexity in children with Grammatical-SLI. Clinical Linguistics and Phonetics 21.435-455. These works focus on syllabic and foot level structure. Interesting, analagous simplification errors occur in non-word repetition in a different modality, in British Sign Language: Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86. And Katherine Demuth recomended me work by Storkel; Edwards, Munson& Beckman; Kirk; Kirk& Demuth; Zamuner, etc. On Apr 10, 9:00 pm, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in  children > with and without language  impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc.  that are produced, particularly in > this age range. > Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 haowang at usc.edu Tue Apr 26 05:06:31 2011 From: haowang at usc.edu (Hao Wang) Date: Mon, 25 Apr 2011 22:06:31 -0700 Subject: Dense corpora In-Reply-To: Message-ID: Hello, I am a PhD student at the University of Southern California working on the acquisition of functional categories for my dissertation. I am trying to find some dense naturalistic longitudinal corpora of children before 3 years old. I read all available CHILDES documents and what I have found are Thomas (UK English) and Leo (German). Are there any other corpora that contain relatively dense samples (more than one or two hours per week)? Thanks a lot. Regards, Hao Wang -- Graduate Student Department of Psychology 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. From marilyn.vihman at york.ac.uk Tue Apr 26 09:15:40 2011 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Tue, 26 Apr 2011 12:15:40 +0300 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Dear Hao Wang, There is one Estonian dense corpus (collected by Maigi Vija), at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week, transcribed, coded and submitted to CHILDES), but I don't believe it has yet been glossed with the English, although there was talk of doing that. -marilyn vihman On 26 Apr 2011, at 08:06, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working > on the acquisition of functional categories for my dissertation. I > am trying to find some dense naturalistic longitudinal corpora of > children before 3 years old. I read all available CHILDES documents > and what I have found are Thomas (UK English) and Leo (German). Are > there any other corpora that contain relatively dense samples (more > than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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 > . > 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 kdemuth07 at gmail.com Tue Apr 26 09:58:14 2011 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Tue, 26 Apr 2011 19:58:14 +1000 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Naima in the Providence Corpus has about 1.5 hrs. a week from around 1;4 years until around 3. KD On 4/26/11 3:06 PM, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working on > the acquisition of functional categories for my dissertation. I am > trying to find some dense naturalistic longitudinal corpora of > children before 3 years old. I read all available CHILDES documents > and what I have found are Thomas (UK English) and Leo (German). Are > there any other corpora that contain relatively dense samples (more > than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. From doritr at post.tau.ac.il Tue Apr 26 11:12:11 2011 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Tue, 26 Apr 2011 14:12:11 +0300 Subject: Dense corpora In-Reply-To: <4DB69736.9050203@gmail.com> Message-ID: Orit Ashkenazi from Tel aviv university has a dense corpus of 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Dorit Ravid Sent from my iPhone On Apr 26, 2011, at 12:58, Katherine Demuth wrote: > Naima in the Providence Corpus has about 1.5 hrs. a week from around 1;4 years until around 3. > > KD > > On 4/26/11 3:06 PM, Hao Wang wrote: >> Hello, >> >> I am a PhD student at the University of Southern California working on the acquisition of functional categories for my dissertation. I am trying to find some dense naturalistic longitudinal corpora of children before 3 years old. I read all available CHILDES documents and what I have found are Thomas (UK English) and Leo (German). Are there any other corpora that contain relatively dense samples (more than one or two hours per week)? >> >> Thanks a lot. >> >> Regards, >> Hao Wang >> -- >> Graduate Student >> Department of Psychology >> 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. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 martine.walsh3 at gmail.com Tue Apr 26 13:29:05 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Tue, 26 Apr 2011 06:29:05 -0700 Subject: JCL Volume 38 - Issue 03 - June 2011 now available Message-ID: http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=03 Articles Early verb learning in 20-month-old Japanese-speaking children YURIKO OSHIMA-TAKANE, JUNKO ARIYAMA, TESSEI KOBAYASHI, MARINA KATERELOS, DIANE POULIN-DUBOIS Journal of Child Language, Volume 38, Issue 03, June 2011, pp 455 - 484 doi:10.1017/S0305000910000127 Published online by Cambridge University Press 01 Sep 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259242 ____________________________________ Prelinguistic predictors of language development in children with autism spectrum disorders over four–five years KAREN D. BOPP, PAT MIRENDA Journal of Child Language, Volume 38, Issue 03, June 2011, pp 485 - 503 doi:10.1017/S0305000910000140 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259245 ____________________________________ The role of input frequency and semantic transparency in the acquisition of verb meaning: evidence from placement verbs in Tamil and Dutch BHUVANA NARASIMHAN, MARIANNE GULLBERG Journal of Child Language, Volume 38, Issue 03, June 2011, pp 504 - 532 doi:10.1017/S0305000910000164 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259248 ____________________________________ Mastering inflectional suffixes: a longitudinal study of beginning writers' spellings* KATHRYN TURNBULL, S. HÉLÈNE DEACON, ELIZABETH KAY-RAINING BIRD Journal of Child Language, Volume 38, Issue 03, June 2011, pp 533 - 553 doi:10.1017/S030500091000022X Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259260 ____________________________________ Bilingual children's acquisition of the past tense: a usage-based approach JOHANNE PARADIS, ELENA NICOLADIS, MARTHA CRAGO, FRED GENESEE Journal of Child Language, Volume 38, Issue 03, June 2011, pp 554 - 578 doi:10.1017/S0305000910000218 Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259257 ____________________________________ 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, Volume 38, Issue 03, June 2011, pp 579 - 605 doi:10.1017/S0305000910000267 Published online by Cambridge University Press 02 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259266 ____________________________________ Does size matter? Subsegmental cues to vowel mispronunciation detection NIVEDITA MANI, KIM PLUNKETT Journal of Child Language, Volume 38, Issue 03, June 2011, pp 606 - 627 doi:10.1017/S0305000910000243 Published online by Cambridge University Press 01 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259263 ____________________________________ The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary HOLLY L. STORKEL, JILL R. HOOVER Journal of Child Language, Volume 38, Issue 03, June 2011, pp 628 - 643 doi:10.1017/S0305000910000176 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259251 ____________________________________ Cascading activation across levels of representation in children's lexical processing YI TING HUANG, JESSE SNEDEKER Journal of Child Language, Volume 38, Issue 03, June 2011, pp 644 - 661 doi:10.1017/S0305000910000206 Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259254 ____________________________________ Verb argument structure acquisition in young children: defining a role for discourse LETITIA R. NAIGLES, ASHLEY MALTEMPO Journal of Child Language, Volume 38, Issue 03, June 2011, pp 662 - 674 doi:10.1017/S0305000910000334 Published online by Cambridge University Press 10 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259272 ____________________________________ Proficiency with tense and aspect concordance: children with SLI and their typically developing peers AMANDA J. OWEN Journal of Child Language, Volume 38, Issue 03, June 2011, pp 675 - 699 doi:10.1017/S0305000910000279 Published online by Cambridge University Press 05 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259269 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pgordon at tc.columbia.edu Tue Apr 26 13:46:26 2011 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Tue, 26 Apr 2011 09:46:26 -0400 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: There's always Deb Patel at MIT media lab who has every single utterance and action his child experienced or produced, but not sure if he is sharing this yet. Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 E-mail: pgordon at tc.edu Phone: 212 678-8162 (Office) 212 678-8169 (Lab) 212 678-8233 (Fax) Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328 On 4/26/11 1:06 AM, "Hao Wang" wrote: > Hello, > > I am a PhD student at the University of Southern California working on > the acquisition of functional categories for my dissertation. I am > trying to find some dense naturalistic longitudinal corpora of children > before 3 years old. I read all available CHILDES documents and what I > have found are Thomas (UK English) and Leo (German). Are there any other > corpora that contain relatively dense samples (more than one or two > hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. From ruth.tincoff at gmail.com Tue Apr 26 13:49:39 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Tue, 26 Apr 2011 06:49:39 -0700 Subject: Masters Program in Psychology at Bucknell University Message-ID: Please share this message with students. The M.S. program aims to prepare students for Ph.D. programs. Students who enroll in the program often are looking for additional research experience, time to clarify their professional goals, or are seeking a terminal Masters degree. Bucknell’s Master’s program in psychology is a full-time, two-year program in general-experimental psychology that leads to the M.S. degree. Our program is small and selective, as we accept 2-3 students per year. Many students who graduate from our program continue on to a Ph.D. In recent years, graduates have enrolled in doctoral programs in many areas of psychology--clinical, cognitive, human development, neuroscience, social, behavioral medicine, and others. We seek out applicants who are committed to conducting high-quality empirical research and who wish to be active, contributing members of a department community. Our master’s students typically receive a full tuition remission plus a stipend for serving as a TA. For the 2008-2009 academic year, the stipend was $8800. Each semester, students take two courses, conduct research with their advisor, and serve as a Teaching Assistant, typically in our Introductory or Statistics course. Potential applicants may contact those facultywhose interests seem to offer a good match. With questions about the program, contact the coordinator of the master’s program, Prof. Bill Flack (570-577-1131), wflack at bucknell.edu ). The departmental secretary is Ms. Kay Ocker (ocker at bucknell.edu, 570-577-1200). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 raguvai at gmail.com Wed Apr 27 01:22:38 2011 From: raguvai at gmail.com (Vaidyanathan Raghunathan) Date: Tue, 26 Apr 2011 18:22:38 -0700 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Wang, My data on Tamil Language of one child Vanitha is available in CHILDES. This has been completely formatted . The recording started at 9 months of age and terminated at 2;9 months with bimonthly recording of 1hr each. All the good wishes for your venture. Prof. vaidyanathan On Mon, Apr 25, 2011 at 10:06 PM, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working on the > acquisition of functional categories for my dissertation. I am trying to > find some dense naturalistic longitudinal corpora of children before 3 years > old. I read all available CHILDES documents and what I have found are Thomas > (UK English) and Leo (German). Are there any other corpora that contain > relatively dense samples (more than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 haowang at usc.edu Wed Apr 27 07:35:24 2011 From: haowang at usc.edu (Hao Wang) Date: Wed, 27 Apr 2011 00:35:24 -0700 Subject: Dense corpora In-Reply-To: Message-ID: Thank everyone who replied. Here is a quick summary of the dense corpora that now I am aware of. Available on CHILDES Estonian by Maigi Vija at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week Naima in the Providence Corpus about 1.5 hrs. a week from around 1;4 years until around 3. Thomas (UK English) Five one-hour sessions per week, from 2 to 3. Lara (UK English) 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, 80,397 mother utterances, 13,767 father utterances Leo (German) Anne and Aran in Manchester corpus also have fair large number of utterances anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances Others Orit Ashkenazi from Tel aviv university 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Deb Patel at MIT media lab Best, Hao -- Graduate Student Department of Psychology 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. From anthony.goodwin at uconn.edu Wed Apr 27 14:06:57 2011 From: anthony.goodwin at uconn.edu (Anthony Goodwin) Date: Wed, 27 Apr 2011 10:06:57 -0400 Subject: Dense corpora Message-ID: The last one should actually be Deb Roy. In addition to his own child's data, he also has the ongoing Speechome project, but I think it will be a while before either corpus is completely transcribed. > Thank everyone who replied. Here is a quick summary of the dense corpora that now I am aware of. > Available on CHILDES > Estonian by Maigi Vija > at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week Naima in the Providence Corpus > about 1.5 hrs. a week from around 1;4 years until around 3. > Thomas (UK English) > Five one-hour sessions per week, from 2 to 3. > Lara (UK English) > 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, > 80,397 mother utterances, 13,767 father utterances > Leo (German) > Anne and Aran in Manchester corpus also have fair large number of utterances > anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances Others > Orit Ashkenazi from Tel aviv university > 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Deb Patel at MIT media lab > Best, > Hao > -- > Graduate Student > Department of Psychology > 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. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vogt.pa at gmail.com Wed Apr 27 14:25:04 2011 From: vogt.pa at gmail.com (Paul Vogt) Date: Wed, 27 Apr 2011 16:25:04 +0200 Subject: Dense corpora In-Reply-To: Message-ID: As fas as I am aware, the Speechome project concerns Deb Roy's own child, unless the project has been expanded. Best wishes, Paul On 27 Apr 2011, at 16:06, Anthony Goodwin wrote: > The last one should actually be Deb Roy. In addition to his own child's > data, he also has the ongoing Speechome project, but I think it will be a > while before either corpus is completely transcribed. > > >> Thank everyone who replied. Here is a quick summary of the dense corpora > that now I am aware of. >> Available on CHILDES >> Estonian by Maigi Vija >> at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week > Naima in the Providence Corpus >> about 1.5 hrs. a week from around 1;4 years until around 3. >> Thomas (UK English) >> Five one-hour sessions per week, from 2 to 3. >> Lara (UK English) >> 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, >> 80,397 mother utterances, 13,767 father utterances >> Leo (German) >> Anne and Aran in Manchester corpus also have fair large number of > utterances >> anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances > aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances > Others >> Orit Ashkenazi from Tel aviv university >> 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. > Deb Patel at MIT media lab >> Best, >> Hao >> -- >> Graduate Student >> Department of Psychology >> 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. > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mcfrank at MIT.EDU Wed Apr 27 14:26:31 2011 From: mcfrank at MIT.EDU (Michael C. Frank) Date: Wed, 27 Apr 2011 10:26:31 -0400 Subject: Dense corpora Message-ID: Hi all, Just to clear up a bit of confusion in previous messages: the Human Speechome Project is Deb Roy's work, as noted. It is a longitudinal corpus (there is only one) capturing approximately 70% of speech heard by his child in the period from 9 - 24 months, as well as overhead video of activity throughout the house. Transcription is getting towards two thirds complete right now, but there are many privacy issues with such a dense set of recordings, so the transcripts are not currently available. For more info, here are some preliminary reports that describe the corpus and ask a few questions about caregiver speech and word learning: http://langcog.stanford.edu/papers/RFR-cogsci2009.pdf http://langcog.stanford.edu/papers/VRFR-cogsci2010.pdf best, Mike On Apr 27, 2011, at 7:06 AM, Anthony Goodwin wrote: The last one should actually be Deb Roy. In addition to his own child's data, he also has the ongoing Speechome project, but I think it will be a while before either corpus is completely transcribed. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cristina.mckean at newcastle.ac.uk Fri Apr 1 15:48:59 2011 From: cristina.mckean at newcastle.ac.uk (Cristina McKean) Date: Fri, 1 Apr 2011 16:48:59 +0100 Subject: CLS 2011: Registration now open Message-ID: Please circulate to your networks! [cid:image001.jpg at 01CBCFA3.7A57BBA0] Registration is now open for the Child Language Seminar 2011 CLS 2011 will be held at Newcastle University, 13th & 14th June 2011 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. We are looking forward to welcoming you to Newcastle for an exciting programme of presentations (the draft programme is available on our webpage; click the logo above). 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 There are a number of fascinating sub-themes and a strong cross-linguistic focus. Subthemes include: ? Assessment of children from diverse social, cultural and linguistic backgrounds ? Interactions in phonological and morphological acquisition ? Early trajectories of children with Speech, Language and Communication Needs (SLCN) ? Interventions: child, parent and practitioner perspectives ? Interventions: service delivery ? Understanding developmental speech disorders 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): "Dynamic Assessment in Children Learning English as a Second Language: What Changes?" Book before April 30th 2011 for the Early Bird Rate Visit the CLS2011 booking page Delegate fees: ? Early registration, full conference: ?195 ? Late registration (after 30th April), full conference: ?215 ? Early registration, one day attendance: ?100 ? Late registration (after 30th April), one day attendance: ?110 There are special day rates and concessions for students, Newcastle University Clinical Educators and Placement Providers and Newcastle University Speech Society members (please visit the booking page for more details). Venue: 2011 is an excellent year to visit the North of England with an opportunity to spend time in two beautiful cities: Newcastle for the CLS and York for the Child Phonology Conference (York, England on June 16-18). 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. Film Competition: Communicating with Kids To celebrate the return of the CLS to Newcastle and to coincide with the National Year of Communication we are holding a film competition for secondary school (?100 prize) and university (?500 prize) students. Delegates will have the opportunity to vote for the winners and selection of entries and winners will be shown at the CLS. If you have any queries about attending the CLS 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/news/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: image001.jpg Type: image/x-citrix-jpeg Size: 5768 bytes Desc: image001.jpg URL: From aliyah.morgenstern at gmail.com Thu Apr 7 20:50:39 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 7 Apr 2011 22:50:39 +0200 Subject: ADYLOC CONFERENCE: Paris 7-9 june 2011 Message-ID: ADYLOC International Conference Variation in first and second language acquisition: comparative perspectives The program is now on-line. Clik here to download the version of April 5th. Paris, 7-9 June 2011 Universit? Paris Descartes Salle du Conseil12, rue de l?Ecole de M?decine 75006 Paris, France Conference site : 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 Organizing committee Maya Hickmann Edy Veneziano Harriet Jisa Aliyah Morgenstern -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lenaf1610 at gmail.com Sun Apr 10 15:50:43 2011 From: lenaf1610 at gmail.com (Lena Fainleib) Date: Sun, 10 Apr 2011 08:50:43 -0700 Subject: Early transcriptions of children acquiring Russian Message-ID: Dear everybody, I was wondering whether there are databases - or some other sorts of transcribed materials - of children acquiring Russian - besides the ones in CHILDES. I am especially interested in productions before the age 1;6 (one year and six months). I can read both English and Russian. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Sun Apr 10 16:04:55 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 10 Apr 2011 12:04:55 -0400 Subject: Early transcriptions of children acquiring Russian In-Reply-To: <3516e2de-8545-43af-900c-fa8c3e01226b@h38g2000yqn.googlegroups.com> Message-ID: Yelena--- I'm no help, but I am glad to see you made this move---I should have suggested it. Tom On Sun, Apr 10, 2011 at 11:50 AM, Lena Fainleib wrote: > Dear everybody, > > I was wondering whether there are databases - or some other sorts of > transcribed materials - of children acquiring Russian - besides the > ones in CHILDES. I am especially interested in productions before the > age 1;6 (one year and six months). I can read both English and > Russian. > > Thank you in advance! > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jill.devilliers at gmail.com Sun Apr 10 19:40:05 2011 From: jill.devilliers at gmail.com (Jill de Villiers) Date: Sun, 10 Apr 2011 12:40:05 -0700 Subject: Research Assistant position available- Smith College Message-ID: SMITH COLLEGE Research Assistant Psychology Smith College seeks a Research Assistant to prepare testing materials and conduct experiments on language acquisition in children in the development of a novel assessment test for 3-5 year olds in English and Spanish. Responsibilities include: assisting in stimulus design, recruiting children and schools in accord with appropriate human subjects procedures, communicating with parents and teachers, and traveling to test in nursery schools, Head Starts, and day care centers; maintaining and managing records and consent forms and ensure data is accurately recorded and secured; making contacts with likely testing sites in schools and daycares in a wide radius of Northampton, establishing and maintaining contacts and correspondence with principals, teachers and parents. Research involves coordination of four different sites: University of Delaware, Temple University, Laureate Learning systems in Burlington VT, and Smith College, requiring regular communication. MINIMUM QUALIFICATIONS: Education/Experience: Bachelor?s degree in Psychology, Education or Linguistics, with training in language acquisition and developmental psychology in particular, rigorous experimental design training, and hands-on experience with preschool children. Skills: Strong organizational, managerial and interpersonal skills needed. Knowledge of Spanish is an important asset. Must hold a valid driver?s license, have own transportation and be willing to travel to preschool sites. This is a two-year, grant-funded and limited-term position with the possibility of renewal. Review of applications will begin immediately. To view job description and to be considered for this position, apply on-line at http://jobs.smith.edu and use posting number 0600429. Smith College is an equal opportunity employer encouraging excellence through diversity. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anasusana_m at hotmail.com Mon Apr 11 02:00:08 2011 From: anasusana_m at hotmail.com (Suzan) Date: Sun, 10 Apr 2011 19:00:08 -0700 Subject: Information about phonological processes in non-word repetition task Message-ID: Hello, I am a Masters student in Linguistics in Mexico and am working on the phonological aspect of a non-word repetition task. I am interested in describing the phonological processes that are produced in children with and without language impairment (ages from 5 to 9). Can anybody suggest publications that deal with phonological processes in this type of task. I am aware of a large body of research that deals with phonological memory, phonological loop and working memory, but have not found relevant literature about the types of phonological substitutions, omissions, etc. that are produced, particularly in this age range. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Chloe.Marshall.1 at city.ac.uk Mon Apr 11 09:34:31 2011 From: Chloe.Marshall.1 at city.ac.uk (Marshall, Chloe) Date: Mon, 11 Apr 2011 10:34:31 +0100 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Dear Suzan, There's been some work on this in British English, for example: Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57. Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical-Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517. Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68. GALLON, NICHOLA, JOHN HARRIS and HEATHER VAN DER LELY. 2007. Nonword repetition: An investigation of phonological complexity in children with Grammatical-SLI. Clinical Linguistics and Phonetics 21.435-455. These works focus on syllabic and foot level structure. Interesting, analagous simplification errors occur in non-word repetition in a different modality, in British Sign Language: Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86. I'll send you these papers in a separate e-mail, and to anyone else who might be interested. Best wishes, Chloe Dr Chloe Marshall, Senior Lecturer in Developmental Psychology/ Language Acquisition, and Leverhulme Early Career Fellow, Department of Language and Communication Science, City University London http://www.city.ac.uk/health/about-the-school/academic-departments/language-and-communication-science/our-staff/chloe-marshall -----Original Message----- From: Suzan [mailto:anasusana_m at hotmail.com] Sent: 11 April 2011 03:00 To: Info-CHILDES Subject: Information about phonological processes in non-word repetition task Hello, I am a Masters student in Linguistics in Mexico and am working on the phonological aspect of a non-word repetition task. I am interested in describing the phonological processes that are produced in children with and without language impairment (ages from 5 to 9). Can anybody suggest publications that deal with phonological processes in this type of task. I am aware of a large body of research that deals with phonological memory, phonological loop and working memory, but have not found relevant literature about the types of phonological substitutions, omissions, etc. that are produced, particularly in this age range. Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ruthberg at bu.edu Tue Apr 12 02:52:44 2011 From: ruthberg at bu.edu (ruthberg) Date: Mon, 11 Apr 2011 19:52:44 -0700 Subject: Full-time visiting faculty position in language development and disorders Message-ID: Visiting Professor in Speech-Language Pathology Department of Communication Sciences and Disorders Emerson College, Boston, Massachusetts http://www.emerson.edu/ The Department of Communication Sciences and Disorders at Emerson College seeks a one-year visiting faculty member with primary expertise in typical and atypical language development. Successful candidate?s current academic rank will determine visiting professor rank. The appointment is for the 2011-2012 academic year beginning September 1, 2011. Required qualification is a record of excellence in teaching in language development and disorders at the graduate level. Preferred qualifications include a doctorate in Communication Disorders or related discipline and ASHA certification in Speech- Language Pathology. The program in Communication Sciences and Disorders at Emerson is one of the oldest and most respected in the country, and is highly ranked among the most competitive graduate programs in communication disorders in the U.S. The department offers state-of-the-art, handicap accessible, on-campus clinical facilities easily reached by public transportation. Emerson College is dedicated exclusively to programs in communication and the arts, located in the center of Boston, surrounded by major healthcare and research centers. The College enrolls approximately 3,000 full-time undergraduates and nearly 1,000 full and parttime graduate students. Emerson College values campus multiculturalism as demonstrated by the diversity of its faculty, staff, student body, and constantly evolving curriculum. The successful candidate must have the ability to work effectively with faculty, students, and staff from diverse backgrounds. Members of historically under-represented groups are encouraged to apply. Emerson College is an Equal Opportunity Employer that encourages diversity in its workplace. Please send via email inquiries and applications (including a cover letter, curriculum vita, recent teaching evaluations and names of three references who we may contact directly) to Associate Professor Amit Bajaj (amit_bajaj at emerson.edu), Department of Communication Sciences and Disorders. Applicants must also fill out an online application form in addition to submitting application materials directly to the department. To view this position and apply online please visit the faculty employment web page at http://www2.emerson.edu/hr/employment.cfm. Review of applications will begin immediately and continue until an appointment is made. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kdemuth07 at gmail.com Mon Apr 11 12:49:03 2011 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Mon, 11 Apr 2011 22:49:03 +1000 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Hi, Susan - Try work by Storkel; Edwards, Munson& Beckman; Kirk; Kirk& Demuth; Zamuner, etc. Kirk in particular talks about the types of substitutions made. Katherine On 4/11/11 12:00 PM, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in children > with and without language impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc. that are produced, particularly in > this age range. > Thank you in advance! > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 eileenbrann at gmail.com Tue Apr 12 17:17:39 2011 From: eileenbrann at gmail.com (eileen brann) Date: Tue, 12 Apr 2011 12:17:39 -0500 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Have you tried Barbara Hodson's work on phonological developmen?t. Her test manual describes each phonological substitution in detail. Eileen Brann, M.S., CCC-SLP Speech Langauge Pathologist Doctoral student Ed Psych graduate student On Sun, Apr 10, 2011 at 9:00 PM, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in children > with and without language impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc. that are produced, particularly in > this age range. > Thank you in advance! > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan at commercialfreechildhood.org Wed Apr 13 16:25:12 2011 From: susan at commercialfreechildhood.org (Susan Linn) Date: Wed, 13 Apr 2011 12:25:12 -0400 Subject: Your Baby Can't Really Read In-Reply-To: Message-ID: Yesterday, the Campaign for a Commercial-Free Childhood filed a Federal Trade Commission complaint against Your Baby Can Read for false and deceptive marketing. The Today show did a great follow up to their original expos? and we are already hearing from parents who have been duped. Thanks to those of you who were so helpful to us in this process. I expect that some of you will be hearing from the FTC. If you are outraged on behalf of parents who shelled out $200 for what is essentially snake oil, please add your names to our petition to the FTC. To read our complaint please click here To read our press release please click here To sign CCFC's petition please click here To see the Today piece please click here Susan Susan Linn, Ed.D., is Director of the Campaign for a Commercial-Free Childhood and Instructor in Psychiatry, Harvard Medical School Contact Information: CCFC Non-Profit Center 89 South Street, Suite 403 Boston, MA 02111 617-896-9370 http://www.commercialfreechildhood.org/ ________________________________ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Roberta Golinkoff Sent: Sunday, December 19, 2010 8:42 AM To: info-childes at googlegroups.com Subject: Language Stars Does anyone know anything about this language teaching program for children that they can share with me? Best for the holidays! Roberta Golinkoff -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Shula.Chiat.1 at city.ac.uk Thu Apr 14 16:39:40 2011 From: Shula.Chiat.1 at city.ac.uk (Chiat, Shula) Date: Thu, 14 Apr 2011 17:39:40 +0100 Subject: pragmatic bootstrapping In-Reply-To: <4D8188F5.9080704@pluto.mscc.huji.ac.il> Message-ID: Dear Anat Good to have met you in Montreal! I am finally getting round to sending you the paper I mentioned which alludes to pragmatic difficulties as a possible source of language impairment in children (though not the source of all language impairment!) in case this is of interest to you. I developed the thinking and evidence further in one section of my book 'Understanding children with language problems', published back in 2000. I could send you a copy of this if you're interested and can't easily access the book. Maybe we will meet up in Montreal again in July?! Best wishes Shula Shula Chiat Department of Language & Communication Science City University London ________________________________ From: Anat Ninio [mailto:msninio at pluto.mscc.huji.ac.il] Sent: 17 March 2011 04:07 To: info-childes at googlegroups.com Subject: pragmatic bootstrapping Dear List, Sorry to have sent this to the whole list by mistake, but actually I'd love to hear from anybody who knows of studies that can be said to test the hypothesis that children learn syntax by "pragmatic bootstrapping". Thanks, Anat Ninio On 17-03-11 06:01, Anat Ninio wrote: Hi Nameera, Thanks a lot! Absolutely coincidentally this very minute I'm reading your 2008 (or is it 2009?) encyclopedia entry Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development, Vol. 2 (pp. 572-581). San Diego, CA: Academic Press. which I want to cite for a research proposal for an European grant. First, is it 2008 or 2009? Second, you say "We know of no empirical research, however, that has directly addressed the question of whether children learn syntactic constructions in the same way as they learn words; that is, through "pragmatic bootstrapping" or attention to speakers' intentions." (p.319) Would you still say so? Or is there some new study that you know of that I should mention? Any newer publication of yours on this point? Thanks a lot and see you in SRCD for sure, Anat On 17-03-11 05:14, nameera akhtar wrote: congratulations, anat! hope to see you at srcd, nameera On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio > wrote: Dear Friends and Colleagues, I'm very happy to be able to announce the publication of my new book by Oxford University Press. It is entitled "Syntactic development, its input and output" and a description of it, as well as a link to the Introduction, can be found on the publisher's on-line catalogue at http://ukcatalogue.oup.com/product/9780199565962.do I hope you'll like it! Anat Ninio -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: chiat 2001.pdf Type: application/pdf Size: 309642 bytes Desc: chiat 2001.pdf URL: From Shula.Chiat.1 at city.ac.uk Thu Apr 14 17:10:40 2011 From: Shula.Chiat.1 at city.ac.uk (Chiat, Shula) Date: Thu, 14 Apr 2011 18:10:40 +0100 Subject: pragmatic bootstrapping In-Reply-To: <4D8188F5.9080704@pluto.mscc.huji.ac.il> Message-ID: Apologies - I intended to e-mail Anat, but responded to her e-mail below and inadvertently e-mailed the whole list! Shula Chiat ________________________________ From: Anat Ninio [mailto:msninio at pluto.mscc.huji.ac.il] Sent: 17 March 2011 04:07 To: info-childes at googlegroups.com Subject: pragmatic bootstrapping Dear List, Sorry to have sent this to the whole list by mistake, but actually I'd love to hear from anybody who knows of studies that can be said to test the hypothesis that children learn syntax by "pragmatic bootstrapping". Thanks, Anat Ninio On 17-03-11 06:01, Anat Ninio wrote: Hi Nameera, Thanks a lot! Absolutely coincidentally this very minute I'm reading your 2008 (or is it 2009?) encyclopedia entry Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development, Vol. 2 (pp. 572-581). San Diego, CA: Academic Press. which I want to cite for a research proposal for an European grant. First, is it 2008 or 2009? Second, you say "We know of no empirical research, however, that has directly addressed the question of whether children learn syntactic constructions in the same way as they learn words; that is, through "pragmatic bootstrapping" or attention to speakers' intentions." (p.319) Would you still say so? Or is there some new study that you know of that I should mention? Any newer publication of yours on this point? Thanks a lot and see you in SRCD for sure, Anat On 17-03-11 05:14, nameera akhtar wrote: congratulations, anat! hope to see you at srcd, nameera On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio > wrote: Dear Friends and Colleagues, I'm very happy to be able to announce the publication of my new book by Oxford University Press. It is entitled "Syntactic development, its input and output" and a description of it, as well as a link to the Introduction, can be found on the publisher's on-line catalogue at http://ukcatalogue.oup.com/product/9780199565962.do I hope you'll like it! Anat Ninio -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pdaftaryfard at gmail.com Thu Apr 14 22:40:53 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Fri, 15 Apr 2011 02:10:53 +0330 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Dear Tom, You Wrote "YOur eyes don't choose the light that they take in, but they choose to form extremely complex objects. How to connect the object with a sound involves many pre-existing mental assumptions. Suppose you associate a word with an object in motion. Why do that? It is not inevitable, it is a mental bias." I am not against mental assumption but would this explain why a semi blind person can perceive what a normal person can see but an Autistic child cannot perceive what a normal child can do as far as pragmatic competence and language development are concerned. Best, Parisa On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: > Hi--- > yes the name of the game is to specify the mechanism. I think there > will be what I call "strict interfaces" > that link many of these things. For instance: imperatives involve a > mapping between speaker and hearer, > situation, syntax of subject deletion, intonation and the mapping seems > automatic. Social and distributional > factors are a part of the situation. I am not sure about Bayseian > information. Frequency is not a meaningful > notion if it is not frequency of something, as soon as it is a something, a > phonetic or phonologial object, it already > has a representation--so you cannot "get" the representation through > frequency, although it might seem that way > because in fact you get many subparts of the representation one by one. > LIke the phonology of the beginning middle > and end of a word might have separate learning events before you ever say > the word. > The challenge is to specify the mapping---pragmatics, phonetics, > intonation, phonology, syntax, semantics--- > bootstrapping is a very misleading term because it makes things seem one > way when they never are. > YOur eyes don't choose the light that they take in, but they choose to form > extremely complex objects. How to > connect the object with a sound involves many pre-existing mental > assumptions. Suppose you associate a word > with an object in motion. Why do that? It is not inevitable, it is a > mental bias. > > Tom > > > On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: > >> Hi all, >> >> if I may jump in - I think (specially in early formulations) it was left >> somewhat unspecified what the various, *sufficient* sources of >> information that lead to acquisition are; the strong claim was that they >> lead to the induction of *linguistic* structures. So, if the baby sees >> that a hypothesized, projected linguistic structure leads to an inference >> that is wrong for pragmatic reasons, this should lead to the baby projecting >> a new hypothesis about the linguistic structure. Tom's argument is that this >> is an important source for the child to understand what kind of structures >> might contain transformations. >> >> More generally, one can replace 'pragmatic reason' with any of the other >> cognitive factors, like 'distributional reason' or 'social reason' or >> 'Bayesian reason' - in every case, however, what these must do is inform the >> learner about the hypotheses regarding possible linguistic structures. - >> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >> structure. I think in this sense, it is simultaneous syntactic and pragmatic >> in what Tom writes. Nothing stops it being simultaneously syntactic and >> distributional and pragmatic, or any other combination. Maybe *all* of >> them are necessary... >> >> Mo >> >> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >> >> Dear Tom, you wrote >> "That means a simultaneous syntactic and pragmatic information. " >> I think pragmatic information should be followed by syntactic. babies >> learn pragmatics well sooner than syntax when they respond their parents >> smile with smile. What Chomsky states, I believe, is that syntactic >> bootstrapping is what actually happened through triggering the UG system, >> not pragmatic one. I mean first language learning / acquisition is triggered >> then other things happen. I think Anat , please correct me if I am wrong, >> believes that pragmatic bootstrapping is the starting point for the kids? >> >> Autistic children have problem in processing pragmatics and have language >> delay. through ABA program what they learn, besides many things, even in >> high functioning autism, is how to respond different discourses and learn to >> respond pragmatically. Some of them, when learn to be pragmatic, turn into >> creative language user. >> >> Best, >> Parisa >> >> >> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >> >>> Anat--- >>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I argued >>> that children needed pragmatic >>> mapping onto syntax to justify transformations. That means a >>> simultaneous syntactic and pragmatic >>> information. It is in my book as well---and actually embedded in >>> Chomsky's remark in 1076 Reflections >>> on Language, that acqusition must be consistent with "trigtering >>> experience" I said to him that must include >>> pragmatics and he agreed. >>> It is obvious that it is hard to understand: >>> the cat was chased by the dog. >>> but the chld has a big semantic.pragmatic advantage when they hear: >>> >>> the milk was drunk by the boy >>> >>> because they know that milk cannot drink boy. If there is syntax is >>> ready to project a transformation, >>> then they use that information and visual support to say "milk has to get >>> into the object position somehow, >>> do I have a mental operation to do it". >>> Once acquired, it will be autonomous and apply without pragmatics, >>> so if I tell a 3yr old: >>> >>> the cheese ate the mouse >>> >>> they laugh, because they know, anti-pragmatically, that it is true. An >>> anti-pragmatic ability is the >>> sign of true acquisition. >>> >>> best, Tom Roeper >>> >>> >>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>> pdaftaryfard at gmail.com> wrote: >>> >>>> Dear Anat, >>>> >>>> Very interesting topic.....I am not sure but lack of language >>>> development or language development delay can occur because of problems in >>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>> in a poor-interaction environment-- showed to have language delay. This is >>>> especially interesting when we consider that TVs are always on and they can >>>> get enough input in a unilateral way. >>>> >>>> Best. >>>> Parisa Daftarifard >>>> >>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>> >>>>> Dear List, >>>>> >>>>> Sorry to have sent this to the whole list by mistake, but actually I'd >>>>> love to hear from anybody who knows of studies that can be said to test the >>>>> hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>> >>>>> Thanks, >>>>> >>>>> Anat Ninio >>>>> >>>>> >>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>> >>>>> Hi Nameera, >>>>> >>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>> >>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith >>>>> & J. B. Benson (Eds.), *Encyclopedia of infant and early childhood >>>>> development,* Vol. *2* (pp. 572-581). San Diego, CA: Academic Press. >>>>> which I want to cite for a research proposal for an European grant. >>>>> First, is it 2008 or 2009? Second, you say >>>>> >>>>> "We know of no empirical research, however, that has directly addressed >>>>> the question of whether children learn syntactic constructions in the same >>>>> way as they learn words; that is, through "pragmatic bootstrapping" >>>>> or attention to speakers' intentions." (p.319) >>>>> Would you still say so? Or is there some new study that you know of tha >>>>> t I should mention? Any newer publication of yours on this point? >>>>> >>>>> Thanks a lot and see you in SRCD for sure, >>>>> >>>>> Anat >>>>> >>>>> >>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>> >>>>> congratulations, anat! >>>>> >>>>> hope to see you at srcd, >>>>> >>>>> nameera >>>>> >>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>> >>>>>> Dear Friends and Colleagues, >>>>>> >>>>>> I'm very happy to be able to announce the publication of my new book >>>>>> by Oxford University Press. It is entitled "Syntactic development, >>>>>> its input and output" and a description of it, as well as a link to >>>>>> the Introduction, can be found on the publisher's on-line catalogue at >>>>>> http://ukcatalogue.oup.com/product/9780199565962.do >>>>>> >>>>>> I hope you'll like it! >>>>>> >>>>>> Anat Ninio >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Parisa Daftarifard >>>> Phd Student of TEFL >>>> Islamic Azad University of Science and Research >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Tom Roeper >>> Dept of Lingiustics >>> UMass South College >>> Amherst, Mass. 01003 ISA >>> 413 256 0390 >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send 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. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 roeper at linguist.umass.edu Fri Apr 15 07:47:10 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 15 Apr 2011 03:47:10 -0400 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: DEar Parisa--- We share a lot of Common Ground with other human beings. If I see you eating---which a half blind person might---and you say "delicious" or just "good"---I can fairly safely infer that it is about the food (which actually may no longer be visible) and an autistic child may not. This has a lot to do with whole situations and not just seeing I think. Determining Cmmon Ground is a semantic term, but still a huge mystery. Tom On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard wrote: > Dear Tom, > > You Wrote > "YOur eyes don't choose the light that they take in, but they choose to > form extremely complex objects. How to > connect the object with a sound involves many pre-existing mental > assumptions. Suppose you associate a word with an object in motion. Why do > that? It is not inevitable, it is a mental bias." > > I am not against mental assumption but would this explain why a semi blind > person can perceive what a normal person can see but an Autistic child > cannot perceive what a normal child can do as far as pragmatic competence > and language development are concerned. > > > Best, > Parisa > > > On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: > >> Hi--- >> yes the name of the game is to specify the mechanism. I think there >> will be what I call "strict interfaces" >> that link many of these things. For instance: imperatives involve a >> mapping between speaker and hearer, >> situation, syntax of subject deletion, intonation and the mapping seems >> automatic. Social and distributional >> factors are a part of the situation. I am not sure about Bayseian >> information. Frequency is not a meaningful >> notion if it is not frequency of something, as soon as it is a something, >> a phonetic or phonologial object, it already >> has a representation--so you cannot "get" the representation through >> frequency, although it might seem that way >> because in fact you get many subparts of the representation one by one. >> LIke the phonology of the beginning middle >> and end of a word might have separate learning events before you ever say >> the word. >> The challenge is to specify the mapping---pragmatics, phonetics, >> intonation, phonology, syntax, semantics--- >> bootstrapping is a very misleading term because it makes things seem one >> way when they never are. >> YOur eyes don't choose the light that they take in, but they choose to >> form extremely complex objects. How to >> connect the object with a sound involves many pre-existing mental >> assumptions. Suppose you associate a word >> with an object in motion. Why do that? It is not inevitable, it is a >> mental bias. >> >> Tom >> >> >> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >> >>> Hi all, >>> >>> if I may jump in - I think (specially in early formulations) it was left >>> somewhat unspecified what the various, *sufficient* sources of >>> information that lead to acquisition are; the strong claim was that they >>> lead to the induction of *linguistic* structures. So, if the baby sees >>> that a hypothesized, projected linguistic structure leads to an inference >>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>> a new hypothesis about the linguistic structure. Tom's argument is that this >>> is an important source for the child to understand what kind of structures >>> might contain transformations. >>> >>> More generally, one can replace 'pragmatic reason' with any of the other >>> cognitive factors, like 'distributional reason' or 'social reason' or >>> 'Bayesian reason' - in every case, however, what these must do is inform the >>> learner about the hypotheses regarding possible linguistic structures. - >>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>> distributional and pragmatic, or any other combination. Maybe *all* of >>> them are necessary... >>> >>> Mo >>> >>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>> >>> Dear Tom, you wrote >>> "That means a simultaneous syntactic and pragmatic information. " >>> I think pragmatic information should be followed by syntactic. babies >>> learn pragmatics well sooner than syntax when they respond their parents >>> smile with smile. What Chomsky states, I believe, is that syntactic >>> bootstrapping is what actually happened through triggering the UG system, >>> not pragmatic one. I mean first language learning / acquisition is triggered >>> then other things happen. I think Anat , please correct me if I am wrong, >>> believes that pragmatic bootstrapping is the starting point for the kids? >>> >>> Autistic children have problem in processing pragmatics and have language >>> delay. through ABA program what they learn, besides many things, even in >>> high functioning autism, is how to respond different discourses and learn to >>> respond pragmatically. Some of them, when learn to be pragmatic, turn into >>> creative language user. >>> >>> Best, >>> Parisa >>> >>> >>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >>> >>>> Anat--- >>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>> argued that children needed pragmatic >>>> mapping onto syntax to justify transformations. That means a >>>> simultaneous syntactic and pragmatic >>>> information. It is in my book as well---and actually embedded in >>>> Chomsky's remark in 1076 Reflections >>>> on Language, that acqusition must be consistent with "trigtering >>>> experience" I said to him that must include >>>> pragmatics and he agreed. >>>> It is obvious that it is hard to understand: >>>> the cat was chased by the dog. >>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>> >>>> the milk was drunk by the boy >>>> >>>> because they know that milk cannot drink boy. If there is syntax is >>>> ready to project a transformation, >>>> then they use that information and visual support to say "milk has to >>>> get into the object position somehow, >>>> do I have a mental operation to do it". >>>> Once acquired, it will be autonomous and apply without pragmatics, >>>> so if I tell a 3yr old: >>>> >>>> the cheese ate the mouse >>>> >>>> they laugh, because they know, anti-pragmatically, that it is true. An >>>> anti-pragmatic ability is the >>>> sign of true acquisition. >>>> >>>> best, Tom Roeper >>>> >>>> >>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>> pdaftaryfard at gmail.com> wrote: >>>> >>>>> Dear Anat, >>>>> >>>>> Very interesting topic.....I am not sure but lack of language >>>>> development or language development delay can occur because of problems in >>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>> especially interesting when we consider that TVs are always on and they can >>>>> get enough input in a unilateral way. >>>>> >>>>> Best. >>>>> Parisa Daftarifard >>>>> >>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>> >>>>>> Dear List, >>>>>> >>>>>> Sorry to have sent this to the whole list by mistake, but actually I'd >>>>>> love to hear from anybody who knows of studies that can be said to test the >>>>>> hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>> >>>>>> Thanks, >>>>>> >>>>>> Anat Ninio >>>>>> >>>>>> >>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>> >>>>>> Hi Nameera, >>>>>> >>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>>> >>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. Haith >>>>>> & J. B. Benson (Eds.), *Encyclopedia of infant and early childhood >>>>>> development,* Vol. *2* (pp. 572-581). San Diego, CA: Academic Press. >>>>>> which I want to cite for a research proposal for an European grant. >>>>>> First, is it 2008 or 2009? Second, you say >>>>>> >>>>>> "We know of no empirical research, however, that has directly >>>>>> addressed the question of whether children learn syntactic constructions in >>>>>> the same way as they learn words; that is, through "pragmatic >>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>> Would you still say so? Or is there some new study that you know of >>>>>> that I should mention? Any newer publication of yours on this point? >>>>>> >>>>>> Thanks a lot and see you in SRCD for sure, >>>>>> >>>>>> Anat >>>>>> >>>>>> >>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>> >>>>>> congratulations, anat! >>>>>> >>>>>> hope to see you at srcd, >>>>>> >>>>>> nameera >>>>>> >>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>> >>>>>>> Dear Friends and Colleagues, >>>>>>> >>>>>>> I'm very happy to be able to announce the publication of my new book >>>>>>> by Oxford University Press. It is entitled "Syntactic >>>>>>> development, its input and output" and a description of it, as well >>>>>>> as a link to the Introduction, can be found on the publisher's on-line >>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>> >>>>>>> I hope you'll like it! >>>>>>> >>>>>>> Anat Ninio >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Parisa Daftarifard >>>>> Phd Student of TEFL >>>>> Islamic Azad University of Science and Research >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Tom Roeper >>>> Dept of Lingiustics >>>> UMass South College >>>> Amherst, Mass. 01003 ISA >>>> 413 256 0390 >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Parisa Daftarifard >>> Phd Student of TEFL >>> Islamic Azad University of Science and Research >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send 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. >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Parisa Daftarifard > Phd Student of TEFL > Islamic Azad University of Science and Research > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Fri Apr 15 08:46:19 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Fri, 15 Apr 2011 12:16:19 +0330 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Dear Tom, Thank you for your comment. I agree that "Determining Common Ground is a semantic term" and "a huge mystery". But concerning what you say... " can fairly safely infer that it is about the food (which actually may no longer be visible) and an autistic child may not." a sever Autistic child may not but what we can infer from a sever autistic child's condition is that he or she *lacks sensitivity* to tasting food, although high functioning children may not have the same problem; they can taste food as we do. What t*hey lack for sure is pragmatic sensitivity*... What makes a normal child different from an AsD child (i mean high functioning one) is that of perceiving intention and pragmatic information. They simply don't understand yes and no question or alternative questions. They cannot understand gestures. When they learned many of the same things they would be able to acquire language. I dont say that syntactic information does not have mental Pre-representation but I think syntactic bootstrapping cannot be the starting point. Best, Parisa On Fri, Apr 15, 2011 at 11:17 AM, Tom Roeper wrote: > DEar Parisa--- > > We share a lot of Common Ground with other human beings. If I see you > eating---which > a half blind person might---and you say "delicious" or just "good"---I can > fairly safely > infer that it is about the food (which actually may no longer be visible) > and an autistic > child may not. This has a lot to do with whole situations and not just > seeing I think. > Determining Cmmon Ground is a semantic term, but still a huge mystery. > > Tom > > > On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard < > pdaftaryfard at gmail.com> wrote: > >> Dear Tom, >> >> You Wrote >> "YOur eyes don't choose the light that they take in, but they choose to >> form extremely complex objects. How to >> connect the object with a sound involves many pre-existing mental >> assumptions. Suppose you associate a word with an object in motion. Why do >> that? It is not inevitable, it is a mental bias." >> >> I am not against mental assumption but would this explain why a semi blind >> person can perceive what a normal person can see but an Autistic child >> cannot perceive what a normal child can do as far as pragmatic competence >> and language development are concerned. >> >> >> Best, >> Parisa >> >> >> On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: >> >>> Hi--- >>> yes the name of the game is to specify the mechanism. I think there >>> will be what I call "strict interfaces" >>> that link many of these things. For instance: imperatives involve a >>> mapping between speaker and hearer, >>> situation, syntax of subject deletion, intonation and the mapping seems >>> automatic. Social and distributional >>> factors are a part of the situation. I am not sure about Bayseian >>> information. Frequency is not a meaningful >>> notion if it is not frequency of something, as soon as it is a something, >>> a phonetic or phonologial object, it already >>> has a representation--so you cannot "get" the representation through >>> frequency, although it might seem that way >>> because in fact you get many subparts of the representation one by one. >>> LIke the phonology of the beginning middle >>> and end of a word might have separate learning events before you ever say >>> the word. >>> The challenge is to specify the mapping---pragmatics, phonetics, >>> intonation, phonology, syntax, semantics--- >>> bootstrapping is a very misleading term because it makes things seem one >>> way when they never are. >>> YOur eyes don't choose the light that they take in, but they choose to >>> form extremely complex objects. How to >>> connect the object with a sound involves many pre-existing mental >>> assumptions. Suppose you associate a word >>> with an object in motion. Why do that? It is not inevitable, it is a >>> mental bias. >>> >>> Tom >>> >>> >>> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >>> >>>> Hi all, >>>> >>>> if I may jump in - I think (specially in early formulations) it was left >>>> somewhat unspecified what the various, *sufficient* sources of >>>> information that lead to acquisition are; the strong claim was that they >>>> lead to the induction of *linguistic* structures. So, if the baby sees >>>> that a hypothesized, projected linguistic structure leads to an inference >>>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>>> a new hypothesis about the linguistic structure. Tom's argument is that this >>>> is an important source for the child to understand what kind of structures >>>> might contain transformations. >>>> >>>> More generally, one can replace 'pragmatic reason' with any of the other >>>> cognitive factors, like 'distributional reason' or 'social reason' or >>>> 'Bayesian reason' - in every case, however, what these must do is inform the >>>> learner about the hypotheses regarding possible linguistic structures. - >>>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>>> distributional and pragmatic, or any other combination. Maybe *all* of >>>> them are necessary... >>>> >>>> Mo >>>> >>>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>>> >>>> Dear Tom, you wrote >>>> "That means a simultaneous syntactic and pragmatic information. " >>>> I think pragmatic information should be followed by syntactic. babies >>>> learn pragmatics well sooner than syntax when they respond their parents >>>> smile with smile. What Chomsky states, I believe, is that syntactic >>>> bootstrapping is what actually happened through triggering the UG system, >>>> not pragmatic one. I mean first language learning / acquisition is triggered >>>> then other things happen. I think Anat , please correct me if I am wrong, >>>> believes that pragmatic bootstrapping is the starting point for the kids? >>>> >>>> Autistic children have problem in processing pragmatics and have >>>> language delay. through ABA program what they learn, besides many things, >>>> even in high functioning autism, is how to respond different discourses and >>>> learn to respond pragmatically. Some of them, when learn to be pragmatic, >>>> turn into creative language user. >>>> >>>> Best, >>>> Parisa >>>> >>>> >>>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper wrote: >>>> >>>>> Anat--- >>>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>>> argued that children needed pragmatic >>>>> mapping onto syntax to justify transformations. That means a >>>>> simultaneous syntactic and pragmatic >>>>> information. It is in my book as well---and actually embedded in >>>>> Chomsky's remark in 1076 Reflections >>>>> on Language, that acqusition must be consistent with "trigtering >>>>> experience" I said to him that must include >>>>> pragmatics and he agreed. >>>>> It is obvious that it is hard to understand: >>>>> the cat was chased by the dog. >>>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>>> >>>>> the milk was drunk by the boy >>>>> >>>>> because they know that milk cannot drink boy. If there is syntax is >>>>> ready to project a transformation, >>>>> then they use that information and visual support to say "milk has to >>>>> get into the object position somehow, >>>>> do I have a mental operation to do it". >>>>> Once acquired, it will be autonomous and apply without >>>>> pragmatics, so if I tell a 3yr old: >>>>> >>>>> the cheese ate the mouse >>>>> >>>>> they laugh, because they know, anti-pragmatically, that it is true. An >>>>> anti-pragmatic ability is the >>>>> sign of true acquisition. >>>>> >>>>> best, Tom Roeper >>>>> >>>>> >>>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>>> pdaftaryfard at gmail.com> wrote: >>>>> >>>>>> Dear Anat, >>>>>> >>>>>> Very interesting topic.....I am not sure but lack of language >>>>>> development or language development delay can occur because of problems in >>>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>>> especially interesting when we consider that TVs are always on and they can >>>>>> get enough input in a unilateral way. >>>>>> >>>>>> Best. >>>>>> Parisa Daftarifard >>>>>> >>>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>> >>>>>>> Dear List, >>>>>>> >>>>>>> Sorry to have sent this to the whole list by mistake, but actually >>>>>>> I'd love to hear from anybody who knows of studies that can be said to test >>>>>>> the hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>>> >>>>>>> Thanks, >>>>>>> >>>>>>> Anat Ninio >>>>>>> >>>>>>> >>>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>>> >>>>>>> Hi Nameera, >>>>>>> >>>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm reading >>>>>>> your 2008 (or is it 2009?) encyclopedia entry >>>>>>> >>>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. >>>>>>> Haith & J. B. Benson (Eds.), *Encyclopedia of infant and early >>>>>>> childhood development,* Vol. *2* (pp. 572-581). San Diego, CA: >>>>>>> Academic Press. >>>>>>> which I want to cite for a research proposal for an European grant. >>>>>>> First, is it 2008 or 2009? Second, you say >>>>>>> >>>>>>> "We know of no empirical research, however, that has directly >>>>>>> addressed the question of whether children learn syntactic constructions in >>>>>>> the same way as they learn words; that is, through "pragmatic >>>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>>> Would you still say so? Or is there some new study that you know of >>>>>>> that I should mention? Any newer publication of yours on this point? >>>>>>> >>>>>>> Thanks a lot and see you in SRCD for sure, >>>>>>> >>>>>>> Anat >>>>>>> >>>>>>> >>>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>>> >>>>>>> congratulations, anat! >>>>>>> >>>>>>> hope to see you at srcd, >>>>>>> >>>>>>> nameera >>>>>>> >>>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>> >>>>>>>> Dear Friends and Colleagues, >>>>>>>> >>>>>>>> I'm very happy to be able to announce the publication of my new book >>>>>>>> by Oxford University Press. It is entitled "Syntactic >>>>>>>> development, its input and output" and a description of it, as well >>>>>>>> as a link to the Introduction, can be found on the publisher's on-line >>>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>>> >>>>>>>> I hope you'll like it! >>>>>>>> >>>>>>>> Anat Ninio >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Parisa Daftarifard >>>>>> Phd Student of TEFL >>>>>> Islamic Azad University of Science and Research >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Tom Roeper >>>>> Dept of Lingiustics >>>>> UMass South College >>>>> Amherst, Mass. 01003 ISA >>>>> 413 256 0390 >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send email to >>>>> info-childes+unsubscribe at googlegroups.com. >>>>> For more options, visit this group at >>>>> http://groups.google.com/group/info-childes?hl=en. >>>>> >>>> >>>> >>>> >>>> -- >>>> Parisa Daftarifard >>>> Phd Student of TEFL >>>> Islamic Azad University of Science and Research >>>> >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send 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. >>>> >>> >>> >>> >>> -- >>> Tom Roeper >>> Dept of Lingiustics >>> UMass South College >>> Amherst, Mass. 01003 ISA >>> 413 256 0390 >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Parisa Daftarifard >> Phd Student of TEFL >> Islamic Azad University of Science and Research >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Parisa Daftarifard Phd Student of TEFL Islamic Azad University of Science and Research -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 c.houston-price at reading.ac.uk Fri Apr 15 09:00:53 2011 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Fri, 15 Apr 2011 10:00:53 +0100 Subject: Margaret Donaldson Early Career Prize Message-ID: Dear Colleagues, The British Psychological Society Developmental Section Committee invites application for the Margaret Donaldson Early Career Prize 2011, an annual award for Outstanding Contributions to Developmental Psychology. The winning candidate will have made an outstanding contribution within the field of developmental psychology; this will be evident in some or all of theory development, originality and innovation in methodology, along with other indicators of esteem. Candidates are eligible for consideration up to and including 10 years following the award of a PhD. Candidates need not be a member of the BPS but they must be resident in the UK. The winner of the award will be invited to deliver a keynote address at the annual conference of the Developmental Section, and will be awarded a commemorative certificate, an award of ?300, and ?200 towards the cost of attending the conference. Applicants can either nominate themselves or they can be nominated by a colleague. Heads of Department and senior faculty members are particularly encouraged to nominate eligible colleagues. Applicants from previous years are eligible to re-apply, and are encouraged to do this. Nominations should include a one-page statement outlining the candidate's contribution to developmental psychology plus a full CV and reprints of the candidate's two best articles. Four copies of all materials should be submitted. The Section Committee will appoint a specialist award sub-committee to adjudicate submissions. Further details of the award may be obtained from the Chair of the Developmental Psychology Section (Professor Charlie Lewis, Psychology Department, Fylde Building, Lancaster University, Lancaster LA1 4YF, e-mail: c.lewis at lancaster.ac.uk) by whom submissions must be received no later than May 31st 2011. Candidates will be notified of the outcome by the end of June 2011. For details of the British Psychological Society Developmental Section Conference 2011, see http://www.bps.org.uk/dev2011 and https://sites.google.com/site/developmental2011/registration Carmel Houston-Price -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 c.houston-price at reading.ac.uk Fri Apr 15 09:02:18 2011 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Fri, 15 Apr 2011 10:02:18 +0100 Subject: Neil O'Connor Research Award in Developmental Disability Message-ID: Dear Colleagues, The British Psychological Society Developmental Section Committee invites applications for the Neil O'Connor Award 2011. This annual award, a cash prize of ?300, plus up to ?200 towards attendance at the BPS Developmental Section conference, is for published research on cognitive disabilities that appear in development and persist throughout life. The late Neil O'Connor was one of the UK's foremost experimental psychologists, and a pioneer in applying experimental methods to the study of developmental disabilities. Friends, relatives and former colleagues have contributed to a trust fund that allows this award to be made annually. The award will be made for a research publication in the field of developmental disability. Disabilities may include (but are not confined to) deafness, blindness, learning disabilities, dyslexia, language disorder, aphasia, Williams syndrome, Down syndrome, autism, Turner syndrome. Criteria for eligibility: * The publication must be in a peer-refereed journal bearing the date 2009, 2010 or 2011 or be in press (official confirmation of this must be provided). * The award is aimed primarily at anyone studying for a PhD or who is not more than 10 years post-PhD. * The candidate must be either the sole author or the main author of the article concerned. * There is no geographic restriction, but submissions must be in English. * The author of the winning paper will be presented with a certificate and issued with an invitation to present a paper on his or her research at the BPS Developmental Section conference. Exceptionally, the award may be given to a more senior researcher in a non-tenured position, who may also be retired. In the case of multiple authors, the relative contribution of different authors must be outlined. The prize and the invitation to speak will be offered to the main author. Applicants can either nominate themselves or they can be nominated by a colleague. Heads of Department and senior faculty members are particularly encouraged to nominate eligible colleagues. Unsuccessful applicants from previous years are eligible to re-apply, and are encouraged to do so. Nominations should submit the publication itself, a CV and a current mailing address (four copies of everything). The Section Committee will appoint a specialist award sub-committee to adjudicate submissions. Further details of the award may be obtained from the Chair of the Developmental Psychology Section (Professor Charlie Lewis, Psychology Department, Fylde Building, Lancaster University, Lancaster LA1 4YF, e-mail: c.lewis at lancaster.ac.uk) by whom submissions must be received no later than May 31st 2011. Candidates will be notified of the outcome by the end of June 2011. For details of the British Psychological Society Developmental Section Conference 2011, see http://www.bps.org.uk/dev2011 and https://sites.google.com/site/developmental2011/registration Carmel Houston-Price -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Fri Apr 15 09:19:17 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 15 Apr 2011 05:19:17 -0400 Subject: pragmatic bootstrapping In-Reply-To: Message-ID: Yes--but these terms are much too broad. If you are about to hit a child and your hand is coming at them---they may I suspect perceive that moment of pragmatics. Pragmatics surely has 50 layers---some of which any living thing has---and some of which only literary critics seem to have. The use of terms like "lacks pragmatic sensitivity" seems to me to obscure the question not highlight it. In the 19th centry they looked for the "life force" but the idea was dropped when the intricacy of microbiology was discovered. We have to do the same. Tom On Fri, Apr 15, 2011 at 4:46 AM, parisa Daftarifard wrote: > Dear Tom, > Thank you for your comment. I agree that "Determining Common Ground is a > semantic term" and "a huge mystery". But concerning what you say... > > " can fairly safely infer that it is about the food (which actually may no > longer be visible) and an autistic child may not." > > a sever Autistic child may not but what we can infer from a sever autistic > child's condition is that he or she *lacks sensitivity* to tasting food, > although high functioning children may not have the same problem; they can > taste food as we do. What t*hey lack for sure is pragmatic sensitivity* > ... > > What makes a normal child different from an AsD child (i mean high > functioning one) is that of perceiving intention and pragmatic information. > They simply don't understand yes and no question or alternative questions. > They cannot understand gestures. When they learned many of the > same things they would be able to acquire language. > > I dont say that syntactic information does not have mental > Pre-representation but I think syntactic bootstrapping cannot be the > starting point. > > Best, > Parisa > > On Fri, Apr 15, 2011 at 11:17 AM, Tom Roeper wrote: > >> DEar Parisa--- >> >> We share a lot of Common Ground with other human beings. If I see you >> eating---which >> a half blind person might---and you say "delicious" or just "good"---I can >> fairly safely >> infer that it is about the food (which actually may no longer be visible) >> and an autistic >> child may not. This has a lot to do with whole situations and not just >> seeing I think. >> Determining Cmmon Ground is a semantic term, but still a huge mystery. >> >> >> Tom >> >> >> On Thu, Apr 14, 2011 at 6:40 PM, parisa Daftarifard < >> pdaftaryfard at gmail.com> wrote: >> >>> Dear Tom, >>> >>> You Wrote >>> "YOur eyes don't choose the light that they take in, but they choose to >>> form extremely complex objects. How to >>> connect the object with a sound involves many pre-existing mental >>> assumptions. Suppose you associate a word with an object in motion. Why do >>> that? It is not inevitable, it is a mental bias." >>> >>> I am not against mental assumption but would this explain why a semi >>> blind person can perceive what a normal person can see but an Autistic child >>> cannot perceive what a normal child can do as far as pragmatic competence >>> and language development are concerned. >>> >>> >>> Best, >>> Parisa >>> >>> >>> On Wed, Mar 23, 2011 at 5:23 AM, Tom Roeper wrote: >>> >>>> Hi--- >>>> yes the name of the game is to specify the mechanism. I think there >>>> will be what I call "strict interfaces" >>>> that link many of these things. For instance: imperatives involve a >>>> mapping between speaker and hearer, >>>> situation, syntax of subject deletion, intonation and the mapping seems >>>> automatic. Social and distributional >>>> factors are a part of the situation. I am not sure about Bayseian >>>> information. Frequency is not a meaningful >>>> notion if it is not frequency of something, as soon as it is a >>>> something, a phonetic or phonologial object, it already >>>> has a representation--so you cannot "get" the representation through >>>> frequency, although it might seem that way >>>> because in fact you get many subparts of the representation one by >>>> one. LIke the phonology of the beginning middle >>>> and end of a word might have separate learning events before you ever >>>> say the word. >>>> The challenge is to specify the mapping---pragmatics, phonetics, >>>> intonation, phonology, syntax, semantics--- >>>> bootstrapping is a very misleading term because it makes things seem one >>>> way when they never are. >>>> YOur eyes don't choose the light that they take in, but they choose to >>>> form extremely complex objects. How to >>>> connect the object with a sound involves many pre-existing mental >>>> assumptions. Suppose you associate a word >>>> with an object in motion. Why do that? It is not inevitable, it is a >>>> mental bias. >>>> >>>> Tom >>>> >>>> >>>> On Tue, Mar 22, 2011 at 3:52 PM, Mohinish wrote: >>>> >>>>> Hi all, >>>>> >>>>> if I may jump in - I think (specially in early formulations) it was >>>>> left somewhat unspecified what the various, *sufficient* sources of >>>>> information that lead to acquisition are; the strong claim was that they >>>>> lead to the induction of *linguistic* structures. So, if the baby sees >>>>> that a hypothesized, projected linguistic structure leads to an inference >>>>> that is wrong for pragmatic reasons, this should lead to the baby projecting >>>>> a new hypothesis about the linguistic structure. Tom's argument is that this >>>>> is an important source for the child to understand what kind of structures >>>>> might contain transformations. >>>>> >>>>> More generally, one can replace 'pragmatic reason' with any of the >>>>> other cognitive factors, like 'distributional reason' or 'social reason' or >>>>> 'Bayesian reason' - in every case, however, what these must do is inform the >>>>> learner about the hypotheses regarding possible linguistic structures. - >>>>> i.e., confirm or disconfirm the hypotheses about the underlying linguistic >>>>> structure. I think in this sense, it is simultaneous syntactic and pragmatic >>>>> in what Tom writes. Nothing stops it being simultaneously syntactic and >>>>> distributional and pragmatic, or any other combination. Maybe *all* of >>>>> them are necessary... >>>>> >>>>> Mo >>>>> >>>>> On Mar 22, 2011, at 3:22 PM, parisa Daftarifard wrote: >>>>> >>>>> Dear Tom, you wrote >>>>> "That means a simultaneous syntactic and pragmatic information. " >>>>> I think pragmatic information should be followed by syntactic. babies >>>>> learn pragmatics well sooner than syntax when they respond their parents >>>>> smile with smile. What Chomsky states, I believe, is that syntactic >>>>> bootstrapping is what actually happened through triggering the UG system, >>>>> not pragmatic one. I mean first language learning / acquisition is triggered >>>>> then other things happen. I think Anat , please correct me if I am wrong, >>>>> believes that pragmatic bootstrapping is the starting point for the kids? >>>>> >>>>> Autistic children have problem in processing pragmatics and have >>>>> language delay. through ABA program what they learn, besides many things, >>>>> even in high functioning autism, is how to respond different discourses and >>>>> learn to respond pragmatically. Some of them, when learn to be pragmatic, >>>>> turn into creative language user. >>>>> >>>>> Best, >>>>> Parisa >>>>> >>>>> >>>>> On Tue, Mar 22, 2011 at 4:06 PM, Tom Roeper >>>> > wrote: >>>>> >>>>>> Anat--- >>>>>> in the paper I wrote in 1981 for the Wanner Gleitman volume, I >>>>>> argued that children needed pragmatic >>>>>> mapping onto syntax to justify transformations. That means a >>>>>> simultaneous syntactic and pragmatic >>>>>> information. It is in my book as well---and actually embedded in >>>>>> Chomsky's remark in 1076 Reflections >>>>>> on Language, that acqusition must be consistent with "trigtering >>>>>> experience" I said to him that must include >>>>>> pragmatics and he agreed. >>>>>> It is obvious that it is hard to understand: >>>>>> the cat was chased by the dog. >>>>>> but the chld has a big semantic.pragmatic advantage when they hear: >>>>>> >>>>>> the milk was drunk by the boy >>>>>> >>>>>> because they know that milk cannot drink boy. If there is syntax is >>>>>> ready to project a transformation, >>>>>> then they use that information and visual support to say "milk has to >>>>>> get into the object position somehow, >>>>>> do I have a mental operation to do it". >>>>>> Once acquired, it will be autonomous and apply without >>>>>> pragmatics, so if I tell a 3yr old: >>>>>> >>>>>> the cheese ate the mouse >>>>>> >>>>>> they laugh, because they know, anti-pragmatically, that it is true. >>>>>> An anti-pragmatic ability is the >>>>>> sign of true acquisition. >>>>>> >>>>>> best, Tom Roeper >>>>>> >>>>>> >>>>>> On Mon, Mar 21, 2011 at 6:17 PM, parisa Daftarifard < >>>>>> pdaftaryfard at gmail.com> wrote: >>>>>> >>>>>>> Dear Anat, >>>>>>> >>>>>>> Very interesting topic.....I am not sure but lack of language >>>>>>> development or language development delay can occur because of problems in >>>>>>> pragmatic bootstrapping in some children. Kids with low possibility of being >>>>>>> involved in interaction-- when mothers or fathers are busy or when kids live >>>>>>> in a poor-interaction environment-- showed to have language delay. This is >>>>>>> especially interesting when we consider that TVs are always on and they can >>>>>>> get enough input in a unilateral way. >>>>>>> >>>>>>> Best. >>>>>>> Parisa Daftarifard >>>>>>> >>>>>>> On Thu, Mar 17, 2011 at 7:37 AM, Anat Ninio < >>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>> >>>>>>>> Dear List, >>>>>>>> >>>>>>>> Sorry to have sent this to the whole list by mistake, but actually >>>>>>>> I'd love to hear from anybody who knows of studies that can be said to test >>>>>>>> the hypothesis that children learn syntax by "pragmatic bootstrapping". >>>>>>>> >>>>>>>> Thanks, >>>>>>>> >>>>>>>> Anat Ninio >>>>>>>> >>>>>>>> >>>>>>>> On 17-03-11 06:01, Anat Ninio wrote: >>>>>>>> >>>>>>>> Hi Nameera, >>>>>>>> >>>>>>>> Thanks a lot! Absolutely coincidentally this very minute I'm >>>>>>>> reading your 2008 (or is it 2009?) encyclopedia entry >>>>>>>> >>>>>>>> Akhtar, N., & Herold, K. (2008). Pragmatic development. In M. M. >>>>>>>> Haith & J. B. Benson (Eds.), *Encyclopedia of infant and early >>>>>>>> childhood development,* Vol. *2* (pp. 572-581). San Diego, CA: >>>>>>>> Academic Press. >>>>>>>> which I want to cite for a research proposal for an European grant. >>>>>>>> First, is it 2008 or 2009? Second, you say >>>>>>>> >>>>>>>> "We know of no empirical research, however, that has directly >>>>>>>> addressed the question of whether children learn syntactic constructions in >>>>>>>> the same way as they learn words; that is, through "pragmatic >>>>>>>> bootstrapping" or attention to speakers' intentions." (p.319) >>>>>>>> Would you still say so? Or is there some new study that you know of >>>>>>>> that I should mention? Any newer publication of yours on this >>>>>>>> point? >>>>>>>> >>>>>>>> Thanks a lot and see you in SRCD for sure, >>>>>>>> >>>>>>>> Anat >>>>>>>> >>>>>>>> >>>>>>>> On 17-03-11 05:14, nameera akhtar wrote: >>>>>>>> >>>>>>>> congratulations, anat! >>>>>>>> >>>>>>>> hope to see you at srcd, >>>>>>>> >>>>>>>> nameera >>>>>>>> >>>>>>>> On Wed, Mar 16, 2011 at 7:44 PM, Anat Ninio < >>>>>>>> msninio at pluto.mscc.huji.ac.il> wrote: >>>>>>>> >>>>>>>>> Dear Friends and Colleagues, >>>>>>>>> >>>>>>>>> I'm very happy to be able to announce the publication of my new >>>>>>>>> book by Oxford University Press. It is entitled "Syntactic >>>>>>>>> development, its input and output" and a description of it, as >>>>>>>>> well as a link to the Introduction, can be found on the publisher's on-line >>>>>>>>> catalogue at http://ukcatalogue.oup.com/product/9780199565962.do >>>>>>>>> >>>>>>>>> I hope you'll like it! >>>>>>>>> >>>>>>>>> Anat Ninio >>>>>>>>> >>>>>>>>> -- >>>>>>>>> You received this message because you are subscribed to the Google >>>>>>>>> Groups "Info-CHILDES" group. >>>>>>>>> To post to this group, send email to info-childes at googlegroups.com >>>>>>>>> . >>>>>>>>> To unsubscribe from this group, send email to >>>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>>> For more options, visit this group at >>>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> -- >>>>>>>> You received this message because you are subscribed to the Google >>>>>>>> Groups "Info-CHILDES" group. >>>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>>> To unsubscribe from this group, send email to >>>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>>> For more options, visit this group at >>>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>>> >>>>>>> >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> Parisa Daftarifard >>>>>>> Phd Student of TEFL >>>>>>> Islamic Azad University of Science and Research >>>>>>> >>>>>>> >>>>>>> -- >>>>>>> You received this message because you are subscribed to the Google >>>>>>> Groups "Info-CHILDES" group. >>>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>>> To unsubscribe from this group, send email to >>>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>>> For more options, visit this group at >>>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>>> >>>>>> >>>>>> >>>>>> >>>>>> -- >>>>>> Tom Roeper >>>>>> Dept of Lingiustics >>>>>> UMass South College >>>>>> Amherst, Mass. 01003 ISA >>>>>> 413 256 0390 >>>>>> >>>>>> >>>>>> -- >>>>>> You received this message because you are subscribed to the Google >>>>>> Groups "Info-CHILDES" group. >>>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>>> To unsubscribe from this group, send email to >>>>>> info-childes+unsubscribe at googlegroups.com. >>>>>> For more options, visit this group at >>>>>> http://groups.google.com/group/info-childes?hl=en. >>>>>> >>>>> >>>>> >>>>> >>>>> -- >>>>> Parisa Daftarifard >>>>> Phd Student of TEFL >>>>> Islamic Azad University of Science and Research >>>>> >>>>> >>>>> -- >>>>> You received this message because you are subscribed to the Google >>>>> Groups "Info-CHILDES" group. >>>>> To post to this group, send email to info-childes at googlegroups.com. >>>>> To unsubscribe from this group, send 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. >>>>> >>>> >>>> >>>> >>>> -- >>>> Tom Roeper >>>> Dept of Lingiustics >>>> UMass South College >>>> Amherst, Mass. 01003 ISA >>>> 413 256 0390 >>>> >>>> -- >>>> You received this message because you are subscribed to the Google >>>> Groups "Info-CHILDES" group. >>>> To post to this group, send email to info-childes at googlegroups.com. >>>> To unsubscribe from this group, send email to >>>> info-childes+unsubscribe at googlegroups.com. >>>> For more options, visit this group at >>>> http://groups.google.com/group/info-childes?hl=en. >>>> >>> >>> >>> >>> -- >>> Parisa Daftarifard >>> Phd Student of TEFL >>> Islamic Azad University of Science and Research >>> >>> -- >>> You received this message because you are subscribed to the Google Groups >>> "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > > > -- > Parisa Daftarifard > Phd Student of TEFL > Islamic Azad University of Science and Research > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Fri Apr 15 14:02:01 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Fri, 15 Apr 2011 16:02:01 +0200 Subject: CONF: ADYLOC in Paris - 7-9 June 2011 Message-ID: Dear Infochildes, Those of you who wish to attend the ADYLOC conference in Paris June 7-9, please register today (or at least when you see this e-mail). Entrance is free but the number of seats is limited and we won't be able to overcrowd the magnificent conference room. Please send this word document (English in the bottom part) to the following address. adyloc2011 at sfl.cnrs.fr http://adyloc2011.sfl.cnrs.fr/ Organizing committee Maya Hickmann Edy Veneziano Harriet Jisa Aliyah Morgenstern -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: InscriptionADYLOC2011-2.doc Type: application/msword Size: 35328 bytes Desc: not available URL: From gleason at bu.edu Sat Apr 16 18:03:15 2011 From: gleason at bu.edu (Jean Berko Gleason) Date: Sat, 16 Apr 2011 14:03:15 -0400 Subject: Fwd: Job Posting - Visiting Professor Emerson College Message-ID: Please see attached pdf for: Visiting Professor in Speech-Language Pathology at Emerson College. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: Emerson Visiting Professor CSD 2011_2012.pdf Type: application/pdf Size: 55454 bytes Desc: not available URL: From hagstromp at gmail.com Sat Apr 16 18:48:23 2011 From: hagstromp at gmail.com (Paul Hagstrom) Date: Sat, 16 Apr 2011 14:48:23 -0400 Subject: BUCLD 36 submissions now open Message-ID: THE 36th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Abstract Submissions now open NOVEMBER 4-6, 2011 Keynote Speaker: Sandra Waxman, Northwestern University "What's in a word? Links between linguistic and conceptual organization in infants and young children" Plenary Speaker: Cornelia Hamann, University of Oldenburg "Bilingual development and language assessment" Lunch Symposium: "Morphology in second language acquisition and processing" Harald Clahsen, University of Essex/University of Potsdam Holger Hopp, University of Mannheim Donna Lardiere, Georgetown University Silvina Montrul (organizer), University of Illinois at Urbana-Champaign Submissions that present research on any topic in the fields of first and second language acquisition from any theoretical perspective will be fully considered. Eligible topics include: Bilingualism, Cognition and Language, Creoles and Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and Deafness, Input and Interaction, Language Disorders, Linguistic Theory, Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and Literacy, Signed Languages, Sociolinguistics, and Speech Perception and Production. A suggested format and style for abstracts is available at: http://www.bu.edu/bucld/abstracts/abstract-format/ We have begun accepting abstract submissions. Please check http://www.bu.edu/bucld/ for a link to the submission form and any important updates. DEADLINE: All submissions must be received by 8:00 PM EDT, May 15, 2011. FURTHER INFORMATION General conference information is available at: http://www.bu.edu/bucld/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Questions about abstracts should be sent to abstract at bu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From annabelle.david at ncl.ac.uk Mon Apr 18 14:27:45 2011 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Mon, 18 Apr 2011 07:27:45 -0700 Subject: Younger = better ? Message-ID: Younger = better? Comparing 5, 7 and 11 year olds learning French in the classroom 14th & 15th July 2011 Newcastle University Keynote speaker: Carmen Mu?oz, Universitat de Barcelona Discussants: Dick Johnstone, University of Stirling Emma Marsden, University of York This conference is the culmination of a 2-year project funded by the ESRC on the role played by age in the early classroom learning of French. (Award number: RES-062-23-1545). The project has investigated linguistic development and attitudes in beginners aged 5, 7 and 11 following a similar curriculum taught by the same teacher. The conference takes place over two days, one for education professionals and the other for researchers in the field of second language acquisition. The first day (Thursday 14th July) targets MFL teachers, teacher trainers, policy makers and education professionals. A film produced by the research team will document the teaching style used during the project and will be followed by a presentation of findings on the linguistic development of the children, and on the role of literacy, attitudes and motivation in each year group (Years 1, 3 and 7). A round-table discussion will follow. The second day (Friday 15th July) will focus on the project?s research agenda, and will include an opening keynote speech by Carmen Mu?oz, from the University of Barcelona on the current state of play in research on the role of age in second language acquisition. The research team will then present its research findings. Topics covered will include: linguistic development (e.g. vocabulary and syntax,) the role of gestures in language teaching and learning, attitudes and motivation, as well as the role of working memory and literacy. A discussion will be led by Emma Marsden (University of York) and Dick Johnstone (University of Stirling) on the implications of the research for early language learning in the classroom and with suggestions for future research. Abstract submission A poster session will take on place on 15th July. Proposals are invited for posters on topics relating to age and second language acquisition. Abstracts should be 300 words maximum. Proposals should be submitted to liz.o?sullivan at ncl.ac.uk. Deadline for submission is 1st May 2011. Important dates: Deadline for abstracts: 1st May, 2011 Deadline for registration: 1st July, 2011 **Please register early as places are limited** To register for the conference and for further details, visit the project website: www.flloc.soton.ac.uk/events.html Or contact: kevin.mcmanus at ncl.ac.uk or liz.o?sullivan at ncl.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 snedeker at wjh.harvard.edu Fri Apr 22 14:09:12 2011 From: snedeker at wjh.harvard.edu (snedeker at wjh.harvard.edu) Date: Fri, 22 Apr 2011 07:09:12 -0700 Subject: Research Assistant sought (Snedeker-Harvard) Message-ID: Hi folks, Our lab is searching for a full-time research assistant. This is post- baccalaureate position, ideal for someone who is seeking additional research experience before applying for graduate school. If you could forward this announcement to suitable candidates, we would be delighted! Thanks, Jesse Snedeker ****************************** Research Assistant Harvard University Department of Psychology Snedeker Lab We are seeking an energetic and intellectually-engaged research assistant for studies of language comprehension in typically- developing children and children with autism spectrum disorders. Responsibilities include: preparing stimuli, contacting families, testing children and adults, coding data, assisting with data analysis, training undergraduate assistants, managing a summer internship program, maintaining equipment, coordinating the use of space, organizing meetings, and assisting with grant management. Necessary qualifications: *An undergraduate degree in psychology, linguistics or cognitive science *A strong interest in the psychology of language * Prior experience working with young children * Comfortable with technical trouble shooting * Well organized, calm under pressure, and comfortable juggling half a dozen things at once Skills that would be put to good use include: *Experience with eye tracking *Knowledge of ToBI prosodic coding *Experience with E-prime *Coursework in semantics, pragmatics or syntax *Experience with CHILDES and corpus analyses *Experience with kids on the autism spectrum *A sense of humor Our lab is part of larger communities both within Harvard and in the wider Boston area, which offer rich resources for students interested in developmental psychology, psycholinguistics and linguistics. Research assistants are encouraged to make use of these resources. Folks who have held this position in the past have gone to graduate programs in psychology, linguistics, speech and hearing sciences, and clinical linguistics. Potential applicants should email me: a letter of interest, a CV, and three references (email addresses and phone numbers are best). Please feel free to write with questions as well. This is a two-year, limited-term position with the possibility of renewal. Review of applications will begin immediately and the start date would be between June 1st and July 5th. Jesse Snedeker snedeker at wjh.harvard.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 anasusana_m at hotmail.com Sat Apr 23 03:47:18 2011 From: anasusana_m at hotmail.com (Suzan) Date: Fri, 22 Apr 2011 20:47:18 -0700 Subject: Information about phonological processes in non-word repetition task In-Reply-To: <203d50a2-1ced-44df-b4d0-d84e2d63c2ee@f18g2000yqd.googlegroups.com> Message-ID: Thanks to all for helping, everything you sent me has been of lot of help. Here is the summary of your answers: Ignacio Moreno-Torres, form Universidad de M?laga (Espa?a): Carter, A.K., Dillon, C.M. & Pisoni, D.B. (2002). Imitation of nonwords by hearing impaired children with cochlear implants: Suprasegmental analyses. Clinical Linguistics & Phonetics, 16, 619-638. Cleary, M., Dillon, C., & Pisoni, D. (2002). Imitation of nonwords by deaf children after cochlear implantation: Preliminary findings. Annals of Otology, Rhinology, and Laryngology 111: 91-96. Marshall Cloe: Marshall, C. R. & van der Lely, H. K. J. (2009). Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language, 85, 39-57. Marshall, C. R., Harris, J. & van der Lely, H. K. J. (2003). The nature of phonological representations in children with Grammatical- Specific Language Impairment (G-SLI). In D. Hall, T. Markopoulos, A. Salamoura & S. Skoufaki (eds.) Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 1, 511-517. Marshall, C. R., Ebbels, S., Harris, J. & van der Lely, H. K. J. (2002). Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. In R. Vermeulen & A. Neeleman, (eds.) UCL Working Papers in Linguistics, 14, 43-68. GALLON, NICHOLA, JOHN HARRIS and HEATHER VAN DER LELY. 2007. Nonword repetition: An investigation of phonological complexity in children with Grammatical-SLI. Clinical Linguistics and Phonetics 21.435-455. These works focus on syllabic and foot level structure. Interesting, analagous simplification errors occur in non-word repetition in a different modality, in British Sign Language: Mann, W., Marshall, C. R., Mason, K. & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86. And Katherine Demuth recomended me work by Storkel; Edwards, Munson& Beckman; Kirk; Kirk& Demuth; Zamuner, etc. On Apr 10, 9:00?pm, Suzan wrote: > Hello, > I am a Masters student in Linguistics in Mexico and am working on the > phonological aspect of a non-word repetition task. I am interested in > describing the phonological processes that are produced in ?children > with and without language ?impairment (ages from 5 to 9). Can anybody > suggest publications that deal with phonological processes in this > type of task. I am aware of a large body of research that deals with > phonological memory, phonological loop and working memory, but have > not found relevant literature about the types of phonological > substitutions, omissions, etc. ?that are produced, particularly in > this age range. > Thank you in advance! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 haowang at usc.edu Tue Apr 26 05:06:31 2011 From: haowang at usc.edu (Hao Wang) Date: Mon, 25 Apr 2011 22:06:31 -0700 Subject: Dense corpora In-Reply-To: Message-ID: Hello, I am a PhD student at the University of Southern California working on the acquisition of functional categories for my dissertation. I am trying to find some dense naturalistic longitudinal corpora of children before 3 years old. I read all available CHILDES documents and what I have found are Thomas (UK English) and Leo (German). Are there any other corpora that contain relatively dense samples (more than one or two hours per week)? Thanks a lot. Regards, Hao Wang -- Graduate Student Department of Psychology 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. From marilyn.vihman at york.ac.uk Tue Apr 26 09:15:40 2011 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Tue, 26 Apr 2011 12:15:40 +0300 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Dear Hao Wang, There is one Estonian dense corpus (collected by Maigi Vija), at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week, transcribed, coded and submitted to CHILDES), but I don't believe it has yet been glossed with the English, although there was talk of doing that. -marilyn vihman On 26 Apr 2011, at 08:06, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working > on the acquisition of functional categories for my dissertation. I > am trying to find some dense naturalistic longitudinal corpora of > children before 3 years old. I read all available CHILDES documents > and what I have found are Thomas (UK English) and Leo (German). Are > there any other corpora that contain relatively dense samples (more > than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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 > . > 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 kdemuth07 at gmail.com Tue Apr 26 09:58:14 2011 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Tue, 26 Apr 2011 19:58:14 +1000 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Naima in the Providence Corpus has about 1.5 hrs. a week from around 1;4 years until around 3. KD On 4/26/11 3:06 PM, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working on > the acquisition of functional categories for my dissertation. I am > trying to find some dense naturalistic longitudinal corpora of > children before 3 years old. I read all available CHILDES documents > and what I have found are Thomas (UK English) and Leo (German). Are > there any other corpora that contain relatively dense samples (more > than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. From doritr at post.tau.ac.il Tue Apr 26 11:12:11 2011 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Tue, 26 Apr 2011 14:12:11 +0300 Subject: Dense corpora In-Reply-To: <4DB69736.9050203@gmail.com> Message-ID: Orit Ashkenazi from Tel aviv university has a dense corpus of 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Dorit Ravid Sent from my iPhone On Apr 26, 2011, at 12:58, Katherine Demuth wrote: > Naima in the Providence Corpus has about 1.5 hrs. a week from around 1;4 years until around 3. > > KD > > On 4/26/11 3:06 PM, Hao Wang wrote: >> Hello, >> >> I am a PhD student at the University of Southern California working on the acquisition of functional categories for my dissertation. I am trying to find some dense naturalistic longitudinal corpora of children before 3 years old. I read all available CHILDES documents and what I have found are Thomas (UK English) and Leo (German). Are there any other corpora that contain relatively dense samples (more than one or two hours per week)? >> >> Thanks a lot. >> >> Regards, >> Hao Wang >> -- >> Graduate Student >> Department of Psychology >> 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. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 martine.walsh3 at gmail.com Tue Apr 26 13:29:05 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Tue, 26 Apr 2011 06:29:05 -0700 Subject: JCL Volume 38 - Issue 03 - June 2011 now available Message-ID: http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=03 Articles Early verb learning in 20-month-old Japanese-speaking children YURIKO OSHIMA-TAKANE, JUNKO ARIYAMA, TESSEI KOBAYASHI, MARINA KATERELOS, DIANE POULIN-DUBOIS Journal of Child Language, Volume 38, Issue 03, June 2011, pp 455 - 484 doi:10.1017/S0305000910000127 Published online by Cambridge University Press 01 Sep 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259242 ____________________________________ Prelinguistic predictors of language development in children with autism spectrum disorders over four?five years KAREN D. BOPP, PAT MIRENDA Journal of Child Language, Volume 38, Issue 03, June 2011, pp 485 - 503 doi:10.1017/S0305000910000140 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259245 ____________________________________ The role of input frequency and semantic transparency in the acquisition of verb meaning: evidence from placement verbs in Tamil and Dutch BHUVANA NARASIMHAN, MARIANNE GULLBERG Journal of Child Language, Volume 38, Issue 03, June 2011, pp 504 - 532 doi:10.1017/S0305000910000164 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259248 ____________________________________ Mastering inflectional suffixes: a longitudinal study of beginning writers' spellings* KATHRYN TURNBULL, S. H?L?NE DEACON, ELIZABETH KAY-RAINING BIRD Journal of Child Language, Volume 38, Issue 03, June 2011, pp 533 - 553 doi:10.1017/S030500091000022X Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259260 ____________________________________ Bilingual children's acquisition of the past tense: a usage-based approach JOHANNE PARADIS, ELENA NICOLADIS, MARTHA CRAGO, FRED GENESEE Journal of Child Language, Volume 38, Issue 03, June 2011, pp 554 - 578 doi:10.1017/S0305000910000218 Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259257 ____________________________________ 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, Volume 38, Issue 03, June 2011, pp 579 - 605 doi:10.1017/S0305000910000267 Published online by Cambridge University Press 02 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259266 ____________________________________ Does size matter? Subsegmental cues to vowel mispronunciation detection NIVEDITA MANI, KIM PLUNKETT Journal of Child Language, Volume 38, Issue 03, June 2011, pp 606 - 627 doi:10.1017/S0305000910000243 Published online by Cambridge University Press 01 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259263 ____________________________________ The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary HOLLY L. STORKEL, JILL R. HOOVER Journal of Child Language, Volume 38, Issue 03, June 2011, pp 628 - 643 doi:10.1017/S0305000910000176 Published online by Cambridge University Press 08 Jul 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259251 ____________________________________ Cascading activation across levels of representation in children's lexical processing YI TING HUANG, JESSE SNEDEKER Journal of Child Language, Volume 38, Issue 03, June 2011, pp 644 - 661 doi:10.1017/S0305000910000206 Published online by Cambridge University Press 26 Aug 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259254 ____________________________________ Verb argument structure acquisition in young children: defining a role for discourse LETITIA R. NAIGLES, ASHLEY MALTEMPO Journal of Child Language, Volume 38, Issue 03, June 2011, pp 662 - 674 doi:10.1017/S0305000910000334 Published online by Cambridge University Press 10 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259272 ____________________________________ Proficiency with tense and aspect concordance: children with SLI and their typically developing peers AMANDA J. OWEN Journal of Child Language, Volume 38, Issue 03, June 2011, pp 675 - 699 doi:10.1017/S0305000910000279 Published online by Cambridge University Press 05 Nov 2010 Link to abstract: http://journals.cambridge.org/action/displayAbstract?aid=8259269 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pgordon at tc.columbia.edu Tue Apr 26 13:46:26 2011 From: pgordon at tc.columbia.edu (Peter Gordon) Date: Tue, 26 Apr 2011 09:46:26 -0400 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: There's always Deb Patel at MIT media lab who has every single utterance and action his child experienced or produced, but not sure if he is sharing this yet. Peter Gordon, Associate Professor Biobehavioral Sciences Department Teachers College, Columbia University 525 W 120th St. Box 180 New York, NY 10027 E-mail: pgordon at tc.edu Phone: 212 678-8162 (Office) 212 678-8169 (Lab) 212 678-8233 (Fax) Webpage: http://www.tc.edu/faculty/index.htm?facid=pg328 On 4/26/11 1:06 AM, "Hao Wang" wrote: > Hello, > > I am a PhD student at the University of Southern California working on > the acquisition of functional categories for my dissertation. I am > trying to find some dense naturalistic longitudinal corpora of children > before 3 years old. I read all available CHILDES documents and what I > have found are Thomas (UK English) and Leo (German). Are there any other > corpora that contain relatively dense samples (more than one or two > hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. From ruth.tincoff at gmail.com Tue Apr 26 13:49:39 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Tue, 26 Apr 2011 06:49:39 -0700 Subject: Masters Program in Psychology at Bucknell University Message-ID: Please share this message with students. The M.S. program aims to prepare students for Ph.D. programs. Students who enroll in the program often are looking for additional research experience, time to clarify their professional goals, or are seeking a terminal Masters degree. Bucknell?s Master?s program in psychology is a full-time, two-year program in general-experimental psychology that leads to the M.S. degree. Our program is small and selective, as we accept 2-3 students per year. Many students who graduate from our program continue on to a Ph.D. In recent years, graduates have enrolled in doctoral programs in many areas of psychology--clinical, cognitive, human development, neuroscience, social, behavioral medicine, and others. We seek out applicants who are committed to conducting high-quality empirical research and who wish to be active, contributing members of a department community. Our master?s students typically receive a full tuition remission plus a stipend for serving as a TA. For the 2008-2009 academic year, the stipend was $8800. Each semester, students take two courses, conduct research with their advisor, and serve as a Teaching Assistant, typically in our Introductory or Statistics course. Potential applicants may contact those facultywhose interests seem to offer a good match. With questions about the program, contact the coordinator of the master?s program, Prof. Bill Flack (570-577-1131), wflack at bucknell.edu ). The departmental secretary is Ms. Kay Ocker (ocker at bucknell.edu, 570-577-1200). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 raguvai at gmail.com Wed Apr 27 01:22:38 2011 From: raguvai at gmail.com (Vaidyanathan Raghunathan) Date: Tue, 26 Apr 2011 18:22:38 -0700 Subject: Dense corpora In-Reply-To: <4DB652D7.3090901@usc.edu> Message-ID: Wang, My data on Tamil Language of one child Vanitha is available in CHILDES. This has been completely formatted . The recording started at 9 months of age and terminated at 2;9 months with bimonthly recording of 1hr each. All the good wishes for your venture. Prof. vaidyanathan On Mon, Apr 25, 2011 at 10:06 PM, Hao Wang wrote: > Hello, > > I am a PhD student at the University of Southern California working on the > acquisition of functional categories for my dissertation. I am trying to > find some dense naturalistic longitudinal corpora of children before 3 years > old. I read all available CHILDES documents and what I have found are Thomas > (UK English) and Leo (German). Are there any other corpora that contain > relatively dense samples (more than one or two hours per week)? > > Thanks a lot. > > Regards, > Hao Wang > -- > Graduate Student > Department of Psychology > 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. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 haowang at usc.edu Wed Apr 27 07:35:24 2011 From: haowang at usc.edu (Hao Wang) Date: Wed, 27 Apr 2011 00:35:24 -0700 Subject: Dense corpora In-Reply-To: Message-ID: Thank everyone who replied. Here is a quick summary of the dense corpora that now I am aware of. Available on CHILDES Estonian by Maigi Vija at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week Naima in the Providence Corpus about 1.5 hrs. a week from around 1;4 years until around 3. Thomas (UK English) Five one-hour sessions per week, from 2 to 3. Lara (UK English) 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, 80,397 mother utterances, 13,767 father utterances Leo (German) Anne and Aran in Manchester corpus also have fair large number of utterances anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances Others Orit Ashkenazi from Tel aviv university 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Deb Patel at MIT media lab Best, Hao -- Graduate Student Department of Psychology 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. From anthony.goodwin at uconn.edu Wed Apr 27 14:06:57 2011 From: anthony.goodwin at uconn.edu (Anthony Goodwin) Date: Wed, 27 Apr 2011 10:06:57 -0400 Subject: Dense corpora Message-ID: The last one should actually be Deb Roy. In addition to his own child's data, he also has the ongoing Speechome project, but I think it will be a while before either corpus is completely transcribed. > Thank everyone who replied. Here is a quick summary of the dense corpora that now I am aware of. > Available on CHILDES > Estonian by Maigi Vija > at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week Naima in the Providence Corpus > about 1.5 hrs. a week from around 1;4 years until around 3. > Thomas (UK English) > Five one-hour sessions per week, from 2 to 3. > Lara (UK English) > 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, > 80,397 mother utterances, 13,767 father utterances > Leo (German) > Anne and Aran in Manchester corpus also have fair large number of utterances > anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances Others > Orit Ashkenazi from Tel aviv university > 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. Deb Patel at MIT media lab > Best, > Hao > -- > Graduate Student > Department of Psychology > 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. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vogt.pa at gmail.com Wed Apr 27 14:25:04 2011 From: vogt.pa at gmail.com (Paul Vogt) Date: Wed, 27 Apr 2011 16:25:04 +0200 Subject: Dense corpora In-Reply-To: Message-ID: As fas as I am aware, the Speechome project concerns Deb Roy's own child, unless the project has been expanded. Best wishes, Paul On 27 Apr 2011, at 16:06, Anthony Goodwin wrote: > The last one should actually be Deb Roy. In addition to his own child's > data, he also has the ongoing Speechome project, but I think it will be a > while before either corpus is completely transcribed. > > >> Thank everyone who replied. Here is a quick summary of the dense corpora > that now I am aware of. >> Available on CHILDES >> Estonian by Maigi Vija >> at age 2 and also 3 (6 weeks of one-hour recordings, 5 days per week > Naima in the Providence Corpus >> about 1.5 hrs. a week from around 1;4 years until around 3. >> Thomas (UK English) >> Five one-hour sessions per week, from 2 to 3. >> Lara (UK English) >> 1;9 to 3;3, 119 hours and 50 mins, 48,940 child utterances, >> 80,397 mother utterances, 13,767 father utterances >> Leo (German) >> Anne and Aran in Manchester corpus also have fair large number of > utterances >> anne 1;10.07-2;9.10, 19868 child utterances, 36220 mother utterances > aran 1;11.12-2;10.28, 17111 child utterances, 34487 mother utterances > Others >> Orit Ashkenazi from Tel aviv university >> 2 Hebrew speaking toddlers 1;8-2;3 which is being coded and analyzed. > Deb Patel at MIT media lab >> Best, >> Hao >> -- >> Graduate Student >> Department of Psychology >> 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. > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mcfrank at MIT.EDU Wed Apr 27 14:26:31 2011 From: mcfrank at MIT.EDU (Michael C. Frank) Date: Wed, 27 Apr 2011 10:26:31 -0400 Subject: Dense corpora Message-ID: Hi all, Just to clear up a bit of confusion in previous messages: the Human Speechome Project is Deb Roy's work, as noted. It is a longitudinal corpus (there is only one) capturing approximately 70% of speech heard by his child in the period from 9 - 24 months, as well as overhead video of activity throughout the house. Transcription is getting towards two thirds complete right now, but there are many privacy issues with such a dense set of recordings, so the transcripts are not currently available. For more info, here are some preliminary reports that describe the corpus and ask a few questions about caregiver speech and word learning: http://langcog.stanford.edu/papers/RFR-cogsci2009.pdf http://langcog.stanford.edu/papers/VRFR-cogsci2010.pdf best, Mike On Apr 27, 2011, at 7:06 AM, Anthony Goodwin wrote: The last one should actually be Deb Roy. In addition to his own child's data, he also has the ongoing Speechome project, but I think it will be a while before either corpus is completely transcribed. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.