From martine.walsh3 at gmail.com  Mon Aug  1 09:59:29 2011
From: martine.walsh3 at gmail.com (mwalsh)
Date: Mon, 1 Aug 2011 02:59:29 -0700
Subject: Journal of Child Language 38/4 now available online
Message-ID: <MON.1.AUG.2011.025929.0700.>

JOURNAL OF CHILD LANGUAGE
Volume 38 - Issue 04 - September 2011

http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=04

Articles
Learning to liaise and elide <i>comme il faut</i>: evidence from
bilingual children*
ELENA NICOLADIS, JOHANNE PARADIS
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 701
- 730
doi:10.1017/S0305000910000231 Published online by Cambridge University
Press 29 Oct 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000231
____________________________________

Regular/irregular is not the whole story: the role of frequency and
generalization in the acquisition of German past participle inflection
GISELA SZAGUN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 731
- 762
doi:10.1017/S0305000910000255 Published online by Cambridge University
Press 07 Dec 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000255
____________________________________

Competition between word order and case-marking in interpreting
grammatical relations: a case study in multilingual acquisition
CARMEL O'SHANNESSY
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 763
- 792
doi:10.1017/S0305000910000358 Published online by Cambridge University
Press 08 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000358
____________________________________

Lexical tone awareness among Chinese children with developmental
dyslexia*
WING-SZE LI, CONNIE SUK-HAN HO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 793
- 808
doi:10.1017/S0305000910000346 Published online by Cambridge University
Press 22 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000346
____________________________________

When cues collide: children's sensitivity to letter- and meaning-
patterns in spelling words in English
S. H. DEACON, D. LEBLANC, C. SABOURIN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 809
- 827
doi:10.1017/S0305000910000322 Published online by Cambridge University
Press 18 Oct 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000322
____________________________________

Information tracking and encoding in early L1: linguistic competence
vs. cognitive limitations
CÉCILE DE CAT
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 828
- 860
doi:10.1017/S030500091000036X Published online by Cambridge University
Press 01 Feb 2011
Link to abstract:
http://journals.cambridge.org/abstract_S030500091000036X
____________________________________

Vocabulary development in Greek children: a cross-linguistic
comparison using the Language Development Survey*
CHRISTINA F. PAPAELIOU, LESLIE A. RESCORLA
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 861
- 887
doi:10.1017/S030500091000053X Published online by Cambridge University
Press 17 May 2011
Link to abstract:
http://journals.cambridge.org/abstract_S030500091000053X
____________________________________

Young children's understanding of markedness in non-verbal
communication*
KRISTIN LIEBAL, MALINDA CARPENTER, MICHAEL TOMASELLO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 888
- 903
doi:10.1017/S0305000910000383 Published online by Cambridge University
Press 08 Mar 2011
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000383
____________________________________

Do newly formed word representations encode non-criterial information?
SUZANNE CURTIN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 904
- 917
doi:10.1017/S0305000910000097 Published online by Cambridge University
Press 08 Jul 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000097
____________________________________

The role of perceptual availability and discourse context in young
children's question answering
DOROTHÉ SALOMO, EILEEN GRAF, ELENA LIEVEN, MICHAEL TOMASELLO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 918
- 931
doi:10.1017/S0305000910000395 Published online by Cambridge University
Press 26 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000395
____________________________________

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From ceaton at hesp.umd.edu  Mon Aug  1 15:40:39 2011
From: ceaton at hesp.umd.edu (ceaton at hesp.umd.edu)
Date: Mon, 1 Aug 2011 08:40:39 -0700
Subject: Development of Clear Speech
Message-ID: <MON.1.AUG.2011.084039.0700.>

Hello,

I am working with Dr. Nan Bernstein Ratner at the University of
Maryland on a project regarding speech entrainment/accommodation in
children. The following articles are good examples of the topic:

Hupp, J.M. & Jungers, M.K. (2009). Speech priming: An examination of
rate and syntactic persistence in preschoolers. British Journal of
Developmental Psychology, 27, 495-504.

Redford, M.A. & Gildersleeve-Neumann, C.E. (2009). The development of
distinct speaking styles in preschool children. Journal of Speech,
Language, and Hearing Research, 52, 1434-1448.

Wagner, L., Green-Havas, M. & Gillespie, R. (2010). Development of
children's comprehension of linguistic register. Child Development,
81, 1678-1686.

Is anyone aware of other work being done in this area (more
specifically: early development of clear speech registers, optional
phonological rules such as pallatization, and/or speech entrainment)?

Thank you for your assistance,
Cathy Eaton

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From dpesco at education.concordia.ca  Tue Aug  2 15:23:00 2011
From: dpesco at education.concordia.ca (Diane Pesco)
Date: Tue, 2 Aug 2011 11:23:00 -0400
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics,
Message-ID: <TUE.2.AUG.2011.112300.0400.>

Hello, I will be out of the office until August 15th and will reply to
emails upon my return.  If your email pertains to an urgent matter, I will
respond in my absence if possible.  Thank you!  
Diane Pesco

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From mjwilcox at asu.edu  Tue Aug  2 21:41:38 2011
From: mjwilcox at asu.edu (Jeanne Wilcox)
Date: Tue, 2 Aug 2011 14:41:38 -0700
Subject: Position Available:  Post-Doctoral Research Associate
Message-ID: <TUE.2.AUG.2011.144138.0700.>

Postdoctoral Research Associate position available at Arizona State University, in the Infant Child Research Programs Laboratory, Department of Speech and Hearing Science.   Opportunity to join a team conducting research in early intervention (infants/toddlers) and/or language and literacy in preschool children with developmental speech and/or language impairment.  Responsibilities include data management and statistical modeling across several funded research projects, assistance in grant writing and article preparation.  Opportunities also are available for advanced training in quantitative research methods.   It is expected that the individual in this position will develop his/her own line of investigation (archival datasets are available for pilot work) and develop and submit a grant application.   Position is for two years, with an optional third year.

Requirements include a Ph.D. in communication sciences/disorders, child development, special education, or related area, and training with a focus on early childhood language and literacy development and/or interventions.  Salary is competitive, full benefits are included.  Start date of January 1, 2012 or July 1, 2012.   For further information please contact Jeanne Wilcox, Director of the Infant Child Research Programs  (mjwilcox at asu.edu<mailto:mjwilcox at asu.edu> )

To apply, send statement of interest and qualifications, a CV, reprint of a recent article, and contact information (name, phone number, and email address) of three individuals who have agreed to serve as references to:   mjwilcox at asu.edu<mailto:mjwilcox at asu.edu> .  Application deadline is October 15th, and the 1st and 15th of each month thereafter until filled.  Only electronic applications will be accepted.  A background check is required for employment.  Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply. (https://www.asu.edu/titleIX/)

==============================================================
M. Jeanne Wilcox, Ph.D.
Professor, Department of Speech & Hearing Science
Director, Infant Child Research Programs
Arizona State University
Tempe, AZ  85287-1908
==============================================================

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From macw at cmu.edu  Wed Aug  3 19:12:05 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 3 Aug 2011 15:12:05 -0400
Subject: SLA position at CMU
Message-ID: <WED.3.AUG.2011.151205.0400.>

Carnegie Mellon University

Tenure Track Position in Second Language Acquisition

The Department of Modern Languages invites applications for an open-rank tenure track position in Second Language Acquisition beginning in August 2012.   Of particular interest are candidates whose research focuses on one or more of the following areas: cognitive dimensions of second language learning, language assessment, technology and second language acquisition, multilingual literacy development, contexts of second language learning.  Successful candidates must have an earned Ph.D., strong evidence of research productivity, excellence in teaching, strong interest in graduate student mentoring and research supervision, potential for securing extramural funding, native or near-native proficiency in one or more of the languages offered in the Department (Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish), and interest in teaching courses both in the graduate programs in SLA and in one of the language and cultural studies areas of the Department.  Teaching load is 2+2.

Applicants should send a letter of application (indicating, among other things, any professional conferences they plan to attend between November 2011 and January 2012, (including the ACTFL meeting in Denver and the MLA meeting in Seattle), resume, statements of teaching, research, and curricular interests, and three (3) letters of recommendation (which may be included with the packet or sent directly by referees).  Representative publications, not to be returned, may also be included.

 The materials should be sent to: Chair, SLA Search Committee, Department of Modern Languages, Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA  15213-3890; and should arrive not later than October 31, 2011.  Carnegie Mellon University is an Affirmative Action/Equal Opportunity Employer.

 

 

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From macw at cmu.edu  Wed Aug  3 19:14:35 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 3 Aug 2011 15:14:35 -0400
Subject: SLA position at CMU
Message-ID: <WED.3.AUG.2011.151435.0400.>

Carnegie Mellon University

Tenure Track Position in Second Language Acquisition

The Department of Modern Languages invites applications for an open-rank tenure track position in Second Language Acquisition beginning in August 2012.   Of particular interest are candidates whose research focuses on one or more of the following areas: cognitive dimensions of second language learning, language assessment, technology and second language acquisition, multilingual literacy development, contexts of second language learning.  Successful candidates must have an earned Ph.D., strong evidence of research productivity, excellence in teaching, strong interest in graduate student mentoring and research supervision, potential for securing extramural funding, native or near-native proficiency in one or more of the languages offered in the Department (Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish), and interest in teaching courses both in the graduate programs in SLA and in one of the language and cultural studies areas of the Department.  Teaching load is 2+2.

Applicants should send a letter of application (indicating, among other things, any professional conferences they plan to attend between November 2011 and January 2012, (including the ACTFL meeting in Denver and the MLA meeting in Seattle), resume, statements of teaching, research, and curricular interests, and three (3) letters of recommendation (which may be included with the packet or sent directly by referees).  Representative publications, not to be returned, may also be included.

 The materials should be sent to: Chair, SLA Search Committee, Department of Modern Languages, Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA  15213-3890; and should arrive not later than October 31, 2011.  Carnegie Mellon University is an Affirmative Action/Equal Opportunity Employer.

 

 

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From vvvstudents at gmail.com  Mon Aug  8 14:21:37 2011
From: vvvstudents at gmail.com (Virginia Valian)
Date: Mon, 8 Aug 2011 10:21:37 -0400
Subject: adult-to-adult conversations in digital format?
Message-ID: <MON.8.AUG.2011.102137.0400.>

Dear CHILDES community,

I am looking for adult-to-adult conversations, in American English (so the
BNC is out), that have been transcribed and are in digital format.  I want
to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
you, Brian) gives us thousands of hours of adult-to-child.  I don't need
*thousands* of hours of adult-to-adult but I would like several hours of
normal conversation.  Hence, I do not want very short routine phone
conversations.  Nor do I want academic conversations, including
student-to-student conversations about difficult topics like DNA.  CoCA is
not usable because one can only search it, not download whole
conversations.  Suggestions will be gratefully received either via this list
or to me at virginia.valian at hunter.cuny.edu

Sincerely,

Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From j.k.pate at sms.ed.ac.uk  Mon Aug  8 14:33:17 2011
From: j.k.pate at sms.ed.ac.uk (John K Pate)
Date: Mon, 8 Aug 2011 15:33:17 +0100
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.153317.0100.>

> I am looking for adult-to-adult conversations, in American English (so
> the BNC is out), that have been transcribed and are in digital format.
> I want to compare adult-to-adult speech with adult-to-child speech.
> CHILDES (thank you, Brian) gives us thousands of hours of
> adult-to-child.  I don't need *thousands* of hours of adult-to-adult
> but I would like several hours of normal conversation.  Hence, I do
> not want very short routine phone conversations.  Nor do I want
> academic conversations, including student-to-student conversations
> about difficult topics like DNA.  CoCA is not usable because one can
> only search it, not download whole conversations.  Suggestions will be
> gratefully received either via this list or to me at
> virginia.valian at hunter.cuny.edu

I don't know if you would consider these to be very short routine phone
conversations, but you might want to look at the Switchboard corpus of
adult dialogues:

http://groups.inf.ed.ac.uk/switchboard/

My supervisor Sharon Goldwater and I recently used this corpus (together
with part of the Brent corpus) to compare predictability effects in
adult-directed speech and infant-directed speech:

http://palm.mindmodeling.org/cogsci2011/papers/0354/index.html

John

==
http://homepages.inf.ed.ac.uk/s0930006/


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From aliyah.morgenstern at gmail.com  Mon Aug  8 14:38:57 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 8 Aug 2011 10:38:57 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.103857.0400.>

This type of data is greatly needed in our community. I have never found a
data base that I could use for the purpose of comparison with projects done
using CHILDES. If only someone could imitate CHILDES and create
ADULTS...(SHARING data, not using it only for one project).
I would also greatly appreciate suggestions, English, but also other vocal
languages and sign languages. There is some for French done by the lab ICAR,
daily conversations, but you need special access for the data itself (
http://clapi.univ-lyon2.fr/analyse_requete.php).
Best,
Aliyah Morgenstern
Professor of linguistics
Universite Sorbonne Nouvelle

2011/8/8 Virginia Valian <vvvstudents at gmail.com>

> Dear CHILDES community,
>
> I am looking for adult-to-adult conversations, in American English (so the
> BNC is out), that have been transcribed and are in digital format.  I want
> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
> *thousands* of hours of adult-to-adult but I would like several hours of
> normal conversation.  Hence, I do not want very short routine phone
> conversations.  Nor do I want academic conversations, including
> student-to-student conversations about difficult topics like DNA.  CoCA is
> not usable because one can only search it, not download whole
> conversations.  Suggestions will be gratefully received either via this list
> or to me at virginia.valian at hunter.cuny.edu
>
> Sincerely,
>
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
> Sciences, CUNY Grad Center
> vvvstudents at gmail.com
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
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>

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From macw at cmu.edu  Mon Aug  8 14:57:42 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 10:57:42 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.105742.0400.>

Dear Virginia, Aliyah, and John,

     We have a huge collection of adult-adult speech in TalkBank., contributed from many projects. All TalkBank data are encoded in CHAT, just as in CHILDES.  The URL is http://talkbank.org.  The largest segment is the SCOTUS database with 50 years of oral arguments from the Supreme Court.  We also have CallHome and CallFriend corpora from several languages, the full Santa Barbara corpus, the Nixon Watergate phone calls, the famous Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the largest open corpus of adult-adult conversation.

-- Brian MacWhinney

On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:

> Dear CHILDES community,
> 
> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
> 
> Sincerely,
> 
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
> vvvstudents at gmail.com
> 
> -- 
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From aliyah.morgenstern at gmail.com  Mon Aug  8 15:02:54 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 8 Aug 2011 11:02:54 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <5AD30E8A-54A0-4F2F-A60F-877D5D2BFF05@cmu.edu>
Message-ID: <MON.8.AUG.2011.110254.0400.>

Dear Brian
TALKBANK is absolutely great, you are right, but I might be wrong, I don't
find I can directly compare with the kind of data we have in CHILDES
including the fact that I need the videos. Then again, it is a big problem
to film adults as naturally as we do children, apart from dinner
conversations which I find work pretty nicely.

2011/8/8 Brian MacWhinney <macw at cmu.edu>

> Dear Virginia, Aliyah, and John,
>
>      We have a huge collection of adult-adult speech in TalkBank.,
> contributed from many projects. All TalkBank data are encoded in CHAT, just
> as in CHILDES.  The URL is http://talkbank.org.  The largest segment is
> the SCOTUS database with 50 years of oral arguments from the Supreme Court.
>  We also have CallHome and CallFriend corpora from several languages, the
> full Santa Barbara corpus, the Nixon Watergate phone calls, the famous
> Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the
> largest open corpus of adult-adult conversation.
>
> -- Brian MacWhinney
>
> On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:
>
> Dear CHILDES community,
>
> I am looking for adult-to-adult conversations, in American English (so the
> BNC is out), that have been transcribed and are in digital format.  I want
> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
> *thousands* of hours of adult-to-adult but I would like several hours of
> normal conversation.  Hence, I do not want very short routine phone
> conversations.  Nor do I want academic conversations, including
> student-to-student conversations about difficult topics like DNA.  CoCA is
> not usable because one can only search it, not download whole
> conversations.  Suggestions will be gratefully received either via this list
> or to me at virginia.valian at hunter.cuny.edu
>
> Sincerely,
>
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
> Sciences, CUNY Grad Center
> vvvstudents at gmail.com
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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>
>
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From macw at cmu.edu  Mon Aug  8 15:03:22 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 11:03:22 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAOV2P-SGHc9i2FkiD=z+r02T30+aAHDmYUn6ATBQL6fLtJZocA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.110322.0400.>

Dear Aliyah,
   With cooperation from Lorenza Mondada and Carole Etienne, we now have some of the French adult-adult Lyon ICOR corpora in CHAT format at http://talkbank.org/data/CABank/CLAPI.zip or the browsable version at 
http://talkbank.org/browser/ (and then browse to CABank/CLAPI

-- Brian MacWhinney

On Aug 8, 2011, at 10:38 AM, Aliyah MORGENSTERN wrote:

> This type of data is greatly needed in our community. I have never found a data base that I could use for the purpose of comparison with projects done using CHILDES. If only someone could imitate CHILDES and create ADULTS...(SHARING data, not using it only for one project).
> I would also greatly appreciate suggestions, English, but also other vocal languages and sign languages. There is some for French done by the lab ICAR, daily conversations, but you need special access for the data itself (http://clapi.univ-lyon2.fr/analyse_requete.php).
> Best,
> Aliyah Morgenstern
> Professor of linguistics
> Universite Sorbonne Nouvelle
> 
> 2011/8/8 Virginia Valian <vvvstudents at gmail.com>
> Dear CHILDES community,
> 
> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
> 
> Sincerely,
> 
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
> vvvstudents at gmail.com
> 
> -- 
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> 
> 
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From macw at cmu.edu  Mon Aug  8 15:11:15 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 11:11:15 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAOV2P-R7DLOgEKG0KEEWz1JHm9h0A3=qDLqifQ2TJO+eAbEQFQ@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.111115.0400.>

Dear Aliyah,

    You are right that a great deal of older recording of adult-adult conversations failed to use video. This is slowly changing.  A great example of the new wave is the SamtaleBank corpus of adult Danish created by Johannes Wagner within the context of the DK-CLARIN project.  Creating parallel corpora for other languages should be a goal for the future.  There are video corpora of the required type in the CA community, but people in that community have been reticent to share the relevant data. Another possible source of such data could be public broadcasting networks, if they could be convinced to open up data from talk shows and such.

-- Brian MacWhinney

On Aug 8, 2011, at 11:02 AM, Aliyah MORGENSTERN wrote:

> Dear Brian
> TALKBANK is absolutely great, you are right, but I might be wrong, I don't find I can directly compare with the kind of data we have in CHILDES including the fact that I need the videos. Then again, it is a big problem to film adults as naturally as we do children, apart from dinner conversations which I find work pretty nicely. 
> 
> 2011/8/8 Brian MacWhinney <macw at cmu.edu>
> Dear Virginia, Aliyah, and John,
> 
>      We have a huge collection of adult-adult speech in TalkBank., contributed from many projects. All TalkBank data are encoded in CHAT, just as in CHILDES.  The URL is http://talkbank.org.  The largest segment is the SCOTUS database with 50 years of oral arguments from the Supreme Court.  We also have CallHome and CallFriend corpora from several languages, the full Santa Barbara corpus, the Nixon Watergate phone calls, the famous Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the largest open corpus of adult-adult conversation.
> 
> -- Brian MacWhinney
> 
> On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:
> 
>> Dear CHILDES community,
>> 
>> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
>> 
>> Sincerely,
>> 
>> Virginia Valian
>> Distinguished Professor
>> Department of Psychology, Hunter College
>> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
>> vvvstudents at gmail.com
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> 
> 
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> 
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From aliyah.morgenstern at gmail.com  Tue Aug  9 14:03:17 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 9 Aug 2011 10:03:17 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <8F59261B-13DF-475C-BD93-827843E5788B@cmu.edu>
Message-ID: <TUE.9.AUG.2011.100317.0400.>

Great job!!! You are doing wonders! I mean it, the wizzard of language.
Best,
Aliyah

2011/8/8 Brian MacWhinney <macw at cmu.edu>

> Dear Aliyah,
>    With cooperation from Lorenza Mondada and Carole Etienne, we now have
> some of the French adult-adult Lyon ICOR corpora in CHAT format at
> http://talkbank.org/data/CABank/CLAPI.zip or the browsable version at
> http://talkbank.org/browser/ (and then browse to CABank/CLAPI
>
> -- Brian MacWhinney
>
> On Aug 8, 2011, at 10:38 AM, Aliyah MORGENSTERN wrote:
>
> This type of data is greatly needed in our community. I have never found a
> data base that I could use for the purpose of comparison with projects done
> using CHILDES. If only someone could imitate CHILDES and create
> ADULTS...(SHARING data, not using it only for one project).
> I would also greatly appreciate suggestions, English, but also other vocal
> languages and sign languages. There is some for French done by the lab ICAR,
> daily conversations, but you need special access for the data itself (
> http://clapi.univ-lyon2.fr/analyse_requete.php).
> Best,
> Aliyah Morgenstern
> Professor of linguistics
> Universite Sorbonne Nouvelle
>
> 2011/8/8 Virginia Valian <vvvstudents at gmail.com>
>
>> Dear CHILDES community,
>>
>> I am looking for adult-to-adult conversations, in American English (so the
>> BNC is out), that have been transcribed and are in digital format.  I want
>> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
>> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
>> *thousands* of hours of adult-to-adult but I would like several hours of
>> normal conversation.  Hence, I do not want very short routine phone
>> conversations.  Nor do I want academic conversations, including
>> student-to-student conversations about difficult topics like DNA.  CoCA is
>> not usable because one can only search it, not download whole
>> conversations.  Suggestions will be gratefully received either via this list
>> or to me at virginia.valian at hunter.cuny.edu
>>
>> Sincerely,
>>
>> Virginia Valian
>> Distinguished Professor
>> Department of Psychology, Hunter College
>> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
>> Sciences, CUNY Grad Center
>> vvvstudents at gmail.com
>>
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en.
>>
>
>
> --
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>
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From vvvstudents at gmail.com  Wed Aug 10 03:14:12 2011
From: vvvstudents at gmail.com (Virginia Valian)
Date: Tue, 9 Aug 2011 23:14:12 -0400
Subject: Abridged summary of info-childes@googlegroups.com - 7
 Messages in 1 Topic
In-Reply-To: <00151757681048bcdf04aa11f859@google.com>
Message-ID: <TUE.9.AUG.2011.231412.0400.>

My thanks to everyone for their suggestions.  We are working our way through
the different suggested corpora.   I will report back when we've made more
progress.

Sincerely,

Virginia Valian

-- 
Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From macw at cmu.edu  Wed Aug 10 21:00:40 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 10 Aug 2011 17:00:40 -0400
Subject: CLAN on Lion
Message-ID: <WED.10.AUG.2011.170040.0400.>

Dear Info-CHILDES,

    Although the basic CLAN programs will work okay on the new 10.7 Lion operating system for Apple Macintosh, there are a couple of features that will be broken initially.  One feature is WebData, which allows you to browse files directly over the web from CLAN.  However, the browser feature available from web browsers provides the same functionality, so missing this feature in CLAN is probably not a crucial problem.  The other feature that will not work initially is something in a new program called PORTFOLIO that allows the user to automatically update a comparison database over the web.  These features will work okay on Windows and Mac up to 10.6 and we will eventually fix them for Lion too.  So, if you are a frequent CLAN user and if you are considering upgrading to Lion, please understand that these two features will not work perhaps for several months. 

--Brian MacWhinney

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From Serratrice at manchester.ac.uk  Thu Aug 11 17:29:58 2011
From: Serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Thu, 11 Aug 2011 10:29:58 -0700
Subject: Joining IASCL
Message-ID: <THU.11.AUG.2011.102958.0700.>

Dear colleagues,

welcome to the International Association for the Study of Child
Language (IASCL: http://iascl.talkbank.org/) to those of you who
attended the recent congress at UQAM in Montreal. The three-year
membership was included in the conference fees and you are now members
of IASCL until the next congress in July 2014 in Amsterdam.

If you did not attend the conference you can join the Association
before the next congress. We are now in the process of updating the
website and of setting up a new PayPal system that will allow us to
process payments in a more straightforward manner. In your interest,
we would like you to wait to join the Association until the new system
is in place. I will be sending out a message with further information
in the next few weeks for those of you who may be interested in
joining or renewing their membership.

Many thanks for your patience.

Ludovica Serratrice
IASCL Secretary

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From kirsten.abbotsmith at googlemail.com  Sat Aug 13 09:36:14 2011
From: kirsten.abbotsmith at googlemail.com (Kirsten Abbot-Smith)
Date: Sat, 13 Aug 2011 10:36:14 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
Message-ID: <SAT.13.AUG.2011.103614.0100.>

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will have
to fork out a considerable amount of money for a test. I am currently
tossing up between the Leiter R (which claims to be the only truly
non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and disadvantages
of using these two tests with this age group? I am quite wary of using
lengthy and boring tests with a group which are not exactly known for their
ability to maintain sustained attention and / or understand verbal
instructions!

Many thanks in advance,
Kirsten

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From m.groen at pwo.ru.nl  Sat Aug 13 10:55:45 2011
From: m.groen at pwo.ru.nl (Margriet Groen)
Date: Sat, 13 Aug 2011 12:55:45 +0200
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <CAM-JJfbf=B15ytf03gZvwgKkZ9x-4LM66HxQ5gTzSxeyXuzVzA@mail.gmail.com>
Message-ID: <SAT.13.AUG.2011.125545.0200.>

Dear Kirsten,

I don't have experience with the WPPSI, but have used two subtests from the
Leiter (Sequential Order and Repeated Patterns, which can be used to derive
a 'fluid reasoning' IQ score) extensively with children with Down syndrome
between the ages of 9 and 14 years. Quite a different age range of course,
but given their cognitive limitations probably comparable to working with
5-6 year-olds in some respect. I felt an advantage of the Leiter over other
tests (for example the WISC) is that you can give a lot of feedback and even
model responses on practice trials. The subtests I used, worked well with
the children and adolescents with Down syndrome in that they mostly enjoyed
them and did not score at floor.

Hope this helps.

Best wishes,
Margriet Groen

2011/8/13 Kirsten Abbot-Smith <kirsten.abbotsmith at googlemail.com>

> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will have
> to fork out a considerable amount of money for a test. I am currently
> tossing up between the Leiter R (which claims to be the only truly
> non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>
> Does anyone have any experience comparing the advantages and disadvantages
> of using these two tests with this age group? I am quite wary of using
> lengthy and boring tests with a group which are not exactly known for their
> ability to maintain sustained attention and / or understand verbal
> instructions!
>
> Many thanks in advance,
> Kirsten
>
>  --
> You received this message because you are subscribed to the Google Groups
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From spektor at andrew.cmu.edu  Sun Aug 14 21:15:31 2011
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Sun, 14 Aug 2011 17:15:31 -0400
Subject: CLAN on Lion
In-Reply-To: <131EA5A5-EAE3-4DC3-89E6-5DE1D4F8FB13@cmu.edu>
Message-ID: <SUN.14.AUG.2011.171531.0400.>

	All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.

Leonid.



On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    Although the basic CLAN programs will work okay on the new 10.7 Lion operating system for Apple Macintosh, there are a couple of features that will be broken initially.  One feature is WebData, which allows you to browse files directly over the web from CLAN.  However, the browser feature available from web browsers provides the same functionality, so missing this feature in CLAN is probably not a crucial problem.  The other feature that will not work initially is something in a new program called PORTFOLIO that allows the user to automatically update a comparison database over the web.  These features will work okay on Windows and Mac up to 10.6 and we will eventually fix them for Lion too.  So, if you are a frequent CLAN user and if you are considering upgrading to Lion, please understand that these two features will not work perhaps for several months. 
> 
> --Brian MacWhinney
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From k.j.alcock at lancaster.ac.uk  Mon Aug 15 09:00:45 2011
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 15 Aug 2011 10:00:45 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <CAM-JJfbf=B15ytf03gZvwgKkZ9x-4LM66HxQ5gTzSxeyXuzVzA@mail.gmail.com>
Message-ID: <MON.15.AUG.2011.100045.0100.>

Do you actually need a non-verbal IQ score, or do you just need some
form of non-verbal ability test, which you could use to match children
(of the same age) or co-vary against a verbal score (again with the same
age group), or even from which you could obtain a standard score for
every child (regardless of age)?

 

Because if you want to do one of those things (rather than actually
obtain an IQ score) you can just use a subtest of the WPPSI, or of the
BAS (we usually use Block Design from the BAS). You can still compare
children and obtain a standard score on that one test.

 

Katie

 

From: info-childes at googlegroups.com
[mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
Sent: 13 August 2011 10:36
To: info-childes at googlegroups.com
Subject: Leiter R vs WPPSI with 3- and 4-year-olds

 

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will
have to fork out a considerable amount of money for a test. I am
currently tossing up between the Leiter R (which claims to be the only
truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and
disadvantages of using these two tests with this age group? I am quite
wary of using lengthy and boring tests with a group which are not
exactly known for their ability to maintain sustained attention and / or
understand verbal instructions! 

Many thanks in advance,
Kirsten

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From lmorett at ucsc.edu  Mon Aug 15 15:00:24 2011
From: lmorett at ucsc.edu (Laura Morett)
Date: Mon, 15 Aug 2011 08:00:24 -0700
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <8D843A98A995F54E874111C9C6DADFE004072923@exchange-be7.lancs.local>
Message-ID: <MON.15.AUG.2011.080024.0700.>

If you only need a nonverbal measure, another option would be Raven's
Progressive Matrices, which has been used successfully with nonverbal
populations (autistics).  I believe there is an age-appropriate
version that is part of the WPPSI, but you may also be able to
purchase it separately.  I'd suggest that or the Corsi Block test if
you are only looking for a measure of non-verbal intelligence.

Regards,
Laura Morett


On Aug 15, 5:00 am, "Alcock, Katie" <k.j.alc... at lancaster.ac.uk>
wrote:
> Do you actually need a non-verbal IQ score, or do you just need some
> form of non-verbal ability test, which you could use to match children
> (of the same age) or co-vary against a verbal score (again with the same
> age group), or even from which you could obtain a standard score for
> every child (regardless of age)?
>
> Because if you want to do one of those things (rather than actually
> obtain an IQ score) you can just use a subtest of the WPPSI, or of the
> BAS (we usually use Block Design from the BAS). You can still compare
> children and obtain a standard score on that one test.
>
> Katie
>
> From: info-childes at googlegroups.com
> [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
> Sent: 13 August 2011 10:36
> To: info-childes at googlegroups.com
> Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>
> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will
> have to fork out a considerable amount of money for a test. I am
> currently tossing up between the Leiter R (which claims to be the only
> truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>
> Does anyone have any experience comparing the advantages and
> disadvantages of using these two tests with this age group? I am quite
> wary of using lengthy and boring tests with a group which are not
> exactly known for their ability to maintain sustained attention and / or
> understand verbal instructions!
>
> Many thanks in advance,
> Kirsten
>
> --
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group athttp://groups.google.com/group/info-childes?hl=en.

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From k.j.alcock at lancaster.ac.uk  Mon Aug 15 15:33:04 2011
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 15 Aug 2011 16:33:04 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <33eb2592-2fcf-49bc-81c0-bcb1400133b8@h3g2000vbr.googlegroups.com>
Message-ID: <MON.15.AUG.2011.163304.0100.>

I don't think either Ravens (goes down to 4) or Corsi would work with three-year-olds, unfortunately.

> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-
> childes at googlegroups.com] On Behalf Of Laura Morett
> Sent: 15 August 2011 16:00
> To: Info-CHILDES
> Subject: Re: Leiter R vs WPPSI with 3- and 4-year-olds
> 
> If you only need a nonverbal measure, another option would be Raven's
> Progressive Matrices, which has been used successfully with nonverbal
> populations (autistics).  I believe there is an age-appropriate
> version that is part of the WPPSI, but you may also be able to
> purchase it separately.  I'd suggest that or the Corsi Block test if
> you are only looking for a measure of non-verbal intelligence.
> 
> Regards,
> Laura Morett
> 
> 
> On Aug 15, 5:00 am, "Alcock, Katie" <k.j.alc... at lancaster.ac.uk>
> wrote:
> > Do you actually need a non-verbal IQ score, or do you just need some
> > form of non-verbal ability test, which you could use to match
> children
> > (of the same age) or co-vary against a verbal score (again with the
> same
> > age group), or even from which you could obtain a standard score for
> > every child (regardless of age)?
> >
> > Because if you want to do one of those things (rather than actually
> > obtain an IQ score) you can just use a subtest of the WPPSI, or of
> the
> > BAS (we usually use Block Design from the BAS). You can still compare
> > children and obtain a standard score on that one test.
> >
> > Katie
> >
> > From: info-childes at googlegroups.com
> > [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-
> Smith
> > Sent: 13 August 2011 10:36
> > To: info-childes at googlegroups.com
> > Subject: Leiter R vs WPPSI with 3- and 4-year-olds
> >
> > Hi everybody,
> > I need to assess non-verbal IQ for an intervention study with 3- and
> > 4-year-olds with language and communication disorders. I therefore
> will
> > have to fork out a considerable amount of money for a test. I am
> > currently tossing up between the Leiter R (which claims to be the
> only
> > truly non-verbal test) and the Wechsler Pre-school and Primary Scale
> of
> > Intelligence (which seems to be more widely used).
> >
> > Does anyone have any experience comparing the advantages and
> > disadvantages of using these two tests with this age group? I am
> quite
> > wary of using lengthy and boring tests with a group which are not
> > exactly known for their ability to maintain sustained attention and /
> or
> > understand verbal instructions!
> >
> > Many thanks in advance,
> > Kirsten
> >
> > --
> > You received this message because you are subscribed to the Google
> > Groups "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send email to
> > info-childes+unsubscribe at googlegroups.com.
> > For more options, visit this group
> athttp://groups.google.com/group/info-childes?hl=en.
> 
> --
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-
> childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.

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From jo.vanherwegen at googlemail.com  Mon Aug 15 19:34:49 2011
From: jo.vanherwegen at googlemail.com (jo.vanherwegen at googlemail.com)
Date: Mon, 15 Aug 2011 19:34:49 +0000
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <bcaec51dd8cf0b37ce04aa8ac9c3@google.com>
Message-ID: <MON.15.AUG.2011.193449.0000.>

An even cheaper alternative is using Ravens Matrices raw scores if you just want to compare two groups. (Or use z-scores instead of raw scores). Also the instructions require almost no language (you can use gestures) which is beneficial when researching children with language/ communication impairments.

Best,
Jo
Sent from my BlackBerry® smartphone

-----Original Message-----
From: info-childes+noreply at googlegroups.com
Sender: info-childes at googlegroups.com
Date: Mon, 15 Aug 2011 12:56:02 
To: Digest Recipients<info-childes+digest at googlegroups.com>
Reply-To: info-childes at googlegroups.com
Subject: Digest for info-childes at googlegroups.com - 2 Messages in 2 Topics

=============================================================================
Today's Topic Summary
=============================================================================

Group: info-childes at googlegroups.com
Url: http://groups.google.com/group/info-childes/topics

  - Leiter R vs WPPSI with 3- and 4-year-olds [1 Update]
    http://groups.google.com/group/info-childes/t/9c97bef68752f35b
  - CLAN on Lion [1 Update]
    http://groups.google.com/group/info-childes/t/812207abd957f6e6


=============================================================================
Topic: Leiter R vs WPPSI with 3- and 4-year-olds
Url: http://groups.google.com/group/info-childes/t/9c97bef68752f35b
=============================================================================

---------- 1 of 1 ----------
From: "Alcock, Katie" <k.j.alcock at lancaster.ac.uk>
Date: Aug 15 10:00AM +0100
Url: http://groups.google.com/group/info-childes/msg/a5c1851315f032ab

Do you actually need a non-verbal IQ score, or do you just need some
form of non-verbal ability test, which you could use to match children
(of the same age) or co-vary against a verbal score (again with the same
age group), or even from which you could obtain a standard score for
every child (regardless of age)?

 

Because if you want to do one of those things (rather than actually
obtain an IQ score) you can just use a subtest of the WPPSI, or of the
BAS (we usually use Block Design from the BAS). You can still compare
children and obtain a standard score on that one test.

 

Katie

 

From: info-childes at googlegroups.com
[mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
Sent: 13 August 2011 10:36
To: info-childes at googlegroups.com
Subject: Leiter R vs WPPSI with 3- and 4-year-olds

 

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will
have to fork out a considerable amount of money for a test. I am
currently tossing up between the Leiter R (which claims to be the only
truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and
disadvantages of using these two tests with this age group? I am quite
wary of using lengthy and boring tests with a group which are not
exactly known for their ability to maintain sustained attention and / or
understand verbal instructions! 

Many thanks in advance,
Kirsten

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http://groups.google.com/group/info-childes?hl=en.



=============================================================================
Topic: CLAN on Lion
Url: http://groups.google.com/group/info-childes/t/812207abd957f6e6
=============================================================================

---------- 1 of 1 ----------
From: Leonid Spektor <spektor at andrew.cmu.edu>
Date: Aug 14 05:15PM -0400
Url: http://groups.google.com/group/info-childes/msg/f1613d5b6e9c0ce5

All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.

Leonid.



On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:





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From k.j.alcock at lancaster.ac.uk  Tue Aug 16 08:35:37 2011
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Tue, 16 Aug 2011 09:35:37 +0100
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <368092501-1313436930-cardhu_decombobulator_blackberry.rim.net-1787742637-@b1.c10.bise7.blackberry>
Message-ID: <TUE.16.AUG.2011.093537.0100.>

You still can't use Ravens with 3 year olds...
On 15 Aug 2011, at 20:34, jo.vanherwegen at googlemail.com wrote:

> An even cheaper alternative is using Ravens Matrices raw scores if you just want to compare two groups. (Or use z-scores instead of raw scores). Also the instructions require almost no language (you can use gestures) which is beneficial when researching children with language/ communication impairments.
> 
> Best,
> Jo
> Sent from my BlackBerry® smartphone
> 
> From: info-childes+noreply at googlegroups.com
> Sender: info-childes at googlegroups.com
> Date: Mon, 15 Aug 2011 12:56:02 +0000
> To: Digest Recipients<info-childes+digest at googlegroups.com>
> ReplyTo: info-childes at googlegroups.com
> Subject: Digest for info-childes at googlegroups.com - 2 Messages in 2 Topics
> 
>   Today's Topic Summary
> Group: http://groups.google.com/group/info-childes/topics
> 
> Leiter R vs WPPSI with 3- and 4-year-olds [1 Update]
> CLAN on Lion [1 Update]
>  Topic: Leiter R vs WPPSI with 3- and 4-year-olds
> "Alcock, Katie" <k.j.alcock at lancaster.ac.uk> Aug 15 10:00AM +0100 ^
>  
> Do you actually need a non-verbal IQ score, or do you just need some
> form of non-verbal ability test, which you could use to match children
> (of the same age) or co-vary against a verbal score (again with the same
> age group), or even from which you could obtain a standard score for
> every child (regardless of age)?
>  
> 
>  
> Because if you want to do one of those things (rather than actually
> obtain an IQ score) you can just use a subtest of the WPPSI, or of the
> BAS (we usually use Block Design from the BAS). You can still compare
> children and obtain a standard score on that one test.
>  
> 
>  
> Katie
>  
> 
>  
> From: info-childes at googlegroups.com
> [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
> Sent: 13 August 2011 10:36
> To: info-childes at googlegroups.com
> Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>  
> 
>  
> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will
> have to fork out a considerable amount of money for a test. I am
> currently tossing up between the Leiter R (which claims to be the only
> truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>  
> Does anyone have any experience comparing the advantages and
> disadvantages of using these two tests with this age group? I am quite
> wary of using lengthy and boring tests with a group which are not
> exactly known for their ability to maintain sustained attention and / or
> understand verbal instructions! 
>  
> Many thanks in advance,
> Kirsten
>  
> -- 
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>  
>  Topic: CLAN on Lion
> Leonid Spektor <spektor at andrew.cmu.edu> Aug 14 05:15PM -0400 ^
>  
> All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.
>  
> Leonid.
>  
>  
>  
> On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:
>  
>  
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> -- 
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From henrietta.lempert at gmail.com  Tue Aug 16 15:03:50 2011
From: henrietta.lempert at gmail.com (henrietta lempert)
Date: Tue, 16 Aug 2011 11:03:50 -0400
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <368092501-1313436930-cardhu_decombobulator_blackberry.rim.net-1787742637-@b1.c10.bise7.blackberry>
Message-ID: <TUE.16.AUG.2011.110350.0400.>

Does anyone still use the "Draw A Man" test?  It used to be part of my
battery in the days when I was a child clinical psychologist and there
were norms available.  Might be worth investigating.

Best,

Henrietta

On Mon, Aug 15, 2011 at 3:34 PM, <jo.vanherwegen at googlemail.com> wrote:

> **An even cheaper alternative is using Ravens Matrices raw scores if you
> just want to compare two groups. (Or use z-scores instead of raw scores).
> Also the instructions require almost no language (you can use gestures)
> which is beneficial when researching children with language/ communication
> impairments.
>
> Best,
> Jo
>
> Sent from my BlackBerry® smartphone
> ------------------------------
> *From: *info-childes+noreply at googlegroups.com
> *Sender: *info-childes at googlegroups.com
> *Date: *Mon, 15 Aug 2011 12:56:02 +0000
> *To: *Digest Recipients<info-childes+digest at googlegroups.com>
> *ReplyTo: *info-childes at googlegroups.com
> *Subject: *Digest for info-childes at googlegroups.com - 2 Messages in 2
> Topics
>
>   Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>    - Leiter R vs WPPSI with 3- and 4-year-olds<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_group_thread_0>[1 Update]
>    - CLAN on Lion<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_group_thread_1>[1 Update]
>
>  Topic: Leiter R vs WPPSI with 3- and 4-year-olds<http://groups.google.com/group/info-childes/t/9c97bef68752f35b>
>
>    "Alcock, Katie" <k.j.alcock at lancaster.ac.uk> Aug 15 10:00AM +0100 ^<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_digest_top>
>
>    Do you actually need a non-verbal IQ score, or do you just need some
>    form of non-verbal ability test, which you could use to match children
>    (of the same age) or co-vary against a verbal score (again with the
>    same
>    age group), or even from which you could obtain a standard score for
>    every child (regardless of age)?
>
>
>
>    Because if you want to do one of those things (rather than actually
>    obtain an IQ score) you can just use a subtest of the WPPSI, or of the
>    BAS (we usually use Block Design from the BAS). You can still compare
>    children and obtain a standard score on that one test.
>
>
>
>    Katie
>
>
>
>    From: info-childes at googlegroups.com
>    [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
>    Sent: 13 August 2011 10:36
>    To: info-childes at googlegroups.com
>    Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>
>
>
>    Hi everybody,
>    I need to assess non-verbal IQ for an intervention study with 3- and
>    4-year-olds with language and communication disorders. I therefore will
>    have to fork out a considerable amount of money for a test. I am
>    currently tossing up between the Leiter R (which claims to be the only
>    truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
>    Intelligence (which seems to be more widely used).
>
>    Does anyone have any experience comparing the advantages and
>    disadvantages of using these two tests with this age group? I am quite
>    wary of using lengthy and boring tests with a group which are not
>    exactly known for their ability to maintain sustained attention and /
>    or
>    understand verbal instructions!
>
>    Many thanks in advance,
>    Kirsten
>
>    --
>    You received this message because you are subscribed to the Google
>    Groups "Info-CHILDES" group.
>    To post to this group, send email to info-childes at googlegroups.com.
>    To unsubscribe from this group, send email to
>    info-childes+unsubscribe at googlegroups.com.
>    For more options, visit this group at
>    http://groups.google.com/group/info-childes?hl=en.
>
>
>
>  Topic: CLAN on Lion<http://groups.google.com/group/info-childes/t/812207abd957f6e6>
>
>    Leonid Spektor <spektor at andrew.cmu.edu> Aug 14 05:15PM -0400 ^<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_digest_top>
>
>    All CLAN's features are functioning correctly now on new 10.7 Lion
>    operating system. If you are upgrading to 10.7 Lion OS, then please download
>    the new version of CLAN from childes web site.
>
>    Leonid.
>
>
>
>    On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:
>
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> For more options, visit this group at
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>



-- 
Henrietta Lempert, Ph.D.,
Psychology Department
University of Toronto
Toronto ON M5S 3G3
e-mail: lempert at psych.utoronto.ca
           henrietta.lempert at utoronto.ca
FAX(B) 416-978-4811
FAX(H) 416-924-7616

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From katherineswhite at gmail.com  Thu Aug 18 20:41:31 2011
From: katherineswhite at gmail.com (Katherine White)
Date: Thu, 18 Aug 2011 16:41:31 -0400
Subject: Position announcement: University of Waterloo
Message-ID: <THU.18.AUG.2011.164131.0400.>

ASSISTANT PROFESSOR POSITION IN DEVELOPMENTAL PSYCHOLOGY - UNIVERSITY
OF WATERLOO



Applications are being accepted for the position of Assistant Professor,
tenure-track, in *Developmental Psychology *at the University of Waterloo,
Canada.  The successful candidate will be expected to maintain an active
research and teaching program and supervise graduate and undergraduate
students.  The successful candidate must have a PhD in Developmental
Psychology and a demonstrated record of published research. Information
about the department and program in Developmental Psychology can be found
at http://www.psychology.uwaterloo.ca.  Information regarding Waterloo can
be found at:  http://www.region.waterloo.on.ca. The anticipated start date
for the position is July 1, 2012. We will begin reviewing applications on
November 1, 2011 and continue until the position is filled. Applicants
should electronically submit a curriculum vitae, a statement of research and
teaching interests, reprints or preprints of recent papers, and the names
and contact information for three referees (including their email addresses)
to: devposition at psychology.uwaterloo.ca.  The University of Waterloo
encourages applications from all qualified individuals, including women,
members of visible minorities, native peoples, and persons with
disabilities. All qualified candidates are encouraged to apply; however,
Canadians and permanent residents will be given priority.

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From pdaftaryfard at gmail.com  Sun Aug 21 04:26:12 2011
From: pdaftaryfard at gmail.com (parisa Daftarifard)
Date: Sun, 21 Aug 2011 07:56:12 +0330
Subject: intelligence disabled children
Message-ID: <SUN.21.AUG.2011.075612.0330.>

Dear scholars
I am to work on second language acquisition of some border line children
(those who are not retarded but are not usual either). I wonder if you can
suggest me to read any articles or similar work on these children. they are
11, 12 and 13.

I appreciate your help in advance.
Best,
Parisa

-- 
Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (South-Tehran Branch)

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From pdaftaryfard at gmail.com  Sun Aug 21 10:42:25 2011
From: pdaftaryfard at gmail.com (parisa Daftarifard)
Date: Sun, 21 Aug 2011 14:12:25 +0330
Subject: Children with moderate disabilities
Message-ID: <SUN.21.AUG.2011.141225.0330.>

Dear scholars
I need to rephrase my request. I am new to this field and am to work on
second language acquisition of some border line children (those with
moderate disabilities, IQ between 50-80). I wonder if you can suggest me to
read any articles or similar work on these children. they are 11, 12 and 13.


I appreciate your help in advance.
Best,
Parisa

-- 

Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (South-Tehran Branch)

-- 
Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (Tehran South Branch)

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From margaretmfleck at yahoo.com  Tue Aug 23 00:48:17 2011
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 22 Aug 2011 17:48:17 -0700
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.22.AUG.2011.174817.0700.>

 
The best choice is going to depend a lot on what sort of conversation you are looking
for and what you want to measure.    All the existing spoken English corpora have their own quirky properties and limitations.    Others you should be looking at (beyond what has previously been mentioned):
 
      Switchboard:   has heavy-duty syntax markup
      Fisher:   big.    supposed to be more natural than Switchboard.   
      Santa Barbara corpus of spoken American English:  diverse.   I think they tried to 
            capture a range of social situations, e.g. arguments, sermons, family gatherings...
      Buckeye:   one person doing most of the talking in each conversation, but about
            the only sizeable corpus phonetically transcribed.   More natural than Switchboard.
      Map Task:  task-based conversation, which might be a lot more comparable to
            some of the kid data 
 
I don't think there is one such thing as a "normal" conversation.    The task-based
chatter of several kids playing a first-person shooter game doesn't sound even
remotely like the same kids playing politely in their school classroom.    And neither
sounds like a family dinner or a phone conversation.       So it seems important to
compare conversations of a closely similar type to get a clear comparison between
adult-child, child-child, and/or adult-adult data.     
 
Margaret Fleck (Illinois)

--- On Mon, 8/8/11, Virginia Valian <vvvstudents at gmail.com> wrote:


From: Virginia Valian <vvvstudents at gmail.com>
Subject: adult-to-adult conversations in digital format?
To: info-childes at googlegroups.com
Date: Monday, August 8, 2011, 7:21 AM


Dear CHILDES community,

I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu

Sincerely,

Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From crowland at liverpool.ac.uk  Thu Aug 25 09:31:33 2011
From: crowland at liverpool.ac.uk (Rowland, Caroline)
Date: Thu, 25 Aug 2011 09:31:33 +0000
Subject: New book: 'Experience, Variation and Generalization'
Message-ID: <THU.25.AUG.2011.093133.0000.>

Dear all,

As series editors of the TiLAR book series, Shanley Allen and I are pleased to announce the publication of the 7th volume in the series, “Experience, Variation and Generalization”, edited by Eve Clark and Inbal Arnon.  A précis of the book can be found below and further details are on the attached flyer.

Best wishes,

Caro

Experience, Variation and Generalisation
Eve Clark & Inbal Arnon

Are all children exposed to the same linguistic input, and do they follow the same route in acquisition? The answer is no: The language that children hear differs even within a social class or cultural setting, as do the paths individual children take. The linguistic signal itself is also variable, both within and across speakers - the same sound is different across words; the same speech act can be realized with different constructions. The challenge here is to explain, given their diversity of experience, how children arrive at similar generalizations about their first language. This volume brings together studies of phonology, morphology, and syntax in development, to present a new perspective on how experience and variation shape children’s linguistic generalizations. The papers deal with variation in forms, learning processes, and speaker features, and assess the impact of variation on the mechanisms and outcomes of language learning.



Dr Caroline Rowland
Senior Lecturer
Institute of Psychology, Health & Society
Eleanor Rathbone Building
University of Liverpool
LIVERPOOL
L69 7ZA
Tel: +44 151 794 1120
Fax: +44 151 794 2945
Email: crowland at liverpool.ac.uk<mailto:crowland at liverpool.ac.uk>
Child Language Study Centre:  http://www.liv.ac.uk/psychology/clrc/clrg.html


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From tribushinina at hotmail.com  Thu Aug 25 15:53:39 2011
From: tribushinina at hotmail.com (elena tribushinina)
Date: Thu, 25 Aug 2011 15:53:39 +0000
Subject: Conceptual Salience and Early Child Morphology
Message-ID: <THU.25.AUG.2011.155339.0000.>


Second call for papers for the workshop 
Conceptual Salience and Early Child Morphology 
 
When: February 11-12, 2012
Where: Vienna
Deadline for abstract submission: September 15, 2011
Notification of acceptance: October 25, 2011
 
Workshop description
There are different ways in which conceptual salience may influence the acquisition of morphology. For example, one of the reasons that nouns are acquired faster than adjectives is that the prototypical referents of nouns (i.e. objects) are more salient and more easily accessible to a child than relatively abstract properties denoted by adjectives. Some concepts, such as agentivity, causality, possession and number, are so salient that children may attempt to express them even before they have started acquiring the morphological form associated with that particular meaning.
 
On the other hand, children are from early on highly sensitive to the distributional properties of the linguistic input addressed to them. Whereas high token frequency leads to entrenchment and storage as “chunk“, type frequency and morphotactic transparency play an important role in the recognition of analogies and the extraction of regularities between morphological patterns. Consequently, the acquisition of morphology may also influence the formation of concepts and determine which concepts would become more salient than others.
 
Moreover, languages may differ with respect to which specific concepts are expressed morphologically. Accordingly, a number of cross-linguistic investigations demonstrate that children’s attention is channeled towards different aspects of a situation depending on which portions of the conceptual space are grammaticized in the target language.
 
We invite contributions exploring this complex relationship between the conceptual development of a child and the acquisition of morphology using a variety of state-of-the-art methods of psycholinguistic research. A special focus of the workshop will be on cross-linguistic comparisons.
 
This workshop is part of the 15th International Morphology Meeting held in Vienna on February 9-12, 2012. 
Conference URL: http://www.wu.ac.at/inst/roman/imm15/index.html
 
Confirmed invited speakers
P.M. Bertinetto (Pisa), W.U. Dressler (Vienna), D. Ravid (Tel Aviv), U. Stephany (Cologne)
 
Abstract submission
Abstracts (max. 500 words) in MS Word should be sent to e.tribushinina at uu.nl by September 15, 2011. 
 
More information
For further information please contact the convenors: Sabine Laaha (sabine.laaha at oeaw.ac.at) or Elena Tribushinina (e.tribushinina at uu.nl). 		 	   		  

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From dfinnera at gmail.com  Mon Aug 29 15:23:10 2011
From: dfinnera at gmail.com (Denise Finneran)
Date: Mon, 29 Aug 2011 08:23:10 -0700
Subject: Department Chair Position Announcement: University of South
 Carolina
Message-ID: <MON.29.AUG.2011.082310.0700.>

Department Chair: The Dept. of Communication Sciences and Disorders in
the Arnold School of Public Health, University of South Carolina, is
inviting applications for the position of Department Chair at the
level of associate or full professor. This is a 9-month tenure-track
position with a set start date for fall 2012.  Qualified applicants
will have a Ph.D. in Communication Sciences/Disorders or related
fields; preference will be given to applicants who hold a Certificate
of Clinical Competence in speech-language pathology (CCC-SLP). Other
qualifications include: (a) demonstrated excellence in the area of
leadership and the ability to serve at the college, university, and
national level; (b) strong track record in the areas of teaching and
research; (c) demonstrated ability to work effectively with faculty,
staff and students who represent a wide array of ethnic, cultural, and
socioeconomic backgrounds; and (d) desire to work in a progressive
research friendly environment.

The Department of Communication Sciences and Disorders offers two
master’s degrees and a Ph.D. in speech-language pathology. The
University of South Carolina is a Carnegie Doctoral/Research Extensive
Institution with an aggressive program of expansion in the areas of
language development and adult neurogenics with potential for further
expansion in the applicant’s area of interest. Salary is competitive
and commensurate with experience. Interested applicants should send
application letter, CV, three letters of recommendation, and other
supporting material to:  Julius Fridriksson, Ph.D. Search Committee
Chair, C/O Karen Mullis, Dept. of Communication Sciences & Disorders,
University of South Carolina, Columbia, SC 29208 (jfridrik at sc.edu).
Review of applications will begin November 1st, 2011 and will continue
until the position is filled. The University of South Carolina is an
AA/EOE.  Women and minorities are encouraged to apply. Visit the
department website at: www.sph.sc.edu/comd

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From daanvdvelde at gmail.com  Tue Aug 30 13:37:57 2011
From: daanvdvelde at gmail.com (Daan van de Velde)
Date: Tue, 30 Aug 2011 15:37:57 +0200
Subject: Abridged summary of info-childes@googlegroups.com - 1 Message
 in 1 Topic
In-Reply-To: <bcaec53f93a9ad7f3504abb900bb@google.com>
Message-ID: <TUE.30.AUG.2011.153757.0200.>

Dear Childes,

I subscribed to the daily e-mail summaries of the Childes forum. Could I
change the address to which this is being sent: instead of the current one,
I would like to use d.j.van.de.velde at hum.leidenuniv.nl.
How can I do this or can you do this for me.


Thank you very much,
Daan van de Velde

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From k.j.alcock at lancaster.ac.uk  Wed Aug 31 14:25:03 2011
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 31 Aug 2011 15:25:03 +0100
Subject: Accent/phonology in simultaneous bilinguals
Message-ID: <WED.31.AUG.2011.152503.0100.>

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833

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From GoodmanJC at health.missouri.edu  Wed Aug 31 14:54:32 2011
From: GoodmanJC at health.missouri.edu (Goodman, Judith)
Date: Wed, 31 Aug 2011 09:54:32 -0500
Subject: Accent/phonology in simultaneous bilinguals
In-Reply-To: <F15F99CC-AC2B-4721-9390-7A68045A6D59@lancaster.ac.uk>
Message-ID: <WED.31.AUG.2011.095432.0500.>

Thanks for letting me know. I had a dentist appt this morning and now I'm waiting at the Parking Office because they've lost me from the system and did not issue me a new hangtag.  This is bureaucracy at it's worst.  It's the second time I've tried to fix it.  It seems obvious to me that they need to reenter it and send me on my way, but they can't seem to figure that out having already botched it twice and given me conflicting instructions today.  In other words, I should have been in 15 minutes ago, but I hope it will be in the next half hour.
--j.

On Aug 31, 2011, at 9:34 AM, "Katie Alcock" <k.j.alcock at lancaster.ac.uk<mailto:k.j.alcock at lancaster.ac.uk>> wrote:

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833


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From GoodmanJC at health.missouri.edu  Wed Aug 31 15:33:27 2011
From: GoodmanJC at health.missouri.edu (Goodman, Judith)
Date: Wed, 31 Aug 2011 10:33:27 -0500
Subject: Accent/phonology in simultaneous bilinguals
In-Reply-To: <E68B6FFB-7FE3-4726-AFC2-A1C7148A6372@health.missouri.edu>
Message-ID: <WED.31.AUG.2011.103327.0500.>

Sorry to the whole list who now know my parking woes.  I intended to reply to the message just below this one on my iPhone, but tapped too high - next time I'll put my glasses on!  My apologies!


On 8/31/11 9:54 AM, "Goodman, Judith" <GoodmanJC at health.missouri.edu> wrote:

Thanks for letting me know. I had a dentist appt this morning and now I'm waiting at the Parking Office because they've lost me from the system and did not issue me a new hangtag.  This is bureaucracy at it's worst.  It's the second time I've tried to fix it.  It seems obvious to me that they need to reenter it and send me on my way, but they can't seem to figure that out having already botched it twice and given me conflicting instructions today.  In other words, I should have been in 15 minutes ago, but I hope it will be in the next half hour.
--j.

On Aug 31, 2011, at 9:34 AM, "Katie Alcock" <k.j.alcock at lancaster.ac.uk<mailto:k.j.alcock at lancaster.ac.uk><mailto:k.j.alcock at lancaster.ac.uk>> wrote:

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833


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From martine.walsh3 at gmail.com  Mon Aug  1 09:59:29 2011
From: martine.walsh3 at gmail.com (mwalsh)
Date: Mon, 1 Aug 2011 02:59:29 -0700
Subject: Journal of Child Language 38/4 now available online
Message-ID: <MON.1.AUG.2011.025929.0700.>

JOURNAL OF CHILD LANGUAGE
Volume 38 - Issue 04 - September 2011

http://journals.cambridge.org/action/displayIssue?jid=JCL&volumeId=38&issueId=04

Articles
Learning to liaise and elide <i>comme il faut</i>: evidence from
bilingual children*
ELENA NICOLADIS, JOHANNE PARADIS
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 701
- 730
doi:10.1017/S0305000910000231 Published online by Cambridge University
Press 29 Oct 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000231
____________________________________

Regular/irregular is not the whole story: the role of frequency and
generalization in the acquisition of German past participle inflection
GISELA SZAGUN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 731
- 762
doi:10.1017/S0305000910000255 Published online by Cambridge University
Press 07 Dec 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000255
____________________________________

Competition between word order and case-marking in interpreting
grammatical relations: a case study in multilingual acquisition
CARMEL O'SHANNESSY
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 763
- 792
doi:10.1017/S0305000910000358 Published online by Cambridge University
Press 08 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000358
____________________________________

Lexical tone awareness among Chinese children with developmental
dyslexia*
WING-SZE LI, CONNIE SUK-HAN HO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 793
- 808
doi:10.1017/S0305000910000346 Published online by Cambridge University
Press 22 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000346
____________________________________

When cues collide: children's sensitivity to letter- and meaning-
patterns in spelling words in English
S. H. DEACON, D. LEBLANC, C. SABOURIN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 809
- 827
doi:10.1017/S0305000910000322 Published online by Cambridge University
Press 18 Oct 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000322
____________________________________

Information tracking and encoding in early L1: linguistic competence
vs. cognitive limitations
C?CILE DE CAT
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 828
- 860
doi:10.1017/S030500091000036X Published online by Cambridge University
Press 01 Feb 2011
Link to abstract:
http://journals.cambridge.org/abstract_S030500091000036X
____________________________________

Vocabulary development in Greek children: a cross-linguistic
comparison using the Language Development Survey*
CHRISTINA F. PAPAELIOU, LESLIE A. RESCORLA
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 861
- 887
doi:10.1017/S030500091000053X Published online by Cambridge University
Press 17 May 2011
Link to abstract:
http://journals.cambridge.org/abstract_S030500091000053X
____________________________________

Young children's understanding of markedness in non-verbal
communication*
KRISTIN LIEBAL, MALINDA CARPENTER, MICHAEL TOMASELLO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 888
- 903
doi:10.1017/S0305000910000383 Published online by Cambridge University
Press 08 Mar 2011
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000383
____________________________________

Do newly formed word representations encode non-criterial information?
SUZANNE CURTIN
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 904
- 917
doi:10.1017/S0305000910000097 Published online by Cambridge University
Press 08 Jul 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000097
____________________________________

The role of perceptual availability and discourse context in young
children's question answering
DOROTH? SALOMO, EILEEN GRAF, ELENA LIEVEN, MICHAEL TOMASELLO
Journal of Child Language, Volume 38, Issue 04, September 2011, pp 918
- 931
doi:10.1017/S0305000910000395 Published online by Cambridge University
Press 26 Nov 2010
Link to abstract:
http://journals.cambridge.org/abstract_S0305000910000395
____________________________________

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From ceaton at hesp.umd.edu  Mon Aug  1 15:40:39 2011
From: ceaton at hesp.umd.edu (ceaton at hesp.umd.edu)
Date: Mon, 1 Aug 2011 08:40:39 -0700
Subject: Development of Clear Speech
Message-ID: <MON.1.AUG.2011.084039.0700.>

Hello,

I am working with Dr. Nan Bernstein Ratner at the University of
Maryland on a project regarding speech entrainment/accommodation in
children. The following articles are good examples of the topic:

Hupp, J.M. & Jungers, M.K. (2009). Speech priming: An examination of
rate and syntactic persistence in preschoolers. British Journal of
Developmental Psychology, 27, 495-504.

Redford, M.A. & Gildersleeve-Neumann, C.E. (2009). The development of
distinct speaking styles in preschool children. Journal of Speech,
Language, and Hearing Research, 52, 1434-1448.

Wagner, L., Green-Havas, M. & Gillespie, R. (2010). Development of
children's comprehension of linguistic register. Child Development,
81, 1678-1686.

Is anyone aware of other work being done in this area (more
specifically: early development of clear speech registers, optional
phonological rules such as pallatization, and/or speech entrainment)?

Thank you for your assistance,
Cathy Eaton

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From dpesco at education.concordia.ca  Tue Aug  2 15:23:00 2011
From: dpesco at education.concordia.ca (Diane Pesco)
Date: Tue, 2 Aug 2011 11:23:00 -0400
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics,
Message-ID: <TUE.2.AUG.2011.112300.0400.>

Hello, I will be out of the office until August 15th and will reply to
emails upon my return.  If your email pertains to an urgent matter, I will
respond in my absence if possible.  Thank you!  
Diane Pesco

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From mjwilcox at asu.edu  Tue Aug  2 21:41:38 2011
From: mjwilcox at asu.edu (Jeanne Wilcox)
Date: Tue, 2 Aug 2011 14:41:38 -0700
Subject: Position Available:  Post-Doctoral Research Associate
Message-ID: <TUE.2.AUG.2011.144138.0700.>

Postdoctoral Research Associate position available at Arizona State University, in the Infant Child Research Programs Laboratory, Department of Speech and Hearing Science.   Opportunity to join a team conducting research in early intervention (infants/toddlers) and/or language and literacy in preschool children with developmental speech and/or language impairment.  Responsibilities include data management and statistical modeling across several funded research projects, assistance in grant writing and article preparation.  Opportunities also are available for advanced training in quantitative research methods.   It is expected that the individual in this position will develop his/her own line of investigation (archival datasets are available for pilot work) and develop and submit a grant application.   Position is for two years, with an optional third year.

Requirements include a Ph.D. in communication sciences/disorders, child development, special education, or related area, and training with a focus on early childhood language and literacy development and/or interventions.  Salary is competitive, full benefits are included.  Start date of January 1, 2012 or July 1, 2012.   For further information please contact Jeanne Wilcox, Director of the Infant Child Research Programs  (mjwilcox at asu.edu<mailto:mjwilcox at asu.edu> )

To apply, send statement of interest and qualifications, a CV, reprint of a recent article, and contact information (name, phone number, and email address) of three individuals who have agreed to serve as references to:   mjwilcox at asu.edu<mailto:mjwilcox at asu.edu> .  Application deadline is October 15th, and the 1st and 15th of each month thereafter until filled.  Only electronic applications will be accepted.  A background check is required for employment.  Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply. (https://www.asu.edu/titleIX/)

==============================================================
M. Jeanne Wilcox, Ph.D.
Professor, Department of Speech & Hearing Science
Director, Infant Child Research Programs
Arizona State University
Tempe, AZ  85287-1908
==============================================================

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From macw at cmu.edu  Wed Aug  3 19:12:05 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 3 Aug 2011 15:12:05 -0400
Subject: SLA position at CMU
Message-ID: <WED.3.AUG.2011.151205.0400.>

Carnegie Mellon University

Tenure Track Position in Second Language Acquisition

The Department of Modern Languages invites applications for an open-rank tenure track position in Second Language Acquisition beginning in August 2012.   Of particular interest are candidates whose research focuses on one or more of the following areas: cognitive dimensions of second language learning, language assessment, technology and second language acquisition, multilingual literacy development, contexts of second language learning.  Successful candidates must have an earned Ph.D., strong evidence of research productivity, excellence in teaching, strong interest in graduate student mentoring and research supervision, potential for securing extramural funding, native or near-native proficiency in one or more of the languages offered in the Department (Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish), and interest in teaching courses both in the graduate programs in SLA and in one of the language and cultural studies areas of the Department.  Teaching load is 2+2.

Applicants should send a letter of application (indicating, among other things, any professional conferences they plan to attend between November 2011 and January 2012, (including the ACTFL meeting in Denver and the MLA meeting in Seattle), resume, statements of teaching, research, and curricular interests, and three (3) letters of recommendation (which may be included with the packet or sent directly by referees).  Representative publications, not to be returned, may also be included.

 The materials should be sent to: Chair, SLA Search Committee, Department of Modern Languages, Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA  15213-3890; and should arrive not later than October 31, 2011.  Carnegie Mellon University is an Affirmative Action/Equal Opportunity Employer.

 

 

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From macw at cmu.edu  Wed Aug  3 19:14:35 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 3 Aug 2011 15:14:35 -0400
Subject: SLA position at CMU
Message-ID: <WED.3.AUG.2011.151435.0400.>

Carnegie Mellon University

Tenure Track Position in Second Language Acquisition

The Department of Modern Languages invites applications for an open-rank tenure track position in Second Language Acquisition beginning in August 2012.   Of particular interest are candidates whose research focuses on one or more of the following areas: cognitive dimensions of second language learning, language assessment, technology and second language acquisition, multilingual literacy development, contexts of second language learning.  Successful candidates must have an earned Ph.D., strong evidence of research productivity, excellence in teaching, strong interest in graduate student mentoring and research supervision, potential for securing extramural funding, native or near-native proficiency in one or more of the languages offered in the Department (Arabic, Chinese, French, German, Italian, Japanese, Russian, Spanish), and interest in teaching courses both in the graduate programs in SLA and in one of the language and cultural studies areas of the Department.  Teaching load is 2+2.

Applicants should send a letter of application (indicating, among other things, any professional conferences they plan to attend between November 2011 and January 2012, (including the ACTFL meeting in Denver and the MLA meeting in Seattle), resume, statements of teaching, research, and curricular interests, and three (3) letters of recommendation (which may be included with the packet or sent directly by referees).  Representative publications, not to be returned, may also be included.

 The materials should be sent to: Chair, SLA Search Committee, Department of Modern Languages, Baker Hall 160, Carnegie Mellon University, Pittsburgh, PA  15213-3890; and should arrive not later than October 31, 2011.  Carnegie Mellon University is an Affirmative Action/Equal Opportunity Employer.

 

 

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From vvvstudents at gmail.com  Mon Aug  8 14:21:37 2011
From: vvvstudents at gmail.com (Virginia Valian)
Date: Mon, 8 Aug 2011 10:21:37 -0400
Subject: adult-to-adult conversations in digital format?
Message-ID: <MON.8.AUG.2011.102137.0400.>

Dear CHILDES community,

I am looking for adult-to-adult conversations, in American English (so the
BNC is out), that have been transcribed and are in digital format.  I want
to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
you, Brian) gives us thousands of hours of adult-to-child.  I don't need
*thousands* of hours of adult-to-adult but I would like several hours of
normal conversation.  Hence, I do not want very short routine phone
conversations.  Nor do I want academic conversations, including
student-to-student conversations about difficult topics like DNA.  CoCA is
not usable because one can only search it, not download whole
conversations.  Suggestions will be gratefully received either via this list
or to me at virginia.valian at hunter.cuny.edu

Sincerely,

Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From j.k.pate at sms.ed.ac.uk  Mon Aug  8 14:33:17 2011
From: j.k.pate at sms.ed.ac.uk (John K Pate)
Date: Mon, 8 Aug 2011 15:33:17 +0100
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.153317.0100.>

> I am looking for adult-to-adult conversations, in American English (so
> the BNC is out), that have been transcribed and are in digital format.
> I want to compare adult-to-adult speech with adult-to-child speech.
> CHILDES (thank you, Brian) gives us thousands of hours of
> adult-to-child.  I don't need *thousands* of hours of adult-to-adult
> but I would like several hours of normal conversation.  Hence, I do
> not want very short routine phone conversations.  Nor do I want
> academic conversations, including student-to-student conversations
> about difficult topics like DNA.  CoCA is not usable because one can
> only search it, not download whole conversations.  Suggestions will be
> gratefully received either via this list or to me at
> virginia.valian at hunter.cuny.edu

I don't know if you would consider these to be very short routine phone
conversations, but you might want to look at the Switchboard corpus of
adult dialogues:

http://groups.inf.ed.ac.uk/switchboard/

My supervisor Sharon Goldwater and I recently used this corpus (together
with part of the Brent corpus) to compare predictability effects in
adult-directed speech and infant-directed speech:

http://palm.mindmodeling.org/cogsci2011/papers/0354/index.html

John

==
http://homepages.inf.ed.ac.uk/s0930006/


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From aliyah.morgenstern at gmail.com  Mon Aug  8 14:38:57 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 8 Aug 2011 10:38:57 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.103857.0400.>

This type of data is greatly needed in our community. I have never found a
data base that I could use for the purpose of comparison with projects done
using CHILDES. If only someone could imitate CHILDES and create
ADULTS...(SHARING data, not using it only for one project).
I would also greatly appreciate suggestions, English, but also other vocal
languages and sign languages. There is some for French done by the lab ICAR,
daily conversations, but you need special access for the data itself (
http://clapi.univ-lyon2.fr/analyse_requete.php).
Best,
Aliyah Morgenstern
Professor of linguistics
Universite Sorbonne Nouvelle

2011/8/8 Virginia Valian <vvvstudents at gmail.com>

> Dear CHILDES community,
>
> I am looking for adult-to-adult conversations, in American English (so the
> BNC is out), that have been transcribed and are in digital format.  I want
> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
> *thousands* of hours of adult-to-adult but I would like several hours of
> normal conversation.  Hence, I do not want very short routine phone
> conversations.  Nor do I want academic conversations, including
> student-to-student conversations about difficult topics like DNA.  CoCA is
> not usable because one can only search it, not download whole
> conversations.  Suggestions will be gratefully received either via this list
> or to me at virginia.valian at hunter.cuny.edu
>
> Sincerely,
>
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
> Sciences, CUNY Grad Center
> vvvstudents at gmail.com
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>

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From macw at cmu.edu  Mon Aug  8 14:57:42 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 10:57:42 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.105742.0400.>

Dear Virginia, Aliyah, and John,

     We have a huge collection of adult-adult speech in TalkBank., contributed from many projects. All TalkBank data are encoded in CHAT, just as in CHILDES.  The URL is http://talkbank.org.  The largest segment is the SCOTUS database with 50 years of oral arguments from the Supreme Court.  We also have CallHome and CallFriend corpora from several languages, the full Santa Barbara corpus, the Nixon Watergate phone calls, the famous Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the largest open corpus of adult-adult conversation.

-- Brian MacWhinney

On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:

> Dear CHILDES community,
> 
> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
> 
> Sincerely,
> 
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
> vvvstudents at gmail.com
> 
> -- 
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From aliyah.morgenstern at gmail.com  Mon Aug  8 15:02:54 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Mon, 8 Aug 2011 11:02:54 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <5AD30E8A-54A0-4F2F-A60F-877D5D2BFF05@cmu.edu>
Message-ID: <MON.8.AUG.2011.110254.0400.>

Dear Brian
TALKBANK is absolutely great, you are right, but I might be wrong, I don't
find I can directly compare with the kind of data we have in CHILDES
including the fact that I need the videos. Then again, it is a big problem
to film adults as naturally as we do children, apart from dinner
conversations which I find work pretty nicely.

2011/8/8 Brian MacWhinney <macw at cmu.edu>

> Dear Virginia, Aliyah, and John,
>
>      We have a huge collection of adult-adult speech in TalkBank.,
> contributed from many projects. All TalkBank data are encoded in CHAT, just
> as in CHILDES.  The URL is http://talkbank.org.  The largest segment is
> the SCOTUS database with 50 years of oral arguments from the Supreme Court.
>  We also have CallHome and CallFriend corpora from several languages, the
> full Santa Barbara corpus, the Nixon Watergate phone calls, the famous
> Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the
> largest open corpus of adult-adult conversation.
>
> -- Brian MacWhinney
>
> On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:
>
> Dear CHILDES community,
>
> I am looking for adult-to-adult conversations, in American English (so the
> BNC is out), that have been transcribed and are in digital format.  I want
> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
> *thousands* of hours of adult-to-adult but I would like several hours of
> normal conversation.  Hence, I do not want very short routine phone
> conversations.  Nor do I want academic conversations, including
> student-to-student conversations about difficult topics like DNA.  CoCA is
> not usable because one can only search it, not download whole
> conversations.  Suggestions will be gratefully received either via this list
> or to me at virginia.valian at hunter.cuny.edu
>
> Sincerely,
>
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
> Sciences, CUNY Grad Center
> vvvstudents at gmail.com
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> For more options, visit this group at
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>
>
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From macw at cmu.edu  Mon Aug  8 15:03:22 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 11:03:22 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAOV2P-SGHc9i2FkiD=z+r02T30+aAHDmYUn6ATBQL6fLtJZocA@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.110322.0400.>

Dear Aliyah,
   With cooperation from Lorenza Mondada and Carole Etienne, we now have some of the French adult-adult Lyon ICOR corpora in CHAT format at http://talkbank.org/data/CABank/CLAPI.zip or the browsable version at 
http://talkbank.org/browser/ (and then browse to CABank/CLAPI

-- Brian MacWhinney

On Aug 8, 2011, at 10:38 AM, Aliyah MORGENSTERN wrote:

> This type of data is greatly needed in our community. I have never found a data base that I could use for the purpose of comparison with projects done using CHILDES. If only someone could imitate CHILDES and create ADULTS...(SHARING data, not using it only for one project).
> I would also greatly appreciate suggestions, English, but also other vocal languages and sign languages. There is some for French done by the lab ICAR, daily conversations, but you need special access for the data itself (http://clapi.univ-lyon2.fr/analyse_requete.php).
> Best,
> Aliyah Morgenstern
> Professor of linguistics
> Universite Sorbonne Nouvelle
> 
> 2011/8/8 Virginia Valian <vvvstudents at gmail.com>
> Dear CHILDES community,
> 
> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
> 
> Sincerely,
> 
> Virginia Valian
> Distinguished Professor
> Department of Psychology, Hunter College
> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
> vvvstudents at gmail.com
> 
> -- 
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> 
> 
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From macw at cmu.edu  Mon Aug  8 15:11:15 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 8 Aug 2011 11:11:15 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAOV2P-R7DLOgEKG0KEEWz1JHm9h0A3=qDLqifQ2TJO+eAbEQFQ@mail.gmail.com>
Message-ID: <MON.8.AUG.2011.111115.0400.>

Dear Aliyah,

    You are right that a great deal of older recording of adult-adult conversations failed to use video. This is slowly changing.  A great example of the new wave is the SamtaleBank corpus of adult Danish created by Johannes Wagner within the context of the DK-CLARIN project.  Creating parallel corpora for other languages should be a goal for the future.  There are video corpora of the required type in the CA community, but people in that community have been reticent to share the relevant data. Another possible source of such data could be public broadcasting networks, if they could be convinced to open up data from talk shows and such.

-- Brian MacWhinney

On Aug 8, 2011, at 11:02 AM, Aliyah MORGENSTERN wrote:

> Dear Brian
> TALKBANK is absolutely great, you are right, but I might be wrong, I don't find I can directly compare with the kind of data we have in CHILDES including the fact that I need the videos. Then again, it is a big problem to film adults as naturally as we do children, apart from dinner conversations which I find work pretty nicely. 
> 
> 2011/8/8 Brian MacWhinney <macw at cmu.edu>
> Dear Virginia, Aliyah, and John,
> 
>      We have a huge collection of adult-adult speech in TalkBank., contributed from many projects. All TalkBank data are encoded in CHAT, just as in CHILDES.  The URL is http://talkbank.org.  The largest segment is the SCOTUS database with 50 years of oral arguments from the Supreme Court.  We also have CallHome and CallFriend corpora from several languages, the full Santa Barbara corpus, the Nixon Watergate phone calls, the famous Newport Beach corpus, and so on and so on.  Altogether, TalkBank is the largest open corpus of adult-adult conversation.
> 
> -- Brian MacWhinney
> 
> On Aug 8, 2011, at 10:21 AM, Virginia Valian wrote:
> 
>> Dear CHILDES community,
>> 
>> I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.  I want to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.  I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.  Hence, I do not want very short routine phone conversations.  Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.  CoCA is not usable because one can only search it, not download whole conversations.  Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu
>> 
>> Sincerely,
>> 
>> Virginia Valian
>> Distinguished Professor
>> Department of Psychology, Hunter College
>> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
>> vvvstudents at gmail.com
>> 
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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>> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 
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> 
> 
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From aliyah.morgenstern at gmail.com  Tue Aug  9 14:03:17 2011
From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN)
Date: Tue, 9 Aug 2011 10:03:17 -0400
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <8F59261B-13DF-475C-BD93-827843E5788B@cmu.edu>
Message-ID: <TUE.9.AUG.2011.100317.0400.>

Great job!!! You are doing wonders! I mean it, the wizzard of language.
Best,
Aliyah

2011/8/8 Brian MacWhinney <macw at cmu.edu>

> Dear Aliyah,
>    With cooperation from Lorenza Mondada and Carole Etienne, we now have
> some of the French adult-adult Lyon ICOR corpora in CHAT format at
> http://talkbank.org/data/CABank/CLAPI.zip or the browsable version at
> http://talkbank.org/browser/ (and then browse to CABank/CLAPI
>
> -- Brian MacWhinney
>
> On Aug 8, 2011, at 10:38 AM, Aliyah MORGENSTERN wrote:
>
> This type of data is greatly needed in our community. I have never found a
> data base that I could use for the purpose of comparison with projects done
> using CHILDES. If only someone could imitate CHILDES and create
> ADULTS...(SHARING data, not using it only for one project).
> I would also greatly appreciate suggestions, English, but also other vocal
> languages and sign languages. There is some for French done by the lab ICAR,
> daily conversations, but you need special access for the data itself (
> http://clapi.univ-lyon2.fr/analyse_requete.php).
> Best,
> Aliyah Morgenstern
> Professor of linguistics
> Universite Sorbonne Nouvelle
>
> 2011/8/8 Virginia Valian <vvvstudents at gmail.com>
>
>> Dear CHILDES community,
>>
>> I am looking for adult-to-adult conversations, in American English (so the
>> BNC is out), that have been transcribed and are in digital format.  I want
>> to compare adult-to-adult speech with adult-to-child speech.  CHILDES (thank
>> you, Brian) gives us thousands of hours of adult-to-child.  I don't need
>> *thousands* of hours of adult-to-adult but I would like several hours of
>> normal conversation.  Hence, I do not want very short routine phone
>> conversations.  Nor do I want academic conversations, including
>> student-to-student conversations about difficult topics like DNA.  CoCA is
>> not usable because one can only search it, not download whole
>> conversations.  Suggestions will be gratefully received either via this list
>> or to me at virginia.valian at hunter.cuny.edu
>>
>> Sincerely,
>>
>> Virginia Valian
>> Distinguished Professor
>> Department of Psychology, Hunter College
>> PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
>> Sciences, CUNY Grad Center
>> vvvstudents at gmail.com
>>
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit this group at
>> http://groups.google.com/group/info-childes?hl=en.
>>
>
>
> --
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> "Info-CHILDES" group.
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>
>
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From vvvstudents at gmail.com  Wed Aug 10 03:14:12 2011
From: vvvstudents at gmail.com (Virginia Valian)
Date: Tue, 9 Aug 2011 23:14:12 -0400
Subject: Abridged summary of info-childes@googlegroups.com - 7
 Messages in 1 Topic
In-Reply-To: <00151757681048bcdf04aa11f859@google.com>
Message-ID: <TUE.9.AUG.2011.231412.0400.>

My thanks to everyone for their suggestions.  We are working our way through
the different suggested corpora.   I will report back when we've made more
progress.

Sincerely,

Virginia Valian

-- 
Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing
Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From macw at cmu.edu  Wed Aug 10 21:00:40 2011
From: macw at cmu.edu (Brian MacWhinney)
Date: Wed, 10 Aug 2011 17:00:40 -0400
Subject: CLAN on Lion
Message-ID: <WED.10.AUG.2011.170040.0400.>

Dear Info-CHILDES,

    Although the basic CLAN programs will work okay on the new 10.7 Lion operating system for Apple Macintosh, there are a couple of features that will be broken initially.  One feature is WebData, which allows you to browse files directly over the web from CLAN.  However, the browser feature available from web browsers provides the same functionality, so missing this feature in CLAN is probably not a crucial problem.  The other feature that will not work initially is something in a new program called PORTFOLIO that allows the user to automatically update a comparison database over the web.  These features will work okay on Windows and Mac up to 10.6 and we will eventually fix them for Lion too.  So, if you are a frequent CLAN user and if you are considering upgrading to Lion, please understand that these two features will not work perhaps for several months. 

--Brian MacWhinney

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From Serratrice at manchester.ac.uk  Thu Aug 11 17:29:58 2011
From: Serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Thu, 11 Aug 2011 10:29:58 -0700
Subject: Joining IASCL
Message-ID: <THU.11.AUG.2011.102958.0700.>

Dear colleagues,

welcome to the International Association for the Study of Child
Language (IASCL: http://iascl.talkbank.org/) to those of you who
attended the recent congress at UQAM in Montreal. The three-year
membership was included in the conference fees and you are now members
of IASCL until the next congress in July 2014 in Amsterdam.

If you did not attend the conference you can join the Association
before the next congress. We are now in the process of updating the
website and of setting up a new PayPal system that will allow us to
process payments in a more straightforward manner. In your interest,
we would like you to wait to join the Association until the new system
is in place. I will be sending out a message with further information
in the next few weeks for those of you who may be interested in
joining or renewing their membership.

Many thanks for your patience.

Ludovica Serratrice
IASCL Secretary

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From kirsten.abbotsmith at googlemail.com  Sat Aug 13 09:36:14 2011
From: kirsten.abbotsmith at googlemail.com (Kirsten Abbot-Smith)
Date: Sat, 13 Aug 2011 10:36:14 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
Message-ID: <SAT.13.AUG.2011.103614.0100.>

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will have
to fork out a considerable amount of money for a test. I am currently
tossing up between the Leiter R (which claims to be the only truly
non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and disadvantages
of using these two tests with this age group? I am quite wary of using
lengthy and boring tests with a group which are not exactly known for their
ability to maintain sustained attention and / or understand verbal
instructions!

Many thanks in advance,
Kirsten

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From m.groen at pwo.ru.nl  Sat Aug 13 10:55:45 2011
From: m.groen at pwo.ru.nl (Margriet Groen)
Date: Sat, 13 Aug 2011 12:55:45 +0200
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <CAM-JJfbf=B15ytf03gZvwgKkZ9x-4LM66HxQ5gTzSxeyXuzVzA@mail.gmail.com>
Message-ID: <SAT.13.AUG.2011.125545.0200.>

Dear Kirsten,

I don't have experience with the WPPSI, but have used two subtests from the
Leiter (Sequential Order and Repeated Patterns, which can be used to derive
a 'fluid reasoning' IQ score) extensively with children with Down syndrome
between the ages of 9 and 14 years. Quite a different age range of course,
but given their cognitive limitations probably comparable to working with
5-6 year-olds in some respect. I felt an advantage of the Leiter over other
tests (for example the WISC) is that you can give a lot of feedback and even
model responses on practice trials. The subtests I used, worked well with
the children and adolescents with Down syndrome in that they mostly enjoyed
them and did not score at floor.

Hope this helps.

Best wishes,
Margriet Groen

2011/8/13 Kirsten Abbot-Smith <kirsten.abbotsmith at googlemail.com>

> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will have
> to fork out a considerable amount of money for a test. I am currently
> tossing up between the Leiter R (which claims to be the only truly
> non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>
> Does anyone have any experience comparing the advantages and disadvantages
> of using these two tests with this age group? I am quite wary of using
> lengthy and boring tests with a group which are not exactly known for their
> ability to maintain sustained attention and / or understand verbal
> instructions!
>
> Many thanks in advance,
> Kirsten
>
>  --
> You received this message because you are subscribed to the Google Groups
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From spektor at andrew.cmu.edu  Sun Aug 14 21:15:31 2011
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Sun, 14 Aug 2011 17:15:31 -0400
Subject: CLAN on Lion
In-Reply-To: <131EA5A5-EAE3-4DC3-89E6-5DE1D4F8FB13@cmu.edu>
Message-ID: <SUN.14.AUG.2011.171531.0400.>

	All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.

Leonid.



On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:

> Dear Info-CHILDES,
> 
>    Although the basic CLAN programs will work okay on the new 10.7 Lion operating system for Apple Macintosh, there are a couple of features that will be broken initially.  One feature is WebData, which allows you to browse files directly over the web from CLAN.  However, the browser feature available from web browsers provides the same functionality, so missing this feature in CLAN is probably not a crucial problem.  The other feature that will not work initially is something in a new program called PORTFOLIO that allows the user to automatically update a comparison database over the web.  These features will work okay on Windows and Mac up to 10.6 and we will eventually fix them for Lion too.  So, if you are a frequent CLAN user and if you are considering upgrading to Lion, please understand that these two features will not work perhaps for several months. 
> 
> --Brian MacWhinney
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> 

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From k.j.alcock at lancaster.ac.uk  Mon Aug 15 09:00:45 2011
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 15 Aug 2011 10:00:45 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <CAM-JJfbf=B15ytf03gZvwgKkZ9x-4LM66HxQ5gTzSxeyXuzVzA@mail.gmail.com>
Message-ID: <MON.15.AUG.2011.100045.0100.>

Do you actually need a non-verbal IQ score, or do you just need some
form of non-verbal ability test, which you could use to match children
(of the same age) or co-vary against a verbal score (again with the same
age group), or even from which you could obtain a standard score for
every child (regardless of age)?

 

Because if you want to do one of those things (rather than actually
obtain an IQ score) you can just use a subtest of the WPPSI, or of the
BAS (we usually use Block Design from the BAS). You can still compare
children and obtain a standard score on that one test.

 

Katie

 

From: info-childes at googlegroups.com
[mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
Sent: 13 August 2011 10:36
To: info-childes at googlegroups.com
Subject: Leiter R vs WPPSI with 3- and 4-year-olds

 

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will
have to fork out a considerable amount of money for a test. I am
currently tossing up between the Leiter R (which claims to be the only
truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and
disadvantages of using these two tests with this age group? I am quite
wary of using lengthy and boring tests with a group which are not
exactly known for their ability to maintain sustained attention and / or
understand verbal instructions! 

Many thanks in advance,
Kirsten

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From lmorett at ucsc.edu  Mon Aug 15 15:00:24 2011
From: lmorett at ucsc.edu (Laura Morett)
Date: Mon, 15 Aug 2011 08:00:24 -0700
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <8D843A98A995F54E874111C9C6DADFE004072923@exchange-be7.lancs.local>
Message-ID: <MON.15.AUG.2011.080024.0700.>

If you only need a nonverbal measure, another option would be Raven's
Progressive Matrices, which has been used successfully with nonverbal
populations (autistics).  I believe there is an age-appropriate
version that is part of the WPPSI, but you may also be able to
purchase it separately.  I'd suggest that or the Corsi Block test if
you are only looking for a measure of non-verbal intelligence.

Regards,
Laura Morett


On Aug 15, 5:00?am, "Alcock, Katie" <k.j.alc... at lancaster.ac.uk>
wrote:
> Do you actually need a non-verbal IQ score, or do you just need some
> form of non-verbal ability test, which you could use to match children
> (of the same age) or co-vary against a verbal score (again with the same
> age group), or even from which you could obtain a standard score for
> every child (regardless of age)?
>
> Because if you want to do one of those things (rather than actually
> obtain an IQ score) you can just use a subtest of the WPPSI, or of the
> BAS (we usually use Block Design from the BAS). You can still compare
> children and obtain a standard score on that one test.
>
> Katie
>
> From: info-childes at googlegroups.com
> [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
> Sent: 13 August 2011 10:36
> To: info-childes at googlegroups.com
> Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>
> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will
> have to fork out a considerable amount of money for a test. I am
> currently tossing up between the Leiter R (which claims to be the only
> truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>
> Does anyone have any experience comparing the advantages and
> disadvantages of using these two tests with this age group? I am quite
> wary of using lengthy and boring tests with a group which are not
> exactly known for their ability to maintain sustained attention and / or
> understand verbal instructions!
>
> Many thanks in advance,
> Kirsten
>
> --
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group athttp://groups.google.com/group/info-childes?hl=en.

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From k.j.alcock at lancaster.ac.uk  Mon Aug 15 15:33:04 2011
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 15 Aug 2011 16:33:04 +0100
Subject: Leiter R vs WPPSI with 3- and 4-year-olds
In-Reply-To: <33eb2592-2fcf-49bc-81c0-bcb1400133b8@h3g2000vbr.googlegroups.com>
Message-ID: <MON.15.AUG.2011.163304.0100.>

I don't think either Ravens (goes down to 4) or Corsi would work with three-year-olds, unfortunately.

> -----Original Message-----
> From: info-childes at googlegroups.com [mailto:info-
> childes at googlegroups.com] On Behalf Of Laura Morett
> Sent: 15 August 2011 16:00
> To: Info-CHILDES
> Subject: Re: Leiter R vs WPPSI with 3- and 4-year-olds
> 
> If you only need a nonverbal measure, another option would be Raven's
> Progressive Matrices, which has been used successfully with nonverbal
> populations (autistics).  I believe there is an age-appropriate
> version that is part of the WPPSI, but you may also be able to
> purchase it separately.  I'd suggest that or the Corsi Block test if
> you are only looking for a measure of non-verbal intelligence.
> 
> Regards,
> Laura Morett
> 
> 
> On Aug 15, 5:00?am, "Alcock, Katie" <k.j.alc... at lancaster.ac.uk>
> wrote:
> > Do you actually need a non-verbal IQ score, or do you just need some
> > form of non-verbal ability test, which you could use to match
> children
> > (of the same age) or co-vary against a verbal score (again with the
> same
> > age group), or even from which you could obtain a standard score for
> > every child (regardless of age)?
> >
> > Because if you want to do one of those things (rather than actually
> > obtain an IQ score) you can just use a subtest of the WPPSI, or of
> the
> > BAS (we usually use Block Design from the BAS). You can still compare
> > children and obtain a standard score on that one test.
> >
> > Katie
> >
> > From: info-childes at googlegroups.com
> > [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-
> Smith
> > Sent: 13 August 2011 10:36
> > To: info-childes at googlegroups.com
> > Subject: Leiter R vs WPPSI with 3- and 4-year-olds
> >
> > Hi everybody,
> > I need to assess non-verbal IQ for an intervention study with 3- and
> > 4-year-olds with language and communication disorders. I therefore
> will
> > have to fork out a considerable amount of money for a test. I am
> > currently tossing up between the Leiter R (which claims to be the
> only
> > truly non-verbal test) and the Wechsler Pre-school and Primary Scale
> of
> > Intelligence (which seems to be more widely used).
> >
> > Does anyone have any experience comparing the advantages and
> > disadvantages of using these two tests with this age group? I am
> quite
> > wary of using lengthy and boring tests with a group which are not
> > exactly known for their ability to maintain sustained attention and /
> or
> > understand verbal instructions!
> >
> > Many thanks in advance,
> > Kirsten
> >
> > --
> > You received this message because you are subscribed to the Google
> > Groups "Info-CHILDES" group.
> > To post to this group, send email to info-childes at googlegroups.com.
> > To unsubscribe from this group, send email to
> > info-childes+unsubscribe at googlegroups.com.
> > For more options, visit this group
> athttp://groups.google.com/group/info-childes?hl=en.
> 
> --
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
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From jo.vanherwegen at googlemail.com  Mon Aug 15 19:34:49 2011
From: jo.vanherwegen at googlemail.com (jo.vanherwegen at googlemail.com)
Date: Mon, 15 Aug 2011 19:34:49 +0000
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <bcaec51dd8cf0b37ce04aa8ac9c3@google.com>
Message-ID: <MON.15.AUG.2011.193449.0000.>

An even cheaper alternative is using Ravens Matrices raw scores if you just want to compare two groups. (Or use z-scores instead of raw scores). Also the instructions require almost no language (you can use gestures) which is beneficial when researching children with language/ communication impairments.

Best,
Jo
Sent from my BlackBerry? smartphone

-----Original Message-----
From: info-childes+noreply at googlegroups.com
Sender: info-childes at googlegroups.com
Date: Mon, 15 Aug 2011 12:56:02 
To: Digest Recipients<info-childes+digest at googlegroups.com>
Reply-To: info-childes at googlegroups.com
Subject: Digest for info-childes at googlegroups.com - 2 Messages in 2 Topics

=============================================================================
Today's Topic Summary
=============================================================================

Group: info-childes at googlegroups.com
Url: http://groups.google.com/group/info-childes/topics

  - Leiter R vs WPPSI with 3- and 4-year-olds [1 Update]
    http://groups.google.com/group/info-childes/t/9c97bef68752f35b
  - CLAN on Lion [1 Update]
    http://groups.google.com/group/info-childes/t/812207abd957f6e6


=============================================================================
Topic: Leiter R vs WPPSI with 3- and 4-year-olds
Url: http://groups.google.com/group/info-childes/t/9c97bef68752f35b
=============================================================================

---------- 1 of 1 ----------
From: "Alcock, Katie" <k.j.alcock at lancaster.ac.uk>
Date: Aug 15 10:00AM +0100
Url: http://groups.google.com/group/info-childes/msg/a5c1851315f032ab

Do you actually need a non-verbal IQ score, or do you just need some
form of non-verbal ability test, which you could use to match children
(of the same age) or co-vary against a verbal score (again with the same
age group), or even from which you could obtain a standard score for
every child (regardless of age)?

 

Because if you want to do one of those things (rather than actually
obtain an IQ score) you can just use a subtest of the WPPSI, or of the
BAS (we usually use Block Design from the BAS). You can still compare
children and obtain a standard score on that one test.

 

Katie

 

From: info-childes at googlegroups.com
[mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
Sent: 13 August 2011 10:36
To: info-childes at googlegroups.com
Subject: Leiter R vs WPPSI with 3- and 4-year-olds

 

Hi everybody,
I need to assess non-verbal IQ for an intervention study with 3- and
4-year-olds with language and communication disorders. I therefore will
have to fork out a considerable amount of money for a test. I am
currently tossing up between the Leiter R (which claims to be the only
truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
Intelligence (which seems to be more widely used).

Does anyone have any experience comparing the advantages and
disadvantages of using these two tests with this age group? I am quite
wary of using lengthy and boring tests with a group which are not
exactly known for their ability to maintain sustained attention and / or
understand verbal instructions! 

Many thanks in advance,
Kirsten

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http://groups.google.com/group/info-childes?hl=en.



=============================================================================
Topic: CLAN on Lion
Url: http://groups.google.com/group/info-childes/t/812207abd957f6e6
=============================================================================

---------- 1 of 1 ----------
From: Leonid Spektor <spektor at andrew.cmu.edu>
Date: Aug 14 05:15PM -0400
Url: http://groups.google.com/group/info-childes/msg/f1613d5b6e9c0ce5

All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.

Leonid.



On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:





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From k.j.alcock at lancaster.ac.uk  Tue Aug 16 08:35:37 2011
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Tue, 16 Aug 2011 09:35:37 +0100
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <368092501-1313436930-cardhu_decombobulator_blackberry.rim.net-1787742637-@b1.c10.bise7.blackberry>
Message-ID: <TUE.16.AUG.2011.093537.0100.>

You still can't use Ravens with 3 year olds...
On 15 Aug 2011, at 20:34, jo.vanherwegen at googlemail.com wrote:

> An even cheaper alternative is using Ravens Matrices raw scores if you just want to compare two groups. (Or use z-scores instead of raw scores). Also the instructions require almost no language (you can use gestures) which is beneficial when researching children with language/ communication impairments.
> 
> Best,
> Jo
> Sent from my BlackBerry? smartphone
> 
> From: info-childes+noreply at googlegroups.com
> Sender: info-childes at googlegroups.com
> Date: Mon, 15 Aug 2011 12:56:02 +0000
> To: Digest Recipients<info-childes+digest at googlegroups.com>
> ReplyTo: info-childes at googlegroups.com
> Subject: Digest for info-childes at googlegroups.com - 2 Messages in 2 Topics
> 
>   Today's Topic Summary
> Group: http://groups.google.com/group/info-childes/topics
> 
> Leiter R vs WPPSI with 3- and 4-year-olds [1 Update]
> CLAN on Lion [1 Update]
>  Topic: Leiter R vs WPPSI with 3- and 4-year-olds
> "Alcock, Katie" <k.j.alcock at lancaster.ac.uk> Aug 15 10:00AM +0100 ^
>  
> Do you actually need a non-verbal IQ score, or do you just need some
> form of non-verbal ability test, which you could use to match children
> (of the same age) or co-vary against a verbal score (again with the same
> age group), or even from which you could obtain a standard score for
> every child (regardless of age)?
>  
> 
>  
> Because if you want to do one of those things (rather than actually
> obtain an IQ score) you can just use a subtest of the WPPSI, or of the
> BAS (we usually use Block Design from the BAS). You can still compare
> children and obtain a standard score on that one test.
>  
> 
>  
> Katie
>  
> 
>  
> From: info-childes at googlegroups.com
> [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
> Sent: 13 August 2011 10:36
> To: info-childes at googlegroups.com
> Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>  
> 
>  
> Hi everybody,
> I need to assess non-verbal IQ for an intervention study with 3- and
> 4-year-olds with language and communication disorders. I therefore will
> have to fork out a considerable amount of money for a test. I am
> currently tossing up between the Leiter R (which claims to be the only
> truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
> Intelligence (which seems to be more widely used).
>  
> Does anyone have any experience comparing the advantages and
> disadvantages of using these two tests with this age group? I am quite
> wary of using lengthy and boring tests with a group which are not
> exactly known for their ability to maintain sustained attention and / or
> understand verbal instructions! 
>  
> Many thanks in advance,
> Kirsten
>  
> -- 
> You received this message because you are subscribed to the Google
> Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
> http://groups.google.com/group/info-childes?hl=en.
>  
>  Topic: CLAN on Lion
> Leonid Spektor <spektor at andrew.cmu.edu> Aug 14 05:15PM -0400 ^
>  
> All CLAN's features are functioning correctly now on new 10.7 Lion operating system. If you are upgrading to 10.7 Lion OS, then please download the new version of CLAN from childes web site.
>  
> Leonid.
>  
>  
>  
> On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:
>  
>  
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.
> 
> -- 
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> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.

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From henrietta.lempert at gmail.com  Tue Aug 16 15:03:50 2011
From: henrietta.lempert at gmail.com (henrietta lempert)
Date: Tue, 16 Aug 2011 11:03:50 -0400
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2
 Topics
In-Reply-To: <368092501-1313436930-cardhu_decombobulator_blackberry.rim.net-1787742637-@b1.c10.bise7.blackberry>
Message-ID: <TUE.16.AUG.2011.110350.0400.>

Does anyone still use the "Draw A Man" test?  It used to be part of my
battery in the days when I was a child clinical psychologist and there
were norms available.  Might be worth investigating.

Best,

Henrietta

On Mon, Aug 15, 2011 at 3:34 PM, <jo.vanherwegen at googlemail.com> wrote:

> **An even cheaper alternative is using Ravens Matrices raw scores if you
> just want to compare two groups. (Or use z-scores instead of raw scores).
> Also the instructions require almost no language (you can use gestures)
> which is beneficial when researching children with language/ communication
> impairments.
>
> Best,
> Jo
>
> Sent from my BlackBerry? smartphone
> ------------------------------
> *From: *info-childes+noreply at googlegroups.com
> *Sender: *info-childes at googlegroups.com
> *Date: *Mon, 15 Aug 2011 12:56:02 +0000
> *To: *Digest Recipients<info-childes+digest at googlegroups.com>
> *ReplyTo: *info-childes at googlegroups.com
> *Subject: *Digest for info-childes at googlegroups.com - 2 Messages in 2
> Topics
>
>   Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>    - Leiter R vs WPPSI with 3- and 4-year-olds<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_group_thread_0>[1 Update]
>    - CLAN on Lion<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_group_thread_1>[1 Update]
>
>  Topic: Leiter R vs WPPSI with 3- and 4-year-olds<http://groups.google.com/group/info-childes/t/9c97bef68752f35b>
>
>    "Alcock, Katie" <k.j.alcock at lancaster.ac.uk> Aug 15 10:00AM +0100 ^<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_digest_top>
>
>    Do you actually need a non-verbal IQ score, or do you just need some
>    form of non-verbal ability test, which you could use to match children
>    (of the same age) or co-vary against a verbal score (again with the
>    same
>    age group), or even from which you could obtain a standard score for
>    every child (regardless of age)?
>
>
>
>    Because if you want to do one of those things (rather than actually
>    obtain an IQ score) you can just use a subtest of the WPPSI, or of the
>    BAS (we usually use Block Design from the BAS). You can still compare
>    children and obtain a standard score on that one test.
>
>
>
>    Katie
>
>
>
>    From: info-childes at googlegroups.com
>    [mailto:info-childes at googlegroups.com] On Behalf Of Kirsten Abbot-Smith
>    Sent: 13 August 2011 10:36
>    To: info-childes at googlegroups.com
>    Subject: Leiter R vs WPPSI with 3- and 4-year-olds
>
>
>
>    Hi everybody,
>    I need to assess non-verbal IQ for an intervention study with 3- and
>    4-year-olds with language and communication disorders. I therefore will
>    have to fork out a considerable amount of money for a test. I am
>    currently tossing up between the Leiter R (which claims to be the only
>    truly non-verbal test) and the Wechsler Pre-school and Primary Scale of
>    Intelligence (which seems to be more widely used).
>
>    Does anyone have any experience comparing the advantages and
>    disadvantages of using these two tests with this age group? I am quite
>    wary of using lengthy and boring tests with a group which are not
>    exactly known for their ability to maintain sustained attention and /
>    or
>    understand verbal instructions!
>
>    Many thanks in advance,
>    Kirsten
>
>    --
>    You received this message because you are subscribed to the Google
>    Groups "Info-CHILDES" group.
>    To post to this group, send email to info-childes at googlegroups.com.
>    To unsubscribe from this group, send email to
>    info-childes+unsubscribe at googlegroups.com.
>    For more options, visit this group at
>    http://groups.google.com/group/info-childes?hl=en.
>
>
>
>  Topic: CLAN on Lion<http://groups.google.com/group/info-childes/t/812207abd957f6e6>
>
>    Leonid Spektor <spektor at andrew.cmu.edu> Aug 14 05:15PM -0400 ^<https://mail.google.com/mail/?ui=2&view=js&name=main,tlist&ver=v-Dx4YdjNAo.en.&am=!Ck1jWlssh0j7gv37BUw0Q9FosPDWXErAanolA737gfqoHJj36lUTQqSXuBSrbBe5#131cef1291488566_digest_top>
>
>    All CLAN's features are functioning correctly now on new 10.7 Lion
>    operating system. If you are upgrading to 10.7 Lion OS, then please download
>    the new version of CLAN from childes web site.
>
>    Leonid.
>
>
>
>    On Aug 10, 2011, at 17:00, Brian MacWhinney wrote:
>
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit this group at
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>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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>



-- 
Henrietta Lempert, Ph.D.,
Psychology Department
University of Toronto
Toronto ON M5S 3G3
e-mail: lempert at psych.utoronto.ca
           henrietta.lempert at utoronto.ca
FAX(B) 416-978-4811
FAX(H) 416-924-7616

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From katherineswhite at gmail.com  Thu Aug 18 20:41:31 2011
From: katherineswhite at gmail.com (Katherine White)
Date: Thu, 18 Aug 2011 16:41:31 -0400
Subject: Position announcement: University of Waterloo
Message-ID: <THU.18.AUG.2011.164131.0400.>

ASSISTANT PROFESSOR POSITION IN DEVELOPMENTAL PSYCHOLOGY - UNIVERSITY
OF WATERLOO



Applications are being accepted for the position of Assistant Professor,
tenure-track, in *Developmental Psychology *at the University of Waterloo,
Canada.  The successful candidate will be expected to maintain an active
research and teaching program and supervise graduate and undergraduate
students.  The successful candidate must have a PhD in Developmental
Psychology and a demonstrated record of published research. Information
about the department and program in Developmental Psychology can be found
at http://www.psychology.uwaterloo.ca.  Information regarding Waterloo can
be found at:  http://www.region.waterloo.on.ca. The anticipated start date
for the position is July 1, 2012. We will begin reviewing applications on
November 1, 2011 and continue until the position is filled. Applicants
should electronically submit a curriculum vitae, a statement of research and
teaching interests, reprints or preprints of recent papers, and the names
and contact information for three referees (including their email addresses)
to: devposition at psychology.uwaterloo.ca.  The University of Waterloo
encourages applications from all qualified individuals, including women,
members of visible minorities, native peoples, and persons with
disabilities. All qualified candidates are encouraged to apply; however,
Canadians and permanent residents will be given priority.

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From pdaftaryfard at gmail.com  Sun Aug 21 04:26:12 2011
From: pdaftaryfard at gmail.com (parisa Daftarifard)
Date: Sun, 21 Aug 2011 07:56:12 +0330
Subject: intelligence disabled children
Message-ID: <SUN.21.AUG.2011.075612.0330.>

Dear scholars
I am to work on second language acquisition of some border line children
(those who are not retarded but are not usual either). I wonder if you can
suggest me to read any articles or similar work on these children. they are
11, 12 and 13.

I appreciate your help in advance.
Best,
Parisa

-- 
Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (South-Tehran Branch)

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From pdaftaryfard at gmail.com  Sun Aug 21 10:42:25 2011
From: pdaftaryfard at gmail.com (parisa Daftarifard)
Date: Sun, 21 Aug 2011 14:12:25 +0330
Subject: Children with moderate disabilities
Message-ID: <SUN.21.AUG.2011.141225.0330.>

Dear scholars
I need to rephrase my request. I am new to this field and am to work on
second language acquisition of some border line children (those with
moderate disabilities, IQ between 50-80). I wonder if you can suggest me to
read any articles or similar work on these children. they are 11, 12 and 13.


I appreciate your help in advance.
Best,
Parisa

-- 

Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (South-Tehran Branch)

-- 
Parisa Daftarifard
Phd Student of TEFL
IAUSR
Faculty Member of IAU (Tehran South Branch)

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From margaretmfleck at yahoo.com  Tue Aug 23 00:48:17 2011
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Mon, 22 Aug 2011 17:48:17 -0700
Subject: adult-to-adult conversations in digital format?
In-Reply-To: <CAKkumJZoTYLVKfDQW2XVbsCHT0L3BMU99=esNd7yR=hgUc0fQA@mail.gmail.com>
Message-ID: <MON.22.AUG.2011.174817.0700.>

?
The best choice is going to depend a lot on what sort of conversation you are looking
for and what you want to measure.??? All the existing spoken English corpora have their own quirky properties and limitations.??? Others you should be looking at (beyond what has previously been mentioned):
?
????? Switchboard:?? has heavy-duty syntax markup
????? Fisher:?? big.??? supposed to be more natural than Switchboard.?? 
????? Santa Barbara corpus of spoken American English:??diverse.?? I think?they tried to 
??????????? capture a range of social situations, e.g. arguments, sermons, family gatherings...
????? Buckeye:?? one person doing most of the talking in each conversation, but?about
??????????? the only sizeable corpus phonetically transcribed.?? More natural than Switchboard.
????? Map Task:? task-based conversation, which might be a lot more comparable to
??????????? some of the kid data 
?
I don't think there is one such thing as a "normal" conversation.????The task-based
chatter of several kids playing a first-person shooter game doesn't sound even
remotely like the same kids playing politely in their school classroom.??? And neither
sounds like a family dinner or a phone conversation.???? ? So it seems important to
compare conversations of a closely similar type to get a clear comparison between
adult-child, child-child, and/or adult-adult data.???? 
?
Margaret Fleck (Illinois)

--- On Mon, 8/8/11, Virginia Valian <vvvstudents at gmail.com> wrote:


From: Virginia Valian <vvvstudents at gmail.com>
Subject: adult-to-adult conversations in digital format?
To: info-childes at googlegroups.com
Date: Monday, August 8, 2011, 7:21 AM


Dear CHILDES community,

I am looking for adult-to-adult conversations, in American English (so the BNC is out), that have been transcribed and are in digital format.? I want to compare adult-to-adult speech with adult-to-child speech.? CHILDES (thank you, Brian) gives us thousands of hours of adult-to-child.? I don't need *thousands* of hours of adult-to-adult but I would like several hours of normal conversation.? Hence, I do not want very short routine phone conversations.? Nor do I want academic conversations, including student-to-student conversations about difficult topics like DNA.? CoCA is not usable because one can only search it, not download whole conversations.? Suggestions will be gratefully received either via this list or to me at virginia.valian at hunter.cuny.edu

Sincerely,

Virginia Valian
Distinguished Professor
Department of Psychology, Hunter College
PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center
vvvstudents at gmail.com

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From crowland at liverpool.ac.uk  Thu Aug 25 09:31:33 2011
From: crowland at liverpool.ac.uk (Rowland, Caroline)
Date: Thu, 25 Aug 2011 09:31:33 +0000
Subject: New book: 'Experience, Variation and Generalization'
Message-ID: <THU.25.AUG.2011.093133.0000.>

Dear all,

As series editors of the TiLAR book series, Shanley Allen and I are pleased to announce the publication of the 7th volume in the series, ?Experience, Variation and Generalization?, edited by Eve Clark and Inbal Arnon.  A pr?cis of the book can be found below and further details are on the attached flyer.

Best wishes,

Caro

Experience, Variation and Generalisation
Eve Clark & Inbal Arnon

Are all children exposed to the same linguistic input, and do they follow the same route in acquisition? The answer is no: The language that children hear differs even within a social class or cultural setting, as do the paths individual children take. The linguistic signal itself is also variable, both within and across speakers - the same sound is different across words; the same speech act can be realized with different constructions. The challenge here is to explain, given their diversity of experience, how children arrive at similar generalizations about their first language. This volume brings together studies of phonology, morphology, and syntax in development, to present a new perspective on how experience and variation shape children?s linguistic generalizations. The papers deal with variation in forms, learning processes, and speaker features, and assess the impact of variation on the mechanisms and outcomes of language learning.



Dr Caroline Rowland
Senior Lecturer
Institute of Psychology, Health & Society
Eleanor Rathbone Building
University of Liverpool
LIVERPOOL
L69 7ZA
Tel: +44 151 794 1120
Fax: +44 151 794 2945
Email: crowland at liverpool.ac.uk<mailto:crowland at liverpool.ac.uk>
Child Language Study Centre:  http://www.liv.ac.uk/psychology/clrc/clrg.html


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From tribushinina at hotmail.com  Thu Aug 25 15:53:39 2011
From: tribushinina at hotmail.com (elena tribushinina)
Date: Thu, 25 Aug 2011 15:53:39 +0000
Subject: Conceptual Salience and Early Child Morphology
Message-ID: <THU.25.AUG.2011.155339.0000.>


Second call for papers for the workshop 
Conceptual Salience and Early Child Morphology 
 
When: February 11-12, 2012
Where: Vienna
Deadline for abstract submission: September 15, 2011
Notification of acceptance: October 25, 2011
 
Workshop description
There are different ways in which conceptual salience may influence the acquisition of morphology. For example, one of the reasons that nouns are acquired faster than adjectives is that the prototypical referents of nouns (i.e. objects) are more salient and more easily accessible to a child than relatively abstract properties denoted by adjectives. Some concepts, such as agentivity, causality, possession and number, are so salient that children may attempt to express them even before they have started acquiring the morphological form associated with that particular meaning.
 
On the other hand, children are from early on highly sensitive to the distributional properties of the linguistic input addressed to them. Whereas high token frequency leads to entrenchment and storage as ?chunk?, type frequency and morphotactic transparency play an important role in the recognition of analogies and the extraction of regularities between morphological patterns. Consequently, the acquisition of morphology may also influence the formation of concepts and determine which concepts would become more salient than others.
 
Moreover, languages may differ with respect to which specific concepts are expressed morphologically. Accordingly, a number of cross-linguistic investigations demonstrate that children?s attention is channeled towards different aspects of a situation depending on which portions of the conceptual space are grammaticized in the target language.
 
We invite contributions exploring this complex relationship between the conceptual development of a child and the acquisition of morphology using a variety of state-of-the-art methods of psycholinguistic research. A special focus of the workshop will be on cross-linguistic comparisons.
 
This workshop is part of the 15th International Morphology Meeting held in Vienna on February 9-12, 2012. 
Conference URL: http://www.wu.ac.at/inst/roman/imm15/index.html
 
Confirmed invited speakers
P.M. Bertinetto (Pisa), W.U. Dressler (Vienna), D. Ravid (Tel Aviv), U. Stephany (Cologne)
 
Abstract submission
Abstracts (max. 500 words) in MS Word should be sent to e.tribushinina at uu.nl by September 15, 2011. 
 
More information
For further information please contact the convenors: Sabine Laaha (sabine.laaha at oeaw.ac.at) or Elena Tribushinina (e.tribushinina at uu.nl). 		 	   		  

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From dfinnera at gmail.com  Mon Aug 29 15:23:10 2011
From: dfinnera at gmail.com (Denise Finneran)
Date: Mon, 29 Aug 2011 08:23:10 -0700
Subject: Department Chair Position Announcement: University of South
 Carolina
Message-ID: <MON.29.AUG.2011.082310.0700.>

Department Chair: The Dept. of Communication Sciences and Disorders in
the Arnold School of Public Health, University of South Carolina, is
inviting applications for the position of Department Chair at the
level of associate or full professor. This is a 9-month tenure-track
position with a set start date for fall 2012.  Qualified applicants
will have a Ph.D. in Communication Sciences/Disorders or related
fields; preference will be given to applicants who hold a Certificate
of Clinical Competence in speech-language pathology (CCC-SLP). Other
qualifications include: (a) demonstrated excellence in the area of
leadership and the ability to serve at the college, university, and
national level; (b) strong track record in the areas of teaching and
research; (c) demonstrated ability to work effectively with faculty,
staff and students who represent a wide array of ethnic, cultural, and
socioeconomic backgrounds; and (d) desire to work in a progressive
research friendly environment.

The Department of Communication Sciences and Disorders offers two
master?s degrees and a Ph.D. in speech-language pathology. The
University of South Carolina is a Carnegie Doctoral/Research Extensive
Institution with an aggressive program of expansion in the areas of
language development and adult neurogenics with potential for further
expansion in the applicant?s area of interest. Salary is competitive
and commensurate with experience. Interested applicants should send
application letter, CV, three letters of recommendation, and other
supporting material to:  Julius Fridriksson, Ph.D. Search Committee
Chair, C/O Karen Mullis, Dept. of Communication Sciences & Disorders,
University of South Carolina, Columbia, SC 29208 (jfridrik at sc.edu).
Review of applications will begin November 1st, 2011 and will continue
until the position is filled. The University of South Carolina is an
AA/EOE.  Women and minorities are encouraged to apply. Visit the
department website at: www.sph.sc.edu/comd

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From daanvdvelde at gmail.com  Tue Aug 30 13:37:57 2011
From: daanvdvelde at gmail.com (Daan van de Velde)
Date: Tue, 30 Aug 2011 15:37:57 +0200
Subject: Abridged summary of info-childes@googlegroups.com - 1 Message
 in 1 Topic
In-Reply-To: <bcaec53f93a9ad7f3504abb900bb@google.com>
Message-ID: <TUE.30.AUG.2011.153757.0200.>

Dear Childes,

I subscribed to the daily e-mail summaries of the Childes forum. Could I
change the address to which this is being sent: instead of the current one,
I would like to use d.j.van.de.velde at hum.leidenuniv.nl.
How can I do this or can you do this for me.


Thank you very much,
Daan van de Velde

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From k.j.alcock at lancaster.ac.uk  Wed Aug 31 14:25:03 2011
From: k.j.alcock at lancaster.ac.uk (Katie Alcock)
Date: Wed, 31 Aug 2011 15:25:03 +0100
Subject: Accent/phonology in simultaneous bilinguals
Message-ID: <WED.31.AUG.2011.152503.0100.>

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833

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From GoodmanJC at health.missouri.edu  Wed Aug 31 14:54:32 2011
From: GoodmanJC at health.missouri.edu (Goodman, Judith)
Date: Wed, 31 Aug 2011 09:54:32 -0500
Subject: Accent/phonology in simultaneous bilinguals
In-Reply-To: <F15F99CC-AC2B-4721-9390-7A68045A6D59@lancaster.ac.uk>
Message-ID: <WED.31.AUG.2011.095432.0500.>

Thanks for letting me know. I had a dentist appt this morning and now I'm waiting at the Parking Office because they've lost me from the system and did not issue me a new hangtag.  This is bureaucracy at it's worst.  It's the second time I've tried to fix it.  It seems obvious to me that they need to reenter it and send me on my way, but they can't seem to figure that out having already botched it twice and given me conflicting instructions today.  In other words, I should have been in 15 minutes ago, but I hope it will be in the next half hour.
--j.

On Aug 31, 2011, at 9:34 AM, "Katie Alcock" <k.j.alcock at lancaster.ac.uk<mailto:k.j.alcock at lancaster.ac.uk>> wrote:

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833


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From GoodmanJC at health.missouri.edu  Wed Aug 31 15:33:27 2011
From: GoodmanJC at health.missouri.edu (Goodman, Judith)
Date: Wed, 31 Aug 2011 10:33:27 -0500
Subject: Accent/phonology in simultaneous bilinguals
In-Reply-To: <E68B6FFB-7FE3-4726-AFC2-A1C7148A6372@health.missouri.edu>
Message-ID: <WED.31.AUG.2011.103327.0500.>

Sorry to the whole list who now know my parking woes.  I intended to reply to the message just below this one on my iPhone, but tapped too high - next time I'll put my glasses on!  My apologies!


On 8/31/11 9:54 AM, "Goodman, Judith" <GoodmanJC at health.missouri.edu> wrote:

Thanks for letting me know. I had a dentist appt this morning and now I'm waiting at the Parking Office because they've lost me from the system and did not issue me a new hangtag.  This is bureaucracy at it's worst.  It's the second time I've tried to fix it.  It seems obvious to me that they need to reenter it and send me on my way, but they can't seem to figure that out having already botched it twice and given me conflicting instructions today.  In other words, I should have been in 15 minutes ago, but I hope it will be in the next half hour.
--j.

On Aug 31, 2011, at 9:34 AM, "Katie Alcock" <k.j.alcock at lancaster.ac.uk<mailto:k.j.alcock at lancaster.ac.uk><mailto:k.j.alcock at lancaster.ac.uk>> wrote:

I'm wondering if anyone knows of any papers on phonological processing in simultaneous bilinguals, especially those whose exposure to each language is from native speakers (rather than those growing up in a bilingual environment with a lot of non-native speakers in one or both languages).

I'm asking because my two nieces (British father who is the main carer, Spanish mother) have noticeably non-British accents when speaking English, as well as some non-native phonology (e.g. b/v confusion, smaller range of vowels than I'd expect).

Almost no-one who is a non-native English speaker speaks English to them (except for a small amount in simple English lessons at school - they are 5 and 7). They do hear English of a variety of accents, but all their Spanish family and friends speak Castellano with them. I'd estimate they get about 75% exposure to Spanish, perhaps a little more (and more for the younger girl who gets more input from her older sister than vice versa).

At least for the older girl, comprehension is at an age-appropriate level; she makes some non-native-like sentence-level errors but they are not too dissimilar to a slightly younger monolingual (he/she confusion, question word order problems). I'm not sure about perception of contrasts but this is one of the more noticeable things about her production.

I'm very curious about accent in children in this kind of context; the data from infants would lead us to assume that once contrasts have been acquired in perception, so long as some exposure continues, they are not lost and by implication should also be present in production. Perhaps this is one of those assumptions that has no basis in fact!

Thanks

Katie Alcock




Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
Lancaster University
Fylde College
Lancaster
LA1 5EB
UK
Tel: +44 (0) 1524 593833


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