From brunilda at gmail.com Wed Jun 1 15:16:52 2011 From: brunilda at gmail.com (Bruno) Date: Wed, 1 Jun 2011 08:16:52 -0700 Subject: multilingual babies In-Reply-To: <4DC80636.5040203@ub.edu> Message-ID: I thought briefly about opening a new thread for this, but I think it would be overkill. See Mark Lieberman's post today on language log about multilingualism and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 In the end, as many have said, for all the ways in which language is a formal construct, language is also functional. If you live in a multilingual environment, what are you going to do? The question is almost moot. Bruno Estigarribia UNC Chapel Hill On May 9, 11:20 am, Miquel Serra wrote: > Dear Parisa > Bilingulism is both, a situation to which a family has to (functionally) > adapt and a project for the children to fullfill. It is not (only) a > desire of parents or politicians (and academics). > Adaptation depends on many factors  and circumstances. And a project   > depends on long distance goals and means for them. If one is fucntional > and has clear goals, there is no problem. But it is more important for > the children to admire a culture than to be pressed to learn a distant > language. > Miquel Serra > U Barcelona, Catalonia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From brunilda at gmail.com Wed Jun 1 17:21:21 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Wed, 1 Jun 2011 13:21:21 -0400 Subject: multilingual babies In-Reply-To: Message-ID: Of course, I misspelled Mark's last name *sigh*, it's "Liberman". Apologies. Bruno > I thought briefly about opening a new thread for this, but I think it > would be overkill. > See Mark Lieberman's post today on language log about multilingualism > and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 > In the end, as many have said, for all the ways in which language is a > formal construct, language is also functional. If you live in a > multilingual environment, what are you going to do? The question is > almost moot. > Bruno Estigarribia > UNC Chapel Hill > > On May 9, 11:20 am, Miquel Serra wrote: >> Dear Parisa >> Bilingulism is both, a situation to which a family has to (functionally) >> adapt and a project for the children to fullfill. It is not (only) a >> desire of parents or politicians (and academics). >> Adaptation depends on many factors and circumstances. And a project >> depends on long distance goals and means for them. If one is fucntional >> and has clear goals, there is no problem. But it is more important for >> the children to admire a culture than to be pressed to learn a distant >> language. >> Miquel Serra >> U Barcelona, Catalonia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From shahin at interchange.ubc.ca Wed Jun 1 18:06:51 2011 From: shahin at interchange.ubc.ca (Kimary Shahin) Date: Wed, 1 Jun 2011 11:06:51 -0700 Subject: 3 articles on language development in Arabic Message-ID: The Encyclopedia of Language and Literacy Development (http:// www.literacyencyclopedia.ca/) has a section on language development in Arabic, at http://www.literacyencyclopedia.ca/index.php?fa=section.show§ionId=18 There are three articles in the section. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From brain2drain at gmail.com Wed Jun 1 18:26:34 2011 From: brain2drain at gmail.com (Peter Gordon) Date: Wed, 1 Jun 2011 14:26:34 -0400 Subject: 3 articles on language development in Arabic In-Reply-To: Message-ID: On the topic of Arabic acquisition; we just published a paper in the most recent JCL titled:Acquiring diglossia: mutual influences of formal and colloquial Arabic on children's grammaticality judgments By Reem Khamis-Dakwar, Karen Froud and Peter Gordon http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8256387&fulltextType=RA&fileId=S0305000910000784 Peter Gordon On Wed, Jun 1, 2011 at 2:06 PM, Kimary Shahin wrote: > The Encyclopedia of Language and Literacy Development (http:// > www.literacyencyclopedia.ca/) has a section on language development in > Arabic, at > http://www.literacyencyclopedia.ca/index.php?fa=section.show§ionId=18 > > There are three articles in the section. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cgilders at pdx.edu Wed Jun 1 18:44:41 2011 From: cgilders at pdx.edu (Christina Gildersleeve-Neumann) Date: Wed, 1 Jun 2011 11:44:41 -0700 Subject: multilingual babies In-Reply-To: <4DE67511.801@gmail.com> Message-ID: I have loved all the discussion to date. I want to add a little bit as a researcher of bilngual speech sound development and disorder. I think we have to be careful about separating out the child who is a circumstantial bilingual from an elective bilingual when we decide "how many" languages. If a child needs one/two/three/ten languages to function in their communication environment, then that child needs to learn those languages, regardless of their communication disorder. There is published research (Genesee, Paradis, & Crago) showing that a bilingual child with a language disorder continues to show language growth in both languages. The child still has a language disorder - a core difficulty in language - but still continues to grow in language skills in both environments. To paraphrase Kathryn Kohnert, language disorders are not caused by bilingualism, nor are they cured by monolingualism. In fact, by trying to control the language environment of a circumstantial bilingual - say turn them into monolingual English child when their parents speak one or two other languages at home - you are depriving them of communication opportunities, depleting the richness of their language environment. Not a good idea if what the child is already struggling from is a difficulty in acquiring language syntax/grammar/phonology - more exposure is important, not less. If a child speaks English with their parents but Spanish with the extended family every weekend, do you really want to take away Spanish? That child will be cut off from Spanish communication situations for the rest of their life. Relationships with family members, cultural subtleties that are lost if you can't understood what's said. Not a good idea for someone with a communication disorder. For me the question still not answered is the elective bilingual. For example, a child from an English-only home in the United States. You can get by just fine as a monolingual English speaker in the US. If a child is identified with a communication disorder, is it wise to put them in a bilingual school - if that 2nd language is purely elective (parents don't speak it, for instance). We may want children to achieve the most possible and we may want to introduce them to that 2nd language during that (elusive) critical period0, but if language learning is a struggle, do we want to put them in an environment that they will likely struggle in, so that one day they will be bilingual? This is an individualized decision every parent must make in these elective situations. If it were MY child, I would give them as language-rich an environment in what is needed functionally for my child, then later - once English is stronger - introduce a 2nd or even 3rd language. But not initially. Elective bilingualism in children with communication disorders is an area waiting for further research... Best, Christina *********** Christina Gildersleeve-Neumann, Ph.D., CCC-SLP Associate Professor & Graduate Adviser Speech and Hearing Sciences Department Portland State University Neuberger Hall 85 PO Box 751 Portland, Oregon 97027-0751 Physical Address: Neuberger Hall 73 503.725.3230 cegn at pdx.edu On Wed, Jun 1, 2011 at 10:21 AM, Bruno Estigarribia wrote: > Of course, I misspelled Mark's last name *sigh*, it's "Liberman". > Apologies. > Bruno > > I thought briefly about opening a new thread for this, but I think it >> would be overkill. >> See Mark Lieberman's post today on language log about multilingualism >> and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 >> In the end, as many have said, for all the ways in which language is a >> formal construct, language is also functional. If you live in a >> multilingual environment, what are you going to do? The question is >> almost moot. >> Bruno Estigarribia >> UNC Chapel Hill >> >> On May 9, 11:20 am, Miquel Serra wrote: >> >>> Dear Parisa >>> Bilingulism is both, a situation to which a family has to (functionally) >>> adapt and a project for the children to fullfill. It is not (only) a >>> desire of parents or politicians (and academics). >>> Adaptation depends on many factors and circumstances. And a project >>> depends on long distance goals and means for them. If one is fucntional >>> and has clear goals, there is no problem. But it is more important for >>> the children to admire a culture than to be pressed to learn a distant >>> language. >>> Miquel Serra >>> U Barcelona, Catalonia >>> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Fri Jun 3 15:20:19 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Fri, 3 Jun 2011 11:20:19 -0400 Subject: Standardized scores for IPSyn? Message-ID: Hello all, As far as I know, Hollis Scarborough's Index of Productive Syntax was never standardized, so only raw scores are available for statistical analysis. Is that correct? Thanks! Bruno Bruno Estigarribia Assistant Professor of Romance Languages and Literatures, Spanish Program Research Assistant Professor of Psychology, Cognitive Science Program Investigator, Carolina Institute for Developmental Disabilities University of North Carolina at Chapel Hill estigarr at email.unc.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 3 17:59:07 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 3 Jun 2011 19:59:07 +0200 Subject: Standardized scores for IPSyn? In-Reply-To: <4DE8FBB3.5070609@gmail.com> Message-ID: Bruno, Scarborough's original paper was based on samples from 48 children. Some of her tables are based on a longitudinal sample of 15 children. She reports correlations with age and MLU and also shows that IPSyn scores for language-delayed children are higher than for controls. However, there was never, as far as I know, an attempt to standardize the test. In part, this may be because many of the items on the test involve a series of fairly tricky decisions and exclusions. Now that we have developed an automated version of IPSyn, it seems to me that it would be a good first step to run it across data in CHILDES to see whether changes in some of these tricky scoring rules make a difference and also to consider whether adding additional features or items could improve correlations with age or other scores. We are working on a method for doing this semi-automatically. Personally, I would find this more valuable than an attempt to standardize. But maybe others would disagree. By the way, there is a literature of about 30 articles that use the IPSyn and those may have additional clues. -- Brian MacWhinney On Jun 3, 2011, at 5:20 PM, Bruno Estigarribia wrote: > Hello all, > > As far as I know, Hollis Scarborough's Index of Productive Syntax was never standardized, so only raw scores are available for statistical analysis. Is that correct? > Thanks! > > Bruno > > Bruno Estigarribia > Assistant Professor of Romance Languages and Literatures, Spanish Program > Research Assistant Professor of Psychology, Cognitive Science Program > Investigator, Carolina Institute for Developmental Disabilities > University of North Carolina at Chapel Hill > estigarr at email.unc.edu > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k1n at psu.edu Sun Jun 5 16:33:10 2011 From: k1n at psu.edu (Keith Nelson) Date: Sun, 5 Jun 2011 12:33:10 -0400 Subject: Children's Language in Poverty, Children in Nature NEW PUBS Message-ID: Hi colleagues. Herewith info on 2 very different topics and publications. I. Children's Language and Poverty For anyone interested in the disturbing extent of language delays for children in poverty, in implications for prevention and intervention, and in implications of individual differences for language acquisition theories--here is a new large study just out. Comments, associations, and so on would be very much welcomed. Nelson et al., 2011, First Language, 31, 164-194. (online also at sage.com) 2. Children and Nature Children's concepts of nature and explorations of nature seem badly neglected in Child Language, Cognitive Science, and Developmental Psychology. Please send me links etc. to any interesting publications you may have spotted in these domains. Meanwhile, here is a publication that explores these topics in non-academic format. NEWLY RELEASED BOOK. If you go to Amazon.com you have a chance to read a brand new book about Nature and Children. It is called, Children, Pelicans, and Planets: Bobcat Magic. Surprise, delight, and amazement may await you as a reader of these chapters. In addition it is anticipated that in multiple ways these stories of Nature exploration will create some restlessness in many readers, some itches toward actions that increase their own contacts with nature and the quantity and quality of their children's participation with nature. Of course, you and different readers will enter the book with different frames of experience and will carry from it varied kinds and degrees of new awareness. Each of you will absorb the many reflections offered in these excursions into nature and will go beyond them to their own. Among the likely impacts of Children, Pelicans, and Planets: Bobcat Magic on readers and in turn on their friends and children are these-- o Setting aside more time to enter nature o Heightened attention to details in a wide range of contexts o New awareness of the potential for the seemingly familiar to surprise, reorient, and touch us o Feeling the threads of how nurturing the planet resonates with nurturing our children GETTING THE BOOK You may read this book on a Kindle or any computer or iPad where you have previously downloaded the free Kindle App from the Amazon.com website. To find the book on this website search by the title within the Kindle books section. -- Keith Nelson Professor of Psychology Penn State University 414 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi  ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From Damien.CHABANAL at univ-bpclermont.fr Mon Jun 6 07:41:06 2011 From: Damien.CHABANAL at univ-bpclermont.fr (Damien CHABANAL) Date: Mon, 6 Jun 2011 09:41:06 +0200 Subject: poste assistant de recherche traitement de corpus oraux (lrl, Universit=?iso-8859-1?Q?=E9_?=Blaise Pascal, Clermont-ferrand, France) Message-ID: Bonjour, un poste d'assistant de recherche est disponible pour une durée de 4 mois (de septembre à décembre 2011) au lrl (laboratoire de recherche sur le langage, université Blaise Pascal, Clermont-Ferrand, France). Il s'agira de traiter des corpus oraux d'interaction parents-enfants. Pour plus d'informations, vous pouvez consulter la fiche de poste en ligne : http://lrlweb.univ-bpclermont.fr/spip.php?article290 Si vous êtes intéressés, merci d'envoyer un CV et une lettre de motivation à Damien Chabanal : damien.chabanal at univ-bpclermont.fr. Cordialement Damien Chabanal Maitre de conférences Département de linguistique Université Blaise Pascal Clermont-Ferrand, France -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From smilingfla at gmail.com Mon Jun 6 08:25:58 2011 From: smilingfla at gmail.com (Flavia Adani) Date: Mon, 6 Jun 2011 10:25:58 +0200 Subject: One PhD position in Language Acquisition/Psycholinguistics, University of Potsdam Message-ID: We are seeking a part-time researcher (fixed-term till 06/2015) to work on "L1 acquisition of linguistic means for marking information structure: prosodic, syntactic and lexical aspects". This DFG-funded project is supervised by the Principal Investigators Prof. Dr. Flavia Adani and Prof. Dr. Barbara Höhle and is part of the Collaborative Research Centre 632: Information Structure (Sonderforschungsbereich 632: Informationsstruktur). The project investigates acquisition of information structure in German-speaking children with developmental language disorders. The successful candidate will: - have a master's degree (or equivalent) in Linguistics/Psycholinguistics/Developmental Psychology (or related disciplines); - have a strong interest in research; - be a native speaker of German and proficient in English; - have a background in experimental methods suitable for children (behavioral, eye-tracker); - be committed to contributing to the goals of the overall project SFB 632 (http://www.sfb632.uni-potsdam.de/main.html). Prior knowledge of information structure and developmental language disorders is desirable. Candidates are expected to pursue a doctoral degree at the University of Potsdam within the integrated Graduate School of the research centre. The topic of the thesis should be related to the grant. Applicants interested in pursuing a PhD within the frame of the projects' research questions are therefore especially encouraged to apply. The salary and social benefits are determined by the German pay scale for state employees (Entgeltgruppe: 13 TV-Laender, Tarifgebiet Ost). The University of Potsdam is an equal opportunity employer. Interested candidates are invited to send their application (including a motivation letter, a CV and two reference letters) to the address below by June 26th, 2011: Flavia Adani Department Linguistik Karl-Liebknecht-Str. 24/25 Potsdam 14476 Germany Application Deadline: 26-Jun-2011 Contact Information: flavia.adani uni-potsdam.de -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From editor.iascl.clbulletin at gmail.com Wed Jun 8 06:17:36 2011 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 7 Jun 2011 23:17:36 -0700 Subject: IASCL 2011: updates and preliminary program schedule Message-ID: ***message on behalf of Henri Cohen*** Dear Colleagues, A few more weeks and we'll have the pleasure of welcoming all of you in Montreal. The scientific program of this 12th IASCL meeting offers rich and varied presentations on many aspects of language acquisition and performance. There are 62 symposia and close to 360 posters that will be offered to the participants, promising exciting and scintillating discussions. This year, in addition to our distinguished invited speakers, we'll also be treated to four oral student presentations on the last day of the conference. There will be a cocktail reception on the opening evening, followed by the first guest lecture (Prof. Fred Genesee, Mc Gill University). There is now an almost final schedule of symposium and poster sessions for your perusal. If you are a presenter (symposium or poster), please, check that you are correctly listed in the program. Preliminary program schedule: http://www.iascl2011.org/scientific.php As you will note, there are 7-8 symposium presentations during each session. We have made an effort to avoid parallel presentations dealing with similar or closely related topics. However, we have received a large number of requests (from nearly every symposium convener:-) that constrain the symposium schedule. We are still working on answering every request -- so, expect a couple of changes within the next few days. This IASCL congress will also provide a great opportunity to meet with colleagues, students and reinforce or develop networks, as we are expecting around 600 participants. I invite you to visit the conference web site and learn about the conference venue, as well as important details about city life around the university and in Montreal. As you may know, the city is abuzz with festivals and we'll be, literally, in the midst of several popular events. I hope that you are as excited as I am about this coming meeting. We are all very much looking forward to welcoming you in Montreal, this July. Best wishes, Henri Cohen www.iascl2011.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ruth.tincoff at gmail.com Fri Jun 10 14:17:41 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Fri, 10 Jun 2011 07:17:41 -0700 Subject: ideas for methods course Message-ID: Hi, I am looking for examples and resources for mini-projects that I can use for undergrads to learn basic research methods. The course is psychology research methods. We do these topically and mine is focused on (no surprise) language development. I have access to daycare centers, families coming to my lab for structured observations and looking time experiments, and, of course, CHILDES. Do you have a research methods exercise on language development that you would be willing to share? Are there things from the childes teaching resources that have worked especially well for you? I am glad to compile and post a summary. Thanks, Ruth ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Ruth Tincoff, Ph.D. Assistant Professor http://www.facstaff.bucknell.edu/rjt023 Department of Psychology Bucknell University Lewisburg, PA 17837 Office: 205 O’Leary phone 570-577-1787 fax 570-577-7007 Lab: 301 & 306 O'Leary phone 570-577-1828 http://www.bucknell.edu/ChildLanguageResearch ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 10 14:40:41 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 10 Jun 2011 16:40:41 +0200 Subject: ideas for methods course In-Reply-To: <9e151617-93c7-460f-bbd9-af8fe7c8bfc5@p23g2000vbl.googlegroups.com> Message-ID: Dear Ruth, It would be great if you could pursue this. You will find some things already collected at http://childes.psy.cmu.edu/teach/index.html It would be great to add more materials and detailed exercises. It doesn't matter whether or not they make use of CHILDES materials, as long as they deal with language development. Many thanks. --Brian MacWhinney On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > Hi, I am looking for examples and resources for mini-projects that I > can use for undergrads to learn basic research methods. > > The course is psychology research methods. We do these topically and > mine is focused on (no surprise) language development. I have access > to daycare centers, families coming to my lab for structured > observations and looking time experiments, and, of course, CHILDES. > > Do you have a research methods exercise on language development that > you would be willing to share? Are there things from the childes > teaching resources that have worked especially well for you? I am glad > to compile and post a summary. > > Thanks, > Ruth > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > Ruth Tincoff, Ph.D. > Assistant Professor > http://www.facstaff.bucknell.edu/rjt023 > > Department of Psychology > Bucknell University > Lewisburg, PA 17837 > > Office: 205 O’Leary > phone 570-577-1787 > fax 570-577-7007 > > Lab: 301 & 306 O'Leary > phone 570-577-1828 > http://www.bucknell.edu/ChildLanguageResearch > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 10 18:35:52 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 10 Jun 2011 20:35:52 +0200 Subject: research scientist position at Salk Institute Message-ID: Dear Info-CHILDES, Attached is a flyer describing a research scientist position at the Salk Institute. The flier doesn't say how to apply, but I assume that interested parties can contact Ursula Bellugi at bellugi at salk.edu -- 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. -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture 6.png Type: image/png Size: 438530 bytes Desc: not available URL: From barriere.isa at gmail.com Fri Jun 10 21:19:26 2011 From: barriere.isa at gmail.com (isa barriere) Date: Fri, 10 Jun 2011 17:19:26 -0400 Subject: ideas for methods course In-Reply-To: Message-ID: Hi Ruth, Here is what I do for my graduate research and lg development courses (and I used to do something similar for an advanced undergrad course at JHU). My students are Speech Lg Pathology Masters students but you can easily adapt the exercise to Psych students. I select 5 to 6 articles that rely on the analyses of speech production data on typically developing children (e.g. Valian 1986 on lexical categories, Fagan 2008 on repairs, etc- I tried to give students a choice between lexical, morphosyntactic topics). The students have to pick one article and write a precis. - Then for my research methods class they have to select an atypical population (SLI, children with ASD, TBI, Down Syndrome or acquired disorders) or a population speaking a lg other than English that they can speak - for my lg development class they use a transcript they have collected themselves and two more from CHILDES (matched on a relevant measure ie age, MLU, Context, lexical density etc) that they have to justify- different than the ones used in the study - develop a hypothesis for the atypical population (for the Research Methods course) - use the same coding system as the one used in the article or an improved coding system that they have to justify - select an appropriate sample in CHILDES or TALKBANK - Analyze the data - Present and discuss the results - Conclude, re: if their hypothesis is supported For the lg development they conduct this work in groups and they are expected to replicate the results (I have had many many students replicate Valian 1986 and when they don't replicate the results they have to propose and discuss posible explanations) of the article and for the research method class they work individually and apart from the article, they have to do a lit review on the characteristics of the atypical population to develop their hypotheses. When they feel the need to propose a better coding system it is often after they have started analyzing the data and they make some relevant observations. I do guide them re: the size of the samples - they are doing it in a semester and they can not always use the CLAN tools (it depends on the focus of the analyses). I am attaching a poster that is the outcome of an assignment conducted for the research methods class. Hope this helps, Cheers, Isabelle On Fri, Jun 10, 2011 at 10:40 AM, Brian MacWhinney wrote: > Dear Ruth, > It would be great if you could pursue this. You will find some things > already collected at > http://childes.psy.cmu.edu/teach/index.html > It would be great to add more materials and detailed exercises. It doesn't > matter whether or not they make > use of CHILDES materials, as long as they deal with language development. > Many thanks. > > --Brian MacWhinney > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > Hi, I am looking for examples and resources for mini-projects that I > > can use for undergrads to learn basic research methods. > > > > The course is psychology research methods. We do these topically and > > mine is focused on (no surprise) language development. I have access > > to daycare centers, families coming to my lab for structured > > observations and looking time experiments, and, of course, CHILDES. > > > > Do you have a research methods exercise on language development that > > you would be willing to share? Are there things from the childes > > teaching resources that have worked especially well for you? I am glad > > to compile and post a summary. > > > > Thanks, > > Ruth > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > Ruth Tincoff, Ph.D. > > Assistant Professor > > http://www.facstaff.bucknell.edu/rjt023 > > > > Department of Psychology > > Bucknell University > > Lewisburg, PA 17837 > > > > Office: 205 O’Leary > > phone 570-577-1787 > > fax 570-577-7007 > > > > Lab: 301 & 306 O'Leary > > phone 570-577-1828 > > http://www.bucknell.edu/ChildLanguageResearch > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > > -- > > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Armster-Wikoff_Poster_Presentation[1].pptx Type: application/vnd.openxmlformats-officedocument.presentationml.presentation Size: 65612 bytes Desc: not available URL: From macw at cmu.edu Sat Jun 11 10:20:14 2011 From: macw at cmu.edu (macw) Date: Sat, 11 Jun 2011 12:20:14 +0200 Subject: Salk position Message-ID: It appears that Ursula sent me the wrong version of this announcement for posting. Here is a corrected version. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- A non-text attachment was scrubbed... Name: HR Flyer 2011 postdoc33111 6_11.pdf Type: application/pdf Size: 732725 bytes Desc: not available URL: From raguvai at gmail.com Mon Jun 13 13:44:29 2011 From: raguvai at gmail.com (Vaidyanathan Raghunathan) Date: Mon, 13 Jun 2011 06:44:29 -0700 Subject: Pragmatics of interrogtaives Message-ID: Hi everyone, One of my Ph.D student, reenctly, has to face a problem before the ethics committe of the Institution. She is planning to do her research on the Understanding the pragmatic functions in Tamil Children in then age range of 3-9. She has formulated 25 test questions and has plans to admisnster them to nearly 180 children But the ethics committee expects her to raduce the range to 3-7 and adminster the test on 450 children. I personally feel the number is on the higher side and can be reduced. Will the members be kind enough to give their opinion as to the number of children needs to be studied to have valid and reliable result of the comprhension of the pragmatic function of Interrogatives? Prof. Vaidyanathan . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eva.berglund at gmail.com Mon Jun 13 16:02:57 2011 From: eva.berglund at gmail.com (Eva Berglund) Date: Mon, 13 Jun 2011 18:02:57 +0200 Subject: Pragmatics of interrogtaives In-Reply-To: Message-ID: Hello, Are there any previous studies that could give some clue about the size of eventual differences? That could make it possible to perform a power analysis to estimate reasonable samplesizes. Regards Eva Berglund On Mon, Jun 13, 2011 at 3:44 PM, Vaidyanathan Raghunathan wrote: > Hi everyone, > > One of my Ph.D student, reenctly, has to face a problem before the ethics > committe of the Institution. She is planning to do her research on the > Understanding the pragmatic functions in Tamil Children in then age range of > 3-9. She has formulated 25 test questions and has plans to admisnster them > to nearly 180 children But the ethics committee expects her to raduce the > range to 3-7 and adminster the test on 450 children. > > I personally feel the number is on the higher side and can be reduced. Will > the members be kind enough to give their opinion as to the number of > children needs to be studied to have valid and reliable result of the > comprhension of the pragmatic function of Interrogatives? > > Prof. Vaidyanathan > . > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Jun 13 16:01:17 2011 From: dalep at unm.edu (Philip Dale) Date: Mon, 13 Jun 2011 10:01:17 -0600 Subject: Pragmatics of interrogtaives In-Reply-To: Message-ID: Assuming that the primary goal is to comparison performance of the various age groups (and perhaps gender within age group), it can be useful to think about cell size. If one-year age grouping is proposed, and gender within age, for 3-7 year olds that would be 10 cells. To estimate means and variances, a very rough rule of thumb would be about 25-30 subjects per cell, or 250-300 total. More would be needed if the primary goal was to identify low-performers, because then you're not just estimating the mean, but values for extreme cutoffs (lowest 10%, say). But I am absolutely mystified why an ethics committee should ask you to change the age range of the study. That doesn't seem any of their business. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Vaidyanathan Raghunathan Sent: Monday, June 13, 2011 7:44 AM To: info-childes at googlegroups.com Subject: Pragmatics of interrogtaives Hi everyone, One of my Ph.D student, reenctly, has to face a problem before the ethics committe of the Institution. She is planning to do her research on the Understanding the pragmatic functions in Tamil Children in then age range of 3-9. She has formulated 25 test questions and has plans to admisnster them to nearly 180 children But the ethics committee expects her to raduce the range to 3-7 and adminster the test on 450 children. I personally feel the number is on the higher side and can be reduced. Will the members be kind enough to give their opinion as to the number of children needs to be studied to have valid and reliable result of the comprhension of the pragmatic function of Interrogatives? Prof. Vaidyanathan . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ruth.tincoff at gmail.com Mon Jun 13 19:56:46 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Mon, 13 Jun 2011 12:56:46 -0700 Subject: ideas for methods course In-Reply-To: Message-ID: Thank you for the recent messages - looking forward to more! Please keep posting. Brian, I am glad to gather these and build them into the teaching resources on the childes page. That is a great place to start. I currently use the stimuli from the wug study for the activities & recruiting table that we host at community events - just for fun, no data gathering. The local families enjoy it and the students assisting me have to understand why we're using the materials in order to play the "game". Has anyone done a course exercise with Frog Where Are You? Thanks Ruth On Jun 10, 10:40 am, Brian MacWhinney wrote: > Dear Ruth, >     It would be great if you could pursue this.  You will find some things already collected athttp://childes.psy.cmu.edu/teach/index.html > It would be great to add more materials and detailed exercises.  It doesn't matter whether or not they make > use of CHILDES materials, as long as they deal with language development.  Many thanks. > > --Brian MacWhinney > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > Hi, I am looking for examples and resources for mini-projects that I > > can use for undergrads to learn basic research methods. > > > The course is psychology research methods. We do these topically and > > mine is focused on (no surprise) language development. I have access > > to daycare centers, families coming to my lab for structured > > observations and looking time experiments, and, of course, CHILDES. > > > Do you have a research methods exercise on language development that > > you would be willing to share? Are there things from the childes > > teaching resources that have worked especially well for you? I am glad > > to compile and post a summary. > > > Thanks, > > Ruth > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > Ruth Tincoff, Ph.D. > > Assistant Professor > >http://www.facstaff.bucknell.edu/rjt023 > > > Department of Psychology > > Bucknell University > > Lewisburg, PA 17837 > > > Office: 205 O’Leary > > phone 570-577-1787 > > fax 570-577-7007 > > > Lab: 301 & 306 O'Leary > > phone 570-577-1828 > >http://www.bucknell.edu/ChildLanguageResearch > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > -- > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > > To post to this group, send email to info-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. From barriere.isa at gmail.com Mon Jun 13 20:36:55 2011 From: barriere.isa at gmail.com (isa barriere) Date: Mon, 13 Jun 2011 16:36:55 -0400 Subject: ideas for methods course In-Reply-To: Message-ID: Hi Again Ruth, here is what I do with "Frogw here are you?". I split the class into 2 groups. Phase 1 Group 1 The students receive a copy of the pictures "FRog where are you" and they are told taht they will be asked to retall the stiry to their class mates without the pictures in front of them. Group 2 I explain to the students "Story Grammar" (components and structures) and I tell them they will listen to a story from group 1 students and they will have to take it down and check whether they apply the principles of Story Grammar. Phase 2 Group 1 students come back to class and individual group 1 students are place with individual group 2 students. If you have students who speak the same non-English lg (I have often have Spanish-speaking and Russian-speaking studenst) put group1 students with group 2 students who speak the same non-Engl. lg (since Story Grammar is not onoy about English) they are encouraged to do it in their non-English lg. Phase 3 Class discussion: group 2 students discuss whether and to what extent group 1 students follow Story Grammar principles (without knowing it). Phase 4 Samples of the Slobin corpus on Frog Story CHILDES (different age groups- 4 to 6 sampelsI are examined by the class, and especially with respect to differences and similarities between the CHILDES samples and the story told by Group 1 students. On the whole students love it. Hope this helps. Isabelle On Mon, Jun 13, 2011 at 3:56 PM, ruthtincoff wrote: > Thank you for the recent messages - looking forward to more! Please > keep posting. > > Brian, I am glad to gather these and build them into the teaching > resources on the childes page. That is a great place to start. I > currently use the stimuli from the wug study for the activities & > recruiting table that we host at community events - just for fun, no > data gathering. The local families enjoy it and the students assisting > me have to understand why we're using the materials in order to play > the "game". > > Has anyone done a course exercise with Frog Where Are You? > > Thanks > Ruth > > On Jun 10, 10:40 am, Brian MacWhinney wrote: > > Dear Ruth, > > It would be great if you could pursue this. You will find some > things already collected athttp://childes.psy.cmu.edu/teach/index.html > > It would be great to add more materials and detailed exercises. It > doesn't matter whether or not they make > > use of CHILDES materials, as long as they deal with language development. > Many thanks. > > > > --Brian MacWhinney > > > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > > > Hi, I am looking for examples and resources for mini-projects that I > > > can use for undergrads to learn basic research methods. > > > > > The course is psychology research methods. We do these topically and > > > mine is focused on (no surprise) language development. I have access > > > to daycare centers, families coming to my lab for structured > > > observations and looking time experiments, and, of course, CHILDES. > > > > > Do you have a research methods exercise on language development that > > > you would be willing to share? Are there things from the childes > > > teaching resources that have worked especially well for you? I am glad > > > to compile and post a summary. > > > > > Thanks, > > > Ruth > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > Ruth Tincoff, Ph.D. > > > Assistant Professor > > >http://www.facstaff.bucknell.edu/rjt023 > > > > > Department of Psychology > > > Bucknell University > > > Lewisburg, PA 17837 > > > > > Office: 205 O’Leary > > > phone 570-577-1787 > > > fax 570-577-7007 > > > > > Lab: 301 & 306 O'Leary > > > phone 570-577-1828 > > >http://www.bucknell.edu/ChildLanguageResearch > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > > > -- > > > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > > > To post to this group, send email to info-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. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From halimasahraoui at gmail.com Mon Jun 13 05:30:52 2011 From: halimasahraoui at gmail.com (Halima) Date: Mon, 13 Jun 2011 07:30:52 +0200 Subject: appel =?ISO-8859-1?Q?=E0_?=communication ORPHEO In-Reply-To: Message-ID: "Langage oral en orthophonie : maux d'enfance" Appel à communication ORPHEO IIème campus orthophonique méditerranéen du 7 au 9 juin 2012 à la Grande Motte Date limite de soumission : 30 Septembre 2011 Date de notification d'acceptation : 31 Novembre 2011 La prise en charge des enfants présentant des pathologies du langage oral est au coeur de l'Orthophonie. Les orthophonistes sont ainsi appelés à prendre en charge des enfants parfois dès les premières semaines de vie, pour des pathologies dont l'origine, l'expression et le retentissement sont extrêmement divers. L'objectif de ce IIème Campus Orthophonique Méditerranéen est d'offrir à nos collègues des approches différentes de la prise en charge des troubles du langage, en articulant des aspects transversaux (l'évaluation des troubles, les liens entre langage et cognition, les supports non-verbaux,...) et la spécificité des troubles du langage dans des pathologies d'origine neurologiques ou liées à un déficit moteur, sensoriel ou mental chez l'enfant. Notre intention est : -de permettre à des orthophonistes qui n'oseraient prendre en charge des enfants dont les pathologies leur sont moins familières, de disposer des outils de base pour les accueillir ; -d'offrir la possibilité aux praticiens coutumiers de ces pathologies d'actualiser leurs connaissances, voire d'en découvrir de nouvelles facettes. A l'image de la première édition, ce campus se veut avant tout pragmatique, centré sur des ateliers où les orthophonistes s'exerceront à une pratique. Cette démarche clinique sera soutenue par des conférences abordant des thématiques plus pointues, expérimentales ou théoriques autour des pathologies du langage oral et de leurs prises en charge. Orthophoniste « de terrain », orthophoniste clinicien, chercheur, tout jeune diplômé, si vous souhaitez présenter vos travaux, cet appel à communication vous concerne. Pour répondre, adressez votre proposition d'intervention (35 à 45 minutes) en français en respectant les indications suivantes: Résumé de thèse ou de mémoire: 1/ Introduction (30 mots, 225 caractères) 2/ Objectifs (30 mots, 225 caractères) 3/ Méthodes (75 mots, 525 caractères) 4/ Résultats (75 mots, 525 caractères) 5/ Discussion (60 mots, 450 caractères) 6/ Conclusion (30 mots, 225 caractères) Résumé de cas clinique: 1/ Introduction (30 mots, 225 caractères) 2/ Observations (150 mots, 1275 caractères) 3/ Discussion (60 mots, 450 caractères) 4/ Conclusion (30 mots, 225 caractères) Pour tout renseignement et pour soumettre une proposition s'adresser à comite at orpheo.com Comité scientifique : Marc Monfort, Franck Médina, Dominique Martinand-Flesch, Marianne Le Floch-Bazin, Brigitte Garrigue. -- Halima SAHRAOUI Docteur en Sciences du Langage http://w3.octogone.univ-tlse2.fr/web/spip.php?article232 sahraoui at univ-tlse2.fr -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From letitia.naigles at uconn.edu Wed Jun 15 13:20:11 2011 From: letitia.naigles at uconn.edu (letty) Date: Wed, 15 Jun 2011 06:20:11 -0700 Subject: EXTENDED deadline for the Journal of Child Language special issue on Atypical Language Development Message-ID: Call for papers: Journal of Child language Special Issue on ATYPICAL Language Development This is a call for papers for a special issue of JCL, focusing on Atypical Language Development. Such papers would include theory and data on children who are acquiring their first language in atypical ways, attributable to either developmental (i.e., genetic, including but not limited to children with autism, Williams Syndrome, Down Syndrome, fragile X syndrome, Specific Language Impairment) or acquired (e.g., neonatal or early experienced brain damage or maltreatment) etiologies. Highest priority will go to papers which are not just descriptions of the problem in various clinical populations, but test theories and/or compare children cross- linguistically. Relevant questions could involve what the attested language delays and deficits reveal about: • the processes of language acquisition: For example, which processes of language development proceed similarly to the typical case? Are some aspects of language development delayed because of deficits in other aspects that need to be acquired first? • the representation & organization of language: For example, do the delays/deficits adhere to/follow the subcomponents of language? To what extent do the delays/deficits reveal how language relies on non- linguistic cognition? • the biology/neuropsychology/genetics of language: For example, what is the relationship between the timing of typical and atypical language development and different aspects of brain development? How can we tie together processes at the gene, neural, and behavioral levels? Papers should be a maximum of 10,000 words, but shorter papers would be preferred. The deadline for submission HAS BEEN EXTENDED TO SEPTEMBER 15th 2011. Submissions should be made on Manuscript Central: http://mc.manuscriptcentral.com/jcl In your covering letter please state that the manuscript is to be considered for this special issue. Instructions for Contributors are available on Manuscript Central. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From annabelle.david at ncl.ac.uk Thu Jun 16 12:40:51 2011 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Thu, 16 Jun 2011 05:40:51 -0700 Subject: Younger = better ? conference Message-ID: Younger = better? Comparing 5, 7 and 11 year olds learning French in the classroom 14th & 15th July 2011 Newcastle University Keynote speaker: Carmen Muñoz, Universitat de Barcelona Discussants: Dick Johnstone, University of Stirling Emma Marsden, University of York This conference is the culmination of a 2-year project funded by the ESRC on the role played by age in the early classroom learning of French. (Award number: RES-062-23-1545). The project has investigated linguistic development and attitudes in beginners aged 5, 7 and 11 following a similar curriculum taught by the same teacher. The conference takes place over two days, one for education professionals and the other for researchers in the field of second language acquisition. The first day (Thursday 14th July) targets MFL teachers, teacher trainers, policy makers and education professionals. A film produced by the research team will document the teaching style used during the project and will be followed by a presentation of findings on the linguistic development of the children, and on the role of literacy, attitudes and motivation in each year group (Years 1, 3 and 7). A round-table discussion will follow. The second day (Friday 15th July) will focus on the project’s research agenda, and will include an opening keynote speech by Carmen Muñoz, from the University of Barcelona on the current state of play in research on the role of age in second language acquisition. The research team will then present its research findings. Topics covered will include: linguistic development (e.g. vocabulary and syntax,) the role of gestures in language teaching and learning, attitudes and motivation, as well as the role of working memory and literacy. A discussion will be led by Emma Marsden (University of York) and Dick Johnstone (University of Stirling) on the implications of the research for early language learning in the classroom and with suggestions for future research. Deadline for registration: 1st July, 2011 **Please register early as places are limited** To register for the conference and for further details, including the conference programme, visit the project website: www.flloc.soton.ac.uk/events.html Or contact: kevin.mcmanus at ncl.ac.uk or liz.o'sullivan at ncl.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Sat Jun 18 06:20:59 2011 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 18 Jun 2011 15:20:59 +0900 Subject: JSLS2011 Final Call for Participation Message-ID: Final Call for Participation in the 13th Annual International Conference of the Japanese Society for Language Sciences (JSLS2011) The annual conference of the Japanese Society for Language Sciences will be held on June 25 and 26, 2011, at Kansai University in Osaka. Dr. Niko Besnier of the University of Amsterdam and Dr. Yasuhiro Katagiri of Future University Hakodate will deliver a plenary lecture. In addition, there will be a symposium, conducted in English, entitled "Reconsidering communicative competence: Findings and suggestions from fieldwork/empirical research" by Dr. Zane Goebel (LaTrobe University), Dr. Akira Takada (Kyoto University), and Dr. Misao Okada (Hokusei Gakuen University). For more information, please visit the conference website: http://www.jslsweb.sakura.ne.jp/jsls2011/wiki.cgi Inquiries may be sent to the conference chair, Keiko IKEDA: keikoike at ipcku.kansai-u.ac.jp -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jean-pierre.sautot at univ-lyon1.fr Sat Jun 18 10:46:31 2011 From: jean-pierre.sautot at univ-lyon1.fr (jean-pierre.sautot at univ-lyon1.fr) Date: Sat, 18 Jun 2011 03:46:31 -0700 Subject: Colloque "Complexe du verbe" Message-ID: Colloque 30 & 31 mai 2012 - IUFM de Lyon – Université Claude Bernard EPISTEVERB, soutenu par l’IUFM de Lyon organise un colloque : Le complexe du verbe Approches linguistiques, didactiques, socio et psycho-linguistiques L’équipe EPISTEVERB regroupe des membres des laboratoires ICAR Lyon, LIDILEM Grenoble, SYLED Paris, ADEF Aix-Marseille, MODYCO Paris, DYNADIV Tours. http://complexe-du-verbe.univ-lyon1.fr/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From dorota.kiebzak.mandera at gmail.com Sat Jun 18 10:48:14 2011 From: dorota.kiebzak.mandera at gmail.com (Dorota Kiebzak-Mandera) Date: Sat, 18 Jun 2011 12:48:14 +0200 Subject: Colloque "Complexe du verbe" In-Reply-To: <2dbe303b-0e65-4911-bd26-89aac8e1ea03@s9g2000yqm.googlegroups.com> Message-ID: włąśnie dostałam to. zdaje się, że przesadziłam z tym cv. 2011/6/18 jean-pierre.sautot at univ-lyon1.fr > Colloque 30 & 31 mai 2012 - IUFM de Lyon - Université Claude Bernard > > EPISTEVERB, soutenu par l'IUFM de Lyon organise un colloque : > > Le complexe du verbe > > Approches linguistiques, didactiques, socio et psycho-linguistiques > > L'équipe EPISTEVERB regroupe des membres des laboratoires ICAR Lyon, > LIDILEM Grenoble, SYLED Paris, ADEF Aix-Marseille, MODYCO Paris, > DYNADIV Tours. > > http://complexe-du-verbe.univ-lyon1.fr/ > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- dkm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tribushinina at hotmail.com Mon Jun 20 11:41:52 2011 From: tribushinina at hotmail.com (elena tribushinina) Date: Mon, 20 Jun 2011 11:41:52 +0000 Subject: Call for papers Message-ID: 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). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From martine.walsh3 at gmail.com Mon Jun 20 15:22:09 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 20 Jun 2011 08:22:09 -0700 Subject: TOC Bilingualism: Language and Cognition July 2011 now available Message-ID: The latest issue of Bilingualism is now available online at http://journals.cambridge.org/action/displayIssue?jid=BIL&volumeId=14&issueId=03 Thanks, Martine Walsh -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From kpeets at gmail.com Tue Jun 21 16:27:33 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Tue, 21 Jun 2011 12:27:33 -0400 Subject: Grammar Reference Message-ID: Hello all, Could someone recommend a good, yet simple and not overly theoretical, grammar reference text for RAs? The challenge is that the RAs do not have linguistics courses in their academic program (education), and I want them to be able to parse narrative and expository texts by children, so they need to know what a clause is, and somehow my own definitions and examples are not enough...Of course they also need to have a general overview of English grammar - enough for accurate transcription. Thanks very much for any ideas. Kathleen Dr. Kathleen Peets Assistant Professor Early Childhood Education Ryerson University 350 Victoria Street Room KHS 363-L Toronto, Ontario M5B 2K3 (416) 979-5000 ext. 7646 kpeets at ryerson.ca -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sivapriya.slp at gmail.com Tue Jun 21 16:57:22 2011 From: sivapriya.slp at gmail.com (Siva priya Santhanam) Date: Tue, 21 Jun 2011 12:57:22 -0400 Subject: Grammar Reference In-Reply-To: Message-ID: Hi *The syntax handbook*: everything you learned about *syntax*-- but forgot by Justic and Ezell might help. Thanks, S On Tue, Jun 21, 2011 at 12:27 PM, Kathleen Peets wrote: > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ingridwillenberg at gmail.com Tue Jun 21 23:16:25 2011 From: ingridwillenberg at gmail.com (Ingrid Willenberg) Date: Wed, 22 Jun 2011 09:16:25 +1000 Subject: Grammar Reference In-Reply-To: Message-ID: I found that many of my speech pathology students, who are meant to have undergraduate linguistics courses, still have very tenuous knowledge of grammar. I have 2 suggested references, which I consider very 'user-friendly'. The Collins book is the simpler of the two, whereas David Crystal's book is more complex and technical. Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins Publishers. Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. Cheers. Ingrid Ingrid. A. Willenberg (Ed.D) Master of Speech Language Pathology Program Department of Linguistics Macquarie University North Ryde 2109 Australia Email: ingrid.willenberg at mq.edu.au The best way to find yourself is to lose yourself in the service of others ~ Gandhi On Wed, Jun 22, 2011 at 2:27 AM, Kathleen Peets wrote: > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ajowen at gmail.com Wed Jun 22 14:54:58 2011 From: ajowen at gmail.com (Amanda Owen Van Horne) Date: Wed, 22 Jun 2011 09:54:58 -0500 Subject: Grammar Reference Message-ID: My favorite supplement is The Syntax Handbook: Everything You Learned About Syntax but Forgot by Laura M. Justice; Helen K.; Ph.D. Ezell Publisher: Super Duper Publications; 3rd edition (November 20, 2001) ISBN-13: 978-1888222807 It does an excellent job of covering the material and providing examples/exercises. If you're a linguist some of the terms will be more like what you might have learned when you diagramed sentences (e.g. what I call a complement clause, the book calls a nominal clause). But generally the only thing I have to do is point out to the students that these are really the same thing and it all works out fine. It also has a page or two at the end of each chapter on why this relates to child language/when children tend to acquire the structures discussed in the chapter. I keep two or three copies in the lab for students' to use. Amanda Amanda J. Owen Van Horne amanda-owen at uiowa.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ersilliman at gmail.com Wed Jun 22 18:31:30 2011 From: ersilliman at gmail.com (Elaine Silliman) Date: Wed, 22 Jun 2011 14:31:30 -0400 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 1 Topic In-Reply-To: <485b397dd0972a32ab04a64cf555@google.com> Message-ID: Kathleen - I second the Justice & Ezell book. I have used it extensively with my MS students in speech-language pathology. It is very accessible & can be applied in a variety of ways. Elaine Silliman Professor Emeritus Communication Sciences & Disorders University of South Florida Sent from my iPhone On Jun 22, 2011, at 9:29 AM, info-childes+noreply at googlegroups.com wrote: > Today's Topic Summary > Group: http://groups.google.com/group/info-childes/topics > > Grammar Reference [3 Updates] > Topic: Grammar Reference > Kathleen Peets Jun 21 12:27PM -0400 ^ > > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > > Siva priya Santhanam Jun 21 12:57PM -0400 ^ > > Hi > > *The syntax handbook*: everything you learned about *syntax*-- but forgot by > Justic and Ezell might help. > Thanks, > S > > > > Ingrid Willenberg Jun 22 09:16AM +1000 ^ > > I found that many of my speech pathology students, who are meant to have > undergraduate linguistics courses, still have very tenuous knowledge of > grammar. I have 2 suggested references, which I consider very > 'user-friendly'. The Collins book is the simpler of the two, whereas David > Crystal's book is more complex and technical. > > Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins > Publishers. > > Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. > > > > > Cheers. > > Ingrid > Ingrid. A. Willenberg (Ed.D) > Master of Speech Language Pathology Program > Department of Linguistics > Macquarie University > North Ryde > 2109 > Australia > Email: ingrid.willenberg at mq.edu.au > > The best way to find yourself is to lose yourself in the service of others ~ > Gandhi > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Thu Jun 23 21:01:53 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Thu, 23 Jun 2011 17:01:53 -0400 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 1 Topic In-Reply-To: Message-ID: Thank very much, Elaine. I will certainly look into this option. Kathleen On Wed, Jun 22, 2011 at 2:31 PM, Elaine Silliman wrote: > Kathleen - I second the Justice & Ezell book. I have used it extensively > with my MS students in speech-language pathology. It is very accessible & > can be applied in a variety of ways. > > Elaine Silliman > > Professor Emeritus > Communication Sciences & Disorders > University of South Florida > > Sent from my iPhone > > On Jun 22, 2011, at 9:29 AM, info-childes+noreply at googlegroups.com wrote: > > Today's Topic Summary > > Group: > http://groups.google.com/group/info-childes/topics > > - Grammar Reference <#130b89f34ebc2b74_group_thread_0> [3 Updates] > > Topic: Grammar Reference > > Kathleen Peets Jun 21 12:27PM -0400 ^<#130b89f34ebc2b74_digest_top> > > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse > narrative > and expository texts by children, so they need to know what a clause > is, and > somehow my own definitions and examples are not enough...Of course they > also > need to have a general overview of English grammar - enough for > accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > > > > Siva priya Santhanam Jun 21 12:57PM -0400 ^<#130b89f34ebc2b74_digest_top> > > Hi > > *The syntax handbook*: everything you learned about *syntax*-- but > forgot by > Justic and Ezell might help. > Thanks, > S > > > > > > Ingrid Willenberg Jun 22 09:16AM +1000 ^<#130b89f34ebc2b74_digest_top> > > I found that many of my speech pathology students, who are meant to > have > undergraduate linguistics courses, still have very tenuous knowledge of > grammar. I have 2 suggested references, which I consider very > 'user-friendly'. The Collins book is the simpler of the two, whereas > David > Crystal's book is more complex and technical. > > Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins > Publishers. > > Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. > > > > > Cheers. > > Ingrid > Ingrid. A. Willenberg (Ed.D) > Master of Speech Language Pathology Program > Department of Linguistics > Macquarie University > North Ryde > 2109 > Australia > Email: ingrid.willenberg at mq.edu.au > > The best way to find yourself is to lose yourself in the service of > others ~ > Gandhi > > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tomfrit at googlemail.com Fri Jun 24 13:27:38 2011 From: tomfrit at googlemail.com (Tom Fritzsche) Date: Fri, 24 Jun 2011 06:27:38 -0700 Subject: Child Language & Eyetracking: Analyses and Rationale (CLEAR) Message-ID: Workshop Announcement Child Language & Eyetracking: Analyses and Rationale (CLEAR) October 7, 2011 Potsdam, Germany The goal of this one-day workshop is to bring together researchers who study language acquisition and language development using eyetracking. It provides the opportunity to exchange experiences and discuss practical and methodological issues of eyetracking when testing infants and young children. This event continues the successful meetings held in Tours (2009) and Groningen (2010). For more information on the program and the registration visit: http://www.uni-potsdam.de/clear2011 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 24 18:02:33 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Jun 2011 20:02:33 +0200 Subject: new Spanish MOR Message-ID: Dear Colleagues, I have spent a couple of days fixing problems with the Spanish MOR part of speech tagger, recreating the POST disambiguator, and running MOR and POST on the 9 corpora on CHILDES that we have tagged before. The tagging is improved and the system has much fewer problems now with disambiguation. However, the training corpus needs another day or two of checking to improve accuracy. If anyone wants to volunteer, that would help a lot. I think it may also be a good idea to consider using the new tags markers in Spanish corpora to delimit initial and final vocatives and communicators. Marking these in current corpora would be extra work, but if you are creating new corpora, it would probably help tagging accuracy. The new version of Spanish MOR is on the web at http://childes.psy.cmu.edu/morgrams. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From rberman at post.tau.ac.il Sun Jun 26 07:43:18 2011 From: rberman at post.tau.ac.il (Ruth Berman) Date: Sun, 26 Jun 2011 10:43:18 +0300 Subject: Abridged summary of info-childes@googlegroups.com - 2 Messages in 2 Topics In-Reply-To: Message-ID: Lyle -- for future reference, once it gets a bit fixed, I can maybe help you with using some of this information on the Spanish MOR take care ruth On 6/25/2011 3:40 PM, info-childes+noreply at googlegroups.com wrote: > Today's Topic Summary > > Group: http://groups.google.com/group/info-childes/topics > > * new Spanish MOR <#group_thread_0> [1 Update] > * Child Language & Eyetracking: Analyses and Rationale (CLEAR) > <#group_thread_1> [1 Update] > > Topic: new Spanish MOR > > > Brian MacWhinney Jun 24 08:02PM +0200 ^ <#digest_top> > > Dear Colleagues, > > I have spent a couple of days fixing problems with the Spanish > MOR part of speech tagger, recreating the POST disambiguator, > and running MOR and POST on the 9 corpora on more... > > > Topic: Child Language & Eyetracking: Analyses and Rationale (CLEAR) > > > Tom Fritzsche Jun 24 06:27AM -0700 ^ > <#digest_top> > > Workshop Announcement > Child Language & Eyetracking: Analyses and Rationale (CLEAR) > > October 7, 2011 > Potsdam, Germany > > The goal of this one-day workshop is to bring together > researchers who more... > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From martine.walsh3 at gmail.com Mon Jun 27 16:57:14 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 27 Jun 2011 09:57:14 -0700 Subject: ISB8 Bilingualism Poster Prize & BLC papers Message-ID: The Editors of Bilingualism: Language and Cognition are pleased to announce the winners and runners up of the International Symposium of Bilingualism poster prize that was recently awarded in Oslo. WINNERS 1st Place: The neural basis of simultaneous interpretation: a functional magnetic resonance imaging investigation of novice simultaneous interpreters ( Alexis Georges Hervais-Adelman, Barbara Moser-Mercer, Christoph M. Michel, and Narly Golestani) 2nd Place: Sentential cues to a word?s language boost bilingual and monolingual infants? learning of minimal pairs (Christopher Terrence Fennell, Krista Byers-Heinlein) 3rd Place: Investigating the bilingual advantage on executive control with the verbal and numerical Stroop task: interference or facilitation account? ( Marianna Boros, Anna Marzecová, and Zofia Wodniecka) 4th Place: Bilingual speech accommodation in rural Welsh pharmacies: quantitative and qualitative measures (Myfyr Prys, Michelle Nelson, Margaret Deuchar, and Gwerfyl Roberts) RUNNERS-UP Age of Second Language Exposure Mediates Inhibitory Function (Sarah A. Chabal, Spencer D. Kelly, and Viorica Marian) The role of L1 verbal information in L2 syntactic processing (Amelia J Dietrich, and Paola E. Dussias) Executive function in different levels of bilingualism ( Rotem Ravet Hirsh, Anat Prior, and Mila Schwartz) Perceptual sensitivity to stress in Mandarin-English and Korean- English bilinguals (Candise Yue Lin, Min Wang, and Yi Xu) In conjunction with this the Editors are pleased to offer a selection of highly cited and downloaded articles from the journal. http://cup.msgfocus.com/q/16vKNyIgloE/wv ____________________ Martine Walsh Senior Commissioning Editor HSS Journals -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jenjennyr at gmail.com Wed Jun 29 18:27:31 2011 From: jenjennyr at gmail.com (Jenny Roberts) Date: Wed, 29 Jun 2011 14:27:31 -0400 Subject: Sorry Message-ID: Hi all, I am so sorry that I mistakenly posted this last post to the listserv. My deepest apologies. Jenny Jenny Roberts -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From brunilda at gmail.com Wed Jun 1 15:16:52 2011 From: brunilda at gmail.com (Bruno) Date: Wed, 1 Jun 2011 08:16:52 -0700 Subject: multilingual babies In-Reply-To: <4DC80636.5040203@ub.edu> Message-ID: I thought briefly about opening a new thread for this, but I think it would be overkill. See Mark Lieberman's post today on language log about multilingualism and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 In the end, as many have said, for all the ways in which language is a formal construct, language is also functional. If you live in a multilingual environment, what are you going to do? The question is almost moot. Bruno Estigarribia UNC Chapel Hill On May 9, 11:20?am, Miquel Serra wrote: > Dear Parisa > Bilingulism is both, a situation to which a family has to (functionally) > adapt and a project for the children to fullfill. It is not (only) a > desire of parents or politicians (and academics). > Adaptation depends on many factors ?and circumstances. And a project ? > depends on long distance goals and means for them. If one is fucntional > and has clear goals, there is no problem. But it is more important for > the children to admire a culture than to be pressed to learn a distant > language. > Miquel Serra > U Barcelona, Catalonia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From brunilda at gmail.com Wed Jun 1 17:21:21 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Wed, 1 Jun 2011 13:21:21 -0400 Subject: multilingual babies In-Reply-To: Message-ID: Of course, I misspelled Mark's last name *sigh*, it's "Liberman". Apologies. Bruno > I thought briefly about opening a new thread for this, but I think it > would be overkill. > See Mark Lieberman's post today on language log about multilingualism > and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 > In the end, as many have said, for all the ways in which language is a > formal construct, language is also functional. If you live in a > multilingual environment, what are you going to do? The question is > almost moot. > Bruno Estigarribia > UNC Chapel Hill > > On May 9, 11:20 am, Miquel Serra wrote: >> Dear Parisa >> Bilingulism is both, a situation to which a family has to (functionally) >> adapt and a project for the children to fullfill. It is not (only) a >> desire of parents or politicians (and academics). >> Adaptation depends on many factors and circumstances. And a project >> depends on long distance goals and means for them. If one is fucntional >> and has clear goals, there is no problem. But it is more important for >> the children to admire a culture than to be pressed to learn a distant >> language. >> Miquel Serra >> U Barcelona, Catalonia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From shahin at interchange.ubc.ca Wed Jun 1 18:06:51 2011 From: shahin at interchange.ubc.ca (Kimary Shahin) Date: Wed, 1 Jun 2011 11:06:51 -0700 Subject: 3 articles on language development in Arabic Message-ID: The Encyclopedia of Language and Literacy Development (http:// www.literacyencyclopedia.ca/) has a section on language development in Arabic, at http://www.literacyencyclopedia.ca/index.php?fa=section.show§ionId=18 There are three articles in the section. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From brain2drain at gmail.com Wed Jun 1 18:26:34 2011 From: brain2drain at gmail.com (Peter Gordon) Date: Wed, 1 Jun 2011 14:26:34 -0400 Subject: 3 articles on language development in Arabic In-Reply-To: Message-ID: On the topic of Arabic acquisition; we just published a paper in the most recent JCL titled:Acquiring diglossia: mutual influences of formal and colloquial Arabic on children's grammaticality judgments By Reem Khamis-Dakwar, Karen Froud and Peter Gordon http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8256387&fulltextType=RA&fileId=S0305000910000784 Peter Gordon On Wed, Jun 1, 2011 at 2:06 PM, Kimary Shahin wrote: > The Encyclopedia of Language and Literacy Development (http:// > www.literacyencyclopedia.ca/) has a section on language development in > Arabic, at > http://www.literacyencyclopedia.ca/index.php?fa=section.show§ionId=18 > > There are three articles in the section. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cgilders at pdx.edu Wed Jun 1 18:44:41 2011 From: cgilders at pdx.edu (Christina Gildersleeve-Neumann) Date: Wed, 1 Jun 2011 11:44:41 -0700 Subject: multilingual babies In-Reply-To: <4DE67511.801@gmail.com> Message-ID: I have loved all the discussion to date. I want to add a little bit as a researcher of bilngual speech sound development and disorder. I think we have to be careful about separating out the child who is a circumstantial bilingual from an elective bilingual when we decide "how many" languages. If a child needs one/two/three/ten languages to function in their communication environment, then that child needs to learn those languages, regardless of their communication disorder. There is published research (Genesee, Paradis, & Crago) showing that a bilingual child with a language disorder continues to show language growth in both languages. The child still has a language disorder - a core difficulty in language - but still continues to grow in language skills in both environments. To paraphrase Kathryn Kohnert, language disorders are not caused by bilingualism, nor are they cured by monolingualism. In fact, by trying to control the language environment of a circumstantial bilingual - say turn them into monolingual English child when their parents speak one or two other languages at home - you are depriving them of communication opportunities, depleting the richness of their language environment. Not a good idea if what the child is already struggling from is a difficulty in acquiring language syntax/grammar/phonology - more exposure is important, not less. If a child speaks English with their parents but Spanish with the extended family every weekend, do you really want to take away Spanish? That child will be cut off from Spanish communication situations for the rest of their life. Relationships with family members, cultural subtleties that are lost if you can't understood what's said. Not a good idea for someone with a communication disorder. For me the question still not answered is the elective bilingual. For example, a child from an English-only home in the United States. You can get by just fine as a monolingual English speaker in the US. If a child is identified with a communication disorder, is it wise to put them in a bilingual school - if that 2nd language is purely elective (parents don't speak it, for instance). We may want children to achieve the most possible and we may want to introduce them to that 2nd language during that (elusive) critical period0, but if language learning is a struggle, do we want to put them in an environment that they will likely struggle in, so that one day they will be bilingual? This is an individualized decision every parent must make in these elective situations. If it were MY child, I would give them as language-rich an environment in what is needed functionally for my child, then later - once English is stronger - introduce a 2nd or even 3rd language. But not initially. Elective bilingualism in children with communication disorders is an area waiting for further research... Best, Christina *********** Christina Gildersleeve-Neumann, Ph.D., CCC-SLP Associate Professor & Graduate Adviser Speech and Hearing Sciences Department Portland State University Neuberger Hall 85 PO Box 751 Portland, Oregon 97027-0751 Physical Address: Neuberger Hall 73 503.725.3230 cegn at pdx.edu On Wed, Jun 1, 2011 at 10:21 AM, Bruno Estigarribia wrote: > Of course, I misspelled Mark's last name *sigh*, it's "Liberman". > Apologies. > Bruno > > I thought briefly about opening a new thread for this, but I think it >> would be overkill. >> See Mark Lieberman's post today on language log about multilingualism >> and Alzheimer's. http://languagelog.ldc.upenn.edu/nll/?p=3175 >> In the end, as many have said, for all the ways in which language is a >> formal construct, language is also functional. If you live in a >> multilingual environment, what are you going to do? The question is >> almost moot. >> Bruno Estigarribia >> UNC Chapel Hill >> >> On May 9, 11:20 am, Miquel Serra wrote: >> >>> Dear Parisa >>> Bilingulism is both, a situation to which a family has to (functionally) >>> adapt and a project for the children to fullfill. It is not (only) a >>> desire of parents or politicians (and academics). >>> Adaptation depends on many factors and circumstances. And a project >>> depends on long distance goals and means for them. If one is fucntional >>> and has clear goals, there is no problem. But it is more important for >>> the children to admire a culture than to be pressed to learn a distant >>> language. >>> Miquel Serra >>> U Barcelona, Catalonia >>> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Fri Jun 3 15:20:19 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Fri, 3 Jun 2011 11:20:19 -0400 Subject: Standardized scores for IPSyn? Message-ID: Hello all, As far as I know, Hollis Scarborough's Index of Productive Syntax was never standardized, so only raw scores are available for statistical analysis. Is that correct? Thanks! Bruno Bruno Estigarribia Assistant Professor of Romance Languages and Literatures, Spanish Program Research Assistant Professor of Psychology, Cognitive Science Program Investigator, Carolina Institute for Developmental Disabilities University of North Carolina at Chapel Hill estigarr at email.unc.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 3 17:59:07 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 3 Jun 2011 19:59:07 +0200 Subject: Standardized scores for IPSyn? In-Reply-To: <4DE8FBB3.5070609@gmail.com> Message-ID: Bruno, Scarborough's original paper was based on samples from 48 children. Some of her tables are based on a longitudinal sample of 15 children. She reports correlations with age and MLU and also shows that IPSyn scores for language-delayed children are higher than for controls. However, there was never, as far as I know, an attempt to standardize the test. In part, this may be because many of the items on the test involve a series of fairly tricky decisions and exclusions. Now that we have developed an automated version of IPSyn, it seems to me that it would be a good first step to run it across data in CHILDES to see whether changes in some of these tricky scoring rules make a difference and also to consider whether adding additional features or items could improve correlations with age or other scores. We are working on a method for doing this semi-automatically. Personally, I would find this more valuable than an attempt to standardize. But maybe others would disagree. By the way, there is a literature of about 30 articles that use the IPSyn and those may have additional clues. -- Brian MacWhinney On Jun 3, 2011, at 5:20 PM, Bruno Estigarribia wrote: > Hello all, > > As far as I know, Hollis Scarborough's Index of Productive Syntax was never standardized, so only raw scores are available for statistical analysis. Is that correct? > Thanks! > > Bruno > > Bruno Estigarribia > Assistant Professor of Romance Languages and Literatures, Spanish Program > Research Assistant Professor of Psychology, Cognitive Science Program > Investigator, Carolina Institute for Developmental Disabilities > University of North Carolina at Chapel Hill > estigarr at email.unc.edu > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k1n at psu.edu Sun Jun 5 16:33:10 2011 From: k1n at psu.edu (Keith Nelson) Date: Sun, 5 Jun 2011 12:33:10 -0400 Subject: Children's Language in Poverty, Children in Nature NEW PUBS Message-ID: Hi colleagues. Herewith info on 2 very different topics and publications. I. Children's Language and Poverty For anyone interested in the disturbing extent of language delays for children in poverty, in implications for prevention and intervention, and in implications of individual differences for language acquisition theories--here is a new large study just out. Comments, associations, and so on would be very much welcomed. Nelson et al., 2011, First Language, 31, 164-194. (online also at sage.com) 2. Children and Nature Children's concepts of nature and explorations of nature seem badly neglected in Child Language, Cognitive Science, and Developmental Psychology. Please send me links etc. to any interesting publications you may have spotted in these domains. Meanwhile, here is a publication that explores these topics in non-academic format. NEWLY RELEASED BOOK. If you go to Amazon.com you have a chance to read a brand new book about Nature and Children. It is called, Children, Pelicans, and Planets: Bobcat Magic. Surprise, delight, and amazement may await you as a reader of these chapters. In addition it is anticipated that in multiple ways these stories of Nature exploration will create some restlessness in many readers, some itches toward actions that increase their own contacts with nature and the quantity and quality of their children's participation with nature. Of course, you and different readers will enter the book with different frames of experience and will carry from it varied kinds and degrees of new awareness. Each of you will absorb the many reflections offered in these excursions into nature and will go beyond them to their own. Among the likely impacts of Children, Pelicans, and Planets: Bobcat Magic on readers and in turn on their friends and children are these-- o Setting aside more time to enter nature o Heightened attention to details in a wide range of contexts o New awareness of the potential for the seemingly familiar to surprise, reorient, and touch us o Feeling the threads of how nurturing the planet resonates with nurturing our children GETTING THE BOOK You may read this book on a Kindle or any computer or iPad where you have previously downloaded the free Kindle App from the Amazon.com website. To find the book on this website search by the title within the Kindle books section. -- Keith Nelson Professor of Psychology Penn State University 414 Moore Building University Park, PA 16802 keithnelsonart at psu.edu 814 863 1747 And what is mind and how is it recognized ? It is clearly drawn in Sumi? ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master 1394-1481 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From Damien.CHABANAL at univ-bpclermont.fr Mon Jun 6 07:41:06 2011 From: Damien.CHABANAL at univ-bpclermont.fr (Damien CHABANAL) Date: Mon, 6 Jun 2011 09:41:06 +0200 Subject: poste assistant de recherche traitement de corpus oraux (lrl, Universit=?iso-8859-1?Q?=E9_?=Blaise Pascal, Clermont-ferrand, France) Message-ID: Bonjour, un poste d'assistant de recherche est disponible pour une dur?e de 4 mois (de septembre ? d?cembre 2011) au lrl (laboratoire de recherche sur le langage, universit? Blaise Pascal, Clermont-Ferrand, France). Il s'agira de traiter des corpus oraux d'interaction parents-enfants. Pour plus d'informations, vous pouvez consulter la fiche de poste en ligne : http://lrlweb.univ-bpclermont.fr/spip.php?article290 Si vous ?tes int?ress?s, merci d'envoyer un CV et une lettre de motivation ? Damien Chabanal : damien.chabanal at univ-bpclermont.fr. Cordialement Damien Chabanal Maitre de conf?rences D?partement de linguistique Universit? Blaise Pascal Clermont-Ferrand, France -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From smilingfla at gmail.com Mon Jun 6 08:25:58 2011 From: smilingfla at gmail.com (Flavia Adani) Date: Mon, 6 Jun 2011 10:25:58 +0200 Subject: One PhD position in Language Acquisition/Psycholinguistics, University of Potsdam Message-ID: We are seeking a part-time researcher (fixed-term till 06/2015) to work on "L1 acquisition of linguistic means for marking information structure: prosodic, syntactic and lexical aspects". This DFG-funded project is supervised by the Principal Investigators Prof. Dr. Flavia Adani and Prof. Dr. Barbara H?hle and is part of the Collaborative Research Centre 632: Information Structure (Sonderforschungsbereich 632: Informationsstruktur). The project investigates acquisition of information structure in German-speaking children with developmental language disorders. The successful candidate will: - have a master's degree (or equivalent) in Linguistics/Psycholinguistics/Developmental Psychology (or related disciplines); - have a strong interest in research; - be a native speaker of German and proficient in English; - have a background in experimental methods suitable for children (behavioral, eye-tracker); - be committed to contributing to the goals of the overall project SFB 632 (http://www.sfb632.uni-potsdam.de/main.html). Prior knowledge of information structure and developmental language disorders is desirable. Candidates are expected to pursue a doctoral degree at the University of Potsdam within the integrated Graduate School of the research centre. The topic of the thesis should be related to the grant. Applicants interested in pursuing a PhD within the frame of the projects' research questions are therefore especially encouraged to apply. The salary and social benefits are determined by the German pay scale for state employees (Entgeltgruppe: 13 TV-Laender, Tarifgebiet Ost). The University of Potsdam is an equal opportunity employer. Interested candidates are invited to send their application (including a motivation letter, a CV and two reference letters) to the address below by June 26th, 2011: Flavia Adani Department Linguistik Karl-Liebknecht-Str. 24/25 Potsdam 14476 Germany Application Deadline: 26-Jun-2011 Contact Information: flavia.adani uni-potsdam.de -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From editor.iascl.clbulletin at gmail.com Wed Jun 8 06:17:36 2011 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 7 Jun 2011 23:17:36 -0700 Subject: IASCL 2011: updates and preliminary program schedule Message-ID: ***message on behalf of Henri Cohen*** Dear Colleagues, A few more weeks and we'll have the pleasure of welcoming all of you in Montreal. The scientific program of this 12th IASCL meeting offers rich and varied presentations on many aspects of language acquisition and performance. There are 62 symposia and close to 360 posters that will be offered to the participants, promising exciting and scintillating discussions. This year, in addition to our distinguished invited speakers, we'll also be treated to four oral student presentations on the last day of the conference. There will be a cocktail reception on the opening evening, followed by the first guest lecture (Prof. Fred Genesee, Mc Gill University). There is now an almost final schedule of symposium and poster sessions for your perusal. If you are a presenter (symposium or poster), please, check that you are correctly listed in the program. Preliminary program schedule: http://www.iascl2011.org/scientific.php As you will note, there are 7-8 symposium presentations during each session. We have made an effort to avoid parallel presentations dealing with similar or closely related topics. However, we have received a large number of requests (from nearly every symposium convener:-) that constrain the symposium schedule. We are still working on answering every request -- so, expect a couple of changes within the next few days. This IASCL congress will also provide a great opportunity to meet with colleagues, students and reinforce or develop networks, as we are expecting around 600 participants. I invite you to visit the conference web site and learn about the conference venue, as well as important details about city life around the university and in Montreal. As you may know, the city is abuzz with festivals and we'll be, literally, in the midst of several popular events. I hope that you are as excited as I am about this coming meeting. We are all very much looking forward to welcoming you in Montreal, this July. Best wishes, Henri Cohen www.iascl2011.org -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ruth.tincoff at gmail.com Fri Jun 10 14:17:41 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Fri, 10 Jun 2011 07:17:41 -0700 Subject: ideas for methods course Message-ID: Hi, I am looking for examples and resources for mini-projects that I can use for undergrads to learn basic research methods. The course is psychology research methods. We do these topically and mine is focused on (no surprise) language development. I have access to daycare centers, families coming to my lab for structured observations and looking time experiments, and, of course, CHILDES. Do you have a research methods exercise on language development that you would be willing to share? Are there things from the childes teaching resources that have worked especially well for you? I am glad to compile and post a summary. Thanks, Ruth ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Ruth Tincoff, Ph.D. Assistant Professor http://www.facstaff.bucknell.edu/rjt023 Department of Psychology Bucknell University Lewisburg, PA 17837 Office: 205 O?Leary phone 570-577-1787 fax 570-577-7007 Lab: 301 & 306 O'Leary phone 570-577-1828 http://www.bucknell.edu/ChildLanguageResearch ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 10 14:40:41 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 10 Jun 2011 16:40:41 +0200 Subject: ideas for methods course In-Reply-To: <9e151617-93c7-460f-bbd9-af8fe7c8bfc5@p23g2000vbl.googlegroups.com> Message-ID: Dear Ruth, It would be great if you could pursue this. You will find some things already collected at http://childes.psy.cmu.edu/teach/index.html It would be great to add more materials and detailed exercises. It doesn't matter whether or not they make use of CHILDES materials, as long as they deal with language development. Many thanks. --Brian MacWhinney On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > Hi, I am looking for examples and resources for mini-projects that I > can use for undergrads to learn basic research methods. > > The course is psychology research methods. We do these topically and > mine is focused on (no surprise) language development. I have access > to daycare centers, families coming to my lab for structured > observations and looking time experiments, and, of course, CHILDES. > > Do you have a research methods exercise on language development that > you would be willing to share? Are there things from the childes > teaching resources that have worked especially well for you? I am glad > to compile and post a summary. > > Thanks, > Ruth > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > Ruth Tincoff, Ph.D. > Assistant Professor > http://www.facstaff.bucknell.edu/rjt023 > > Department of Psychology > Bucknell University > Lewisburg, PA 17837 > > Office: 205 O?Leary > phone 570-577-1787 > fax 570-577-7007 > > Lab: 301 & 306 O'Leary > phone 570-577-1828 > http://www.bucknell.edu/ChildLanguageResearch > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 10 18:35:52 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 10 Jun 2011 20:35:52 +0200 Subject: research scientist position at Salk Institute Message-ID: Dear Info-CHILDES, Attached is a flyer describing a research scientist position at the Salk Institute. The flier doesn't say how to apply, but I assume that interested parties can contact Ursula Bellugi at bellugi at salk.edu -- 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. -------------- next part -------------- A non-text attachment was scrubbed... Name: Picture 6.png Type: image/png Size: 438530 bytes Desc: not available URL: From barriere.isa at gmail.com Fri Jun 10 21:19:26 2011 From: barriere.isa at gmail.com (isa barriere) Date: Fri, 10 Jun 2011 17:19:26 -0400 Subject: ideas for methods course In-Reply-To: Message-ID: Hi Ruth, Here is what I do for my graduate research and lg development courses (and I used to do something similar for an advanced undergrad course at JHU). My students are Speech Lg Pathology Masters students but you can easily adapt the exercise to Psych students. I select 5 to 6 articles that rely on the analyses of speech production data on typically developing children (e.g. Valian 1986 on lexical categories, Fagan 2008 on repairs, etc- I tried to give students a choice between lexical, morphosyntactic topics). The students have to pick one article and write a precis. - Then for my research methods class they have to select an atypical population (SLI, children with ASD, TBI, Down Syndrome or acquired disorders) or a population speaking a lg other than English that they can speak - for my lg development class they use a transcript they have collected themselves and two more from CHILDES (matched on a relevant measure ie age, MLU, Context, lexical density etc) that they have to justify- different than the ones used in the study - develop a hypothesis for the atypical population (for the Research Methods course) - use the same coding system as the one used in the article or an improved coding system that they have to justify - select an appropriate sample in CHILDES or TALKBANK - Analyze the data - Present and discuss the results - Conclude, re: if their hypothesis is supported For the lg development they conduct this work in groups and they are expected to replicate the results (I have had many many students replicate Valian 1986 and when they don't replicate the results they have to propose and discuss posible explanations) of the article and for the research method class they work individually and apart from the article, they have to do a lit review on the characteristics of the atypical population to develop their hypotheses. When they feel the need to propose a better coding system it is often after they have started analyzing the data and they make some relevant observations. I do guide them re: the size of the samples - they are doing it in a semester and they can not always use the CLAN tools (it depends on the focus of the analyses). I am attaching a poster that is the outcome of an assignment conducted for the research methods class. Hope this helps, Cheers, Isabelle On Fri, Jun 10, 2011 at 10:40 AM, Brian MacWhinney wrote: > Dear Ruth, > It would be great if you could pursue this. You will find some things > already collected at > http://childes.psy.cmu.edu/teach/index.html > It would be great to add more materials and detailed exercises. It doesn't > matter whether or not they make > use of CHILDES materials, as long as they deal with language development. > Many thanks. > > --Brian MacWhinney > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > Hi, I am looking for examples and resources for mini-projects that I > > can use for undergrads to learn basic research methods. > > > > The course is psychology research methods. We do these topically and > > mine is focused on (no surprise) language development. I have access > > to daycare centers, families coming to my lab for structured > > observations and looking time experiments, and, of course, CHILDES. > > > > Do you have a research methods exercise on language development that > > you would be willing to share? Are there things from the childes > > teaching resources that have worked especially well for you? I am glad > > to compile and post a summary. > > > > Thanks, > > Ruth > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > Ruth Tincoff, Ph.D. > > Assistant Professor > > http://www.facstaff.bucknell.edu/rjt023 > > > > Department of Psychology > > Bucknell University > > Lewisburg, PA 17837 > > > > Office: 205 O?Leary > > phone 570-577-1787 > > fax 570-577-7007 > > > > Lab: 301 & 306 O'Leary > > phone 570-577-1828 > > http://www.bucknell.edu/ChildLanguageResearch > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > > -- > > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Armster-Wikoff_Poster_Presentation[1].pptx Type: application/vnd.openxmlformats-officedocument.presentationml.presentation Size: 65612 bytes Desc: not available URL: From macw at cmu.edu Sat Jun 11 10:20:14 2011 From: macw at cmu.edu (macw) Date: Sat, 11 Jun 2011 12:20:14 +0200 Subject: Salk position Message-ID: It appears that Ursula sent me the wrong version of this announcement for posting. Here is a corrected version. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- A non-text attachment was scrubbed... Name: HR Flyer 2011 postdoc33111 6_11.pdf Type: application/pdf Size: 732725 bytes Desc: not available URL: From raguvai at gmail.com Mon Jun 13 13:44:29 2011 From: raguvai at gmail.com (Vaidyanathan Raghunathan) Date: Mon, 13 Jun 2011 06:44:29 -0700 Subject: Pragmatics of interrogtaives Message-ID: Hi everyone, One of my Ph.D student, reenctly, has to face a problem before the ethics committe of the Institution. She is planning to do her research on the Understanding the pragmatic functions in Tamil Children in then age range of 3-9. She has formulated 25 test questions and has plans to admisnster them to nearly 180 children But the ethics committee expects her to raduce the range to 3-7 and adminster the test on 450 children. I personally feel the number is on the higher side and can be reduced. Will the members be kind enough to give their opinion as to the number of children needs to be studied to have valid and reliable result of the comprhension of the pragmatic function of Interrogatives? Prof. Vaidyanathan . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From eva.berglund at gmail.com Mon Jun 13 16:02:57 2011 From: eva.berglund at gmail.com (Eva Berglund) Date: Mon, 13 Jun 2011 18:02:57 +0200 Subject: Pragmatics of interrogtaives In-Reply-To: Message-ID: Hello, Are there any previous studies that could give some clue about the size of eventual differences? That could make it possible to perform a power analysis to estimate reasonable samplesizes. Regards Eva Berglund On Mon, Jun 13, 2011 at 3:44 PM, Vaidyanathan Raghunathan wrote: > Hi everyone, > > One of my Ph.D student, reenctly, has to face a problem before the ethics > committe of the Institution. She is planning to do her research on the > Understanding the pragmatic functions in Tamil Children in then age range of > 3-9. She has formulated 25 test questions and has plans to admisnster them > to nearly 180 children But the ethics committee expects her to raduce the > range to 3-7 and adminster the test on 450 children. > > I personally feel the number is on the higher side and can be reduced. Will > the members be kind enough to give their opinion as to the number of > children needs to be studied to have valid and reliable result of the > comprhension of the pragmatic function of Interrogatives? > > Prof. Vaidyanathan > . > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Mon Jun 13 16:01:17 2011 From: dalep at unm.edu (Philip Dale) Date: Mon, 13 Jun 2011 10:01:17 -0600 Subject: Pragmatics of interrogtaives In-Reply-To: Message-ID: Assuming that the primary goal is to comparison performance of the various age groups (and perhaps gender within age group), it can be useful to think about cell size. If one-year age grouping is proposed, and gender within age, for 3-7 year olds that would be 10 cells. To estimate means and variances, a very rough rule of thumb would be about 25-30 subjects per cell, or 250-300 total. More would be needed if the primary goal was to identify low-performers, because then you're not just estimating the mean, but values for extreme cutoffs (lowest 10%, say). But I am absolutely mystified why an ethics committee should ask you to change the age range of the study. That doesn't seem any of their business. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Vaidyanathan Raghunathan Sent: Monday, June 13, 2011 7:44 AM To: info-childes at googlegroups.com Subject: Pragmatics of interrogtaives Hi everyone, One of my Ph.D student, reenctly, has to face a problem before the ethics committe of the Institution. She is planning to do her research on the Understanding the pragmatic functions in Tamil Children in then age range of 3-9. She has formulated 25 test questions and has plans to admisnster them to nearly 180 children But the ethics committee expects her to raduce the range to 3-7 and adminster the test on 450 children. I personally feel the number is on the higher side and can be reduced. Will the members be kind enough to give their opinion as to the number of children needs to be studied to have valid and reliable result of the comprhension of the pragmatic function of Interrogatives? Prof. Vaidyanathan . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ruth.tincoff at gmail.com Mon Jun 13 19:56:46 2011 From: ruth.tincoff at gmail.com (ruthtincoff) Date: Mon, 13 Jun 2011 12:56:46 -0700 Subject: ideas for methods course In-Reply-To: Message-ID: Thank you for the recent messages - looking forward to more! Please keep posting. Brian, I am glad to gather these and build them into the teaching resources on the childes page. That is a great place to start. I currently use the stimuli from the wug study for the activities & recruiting table that we host at community events - just for fun, no data gathering. The local families enjoy it and the students assisting me have to understand why we're using the materials in order to play the "game". Has anyone done a course exercise with Frog Where Are You? Thanks Ruth On Jun 10, 10:40?am, Brian MacWhinney wrote: > Dear Ruth, > ? ? It would be great if you could pursue this. ?You will find some things already collected athttp://childes.psy.cmu.edu/teach/index.html > It would be great to add more materials and detailed exercises. ?It doesn't matter whether or not they make > use of CHILDES materials, as long as they deal with language development. ?Many thanks. > > --Brian MacWhinney > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > Hi, I am looking for examples and resources for mini-projects that I > > can use for undergrads to learn basic research methods. > > > The course is psychology research methods. We do these topically and > > mine is focused on (no surprise) language development. I have access > > to daycare centers, families coming to my lab for structured > > observations and looking time experiments, and, of course, CHILDES. > > > Do you have a research methods exercise on language development that > > you would be willing to share? Are there things from the childes > > teaching resources that have worked especially well for you? I am glad > > to compile and post a summary. > > > Thanks, > > Ruth > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > Ruth Tincoff, Ph.D. > > Assistant Professor > >http://www.facstaff.bucknell.edu/rjt023 > > > Department of Psychology > > Bucknell University > > Lewisburg, PA 17837 > > > Office: 205 O?Leary > > phone 570-577-1787 > > fax 570-577-7007 > > > Lab: 301 & 306 O'Leary > > phone 570-577-1828 > >http://www.bucknell.edu/ChildLanguageResearch > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > -- > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > > To post to this group, send email to info-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. From barriere.isa at gmail.com Mon Jun 13 20:36:55 2011 From: barriere.isa at gmail.com (isa barriere) Date: Mon, 13 Jun 2011 16:36:55 -0400 Subject: ideas for methods course In-Reply-To: Message-ID: Hi Again Ruth, here is what I do with "Frogw here are you?". I split the class into 2 groups. Phase 1 Group 1 The students receive a copy of the pictures "FRog where are you" and they are told taht they will be asked to retall the stiry to their class mates without the pictures in front of them. Group 2 I explain to the students "Story Grammar" (components and structures) and I tell them they will listen to a story from group 1 students and they will have to take it down and check whether they apply the principles of Story Grammar. Phase 2 Group 1 students come back to class and individual group 1 students are place with individual group 2 students. If you have students who speak the same non-English lg (I have often have Spanish-speaking and Russian-speaking studenst) put group1 students with group 2 students who speak the same non-Engl. lg (since Story Grammar is not onoy about English) they are encouraged to do it in their non-English lg. Phase 3 Class discussion: group 2 students discuss whether and to what extent group 1 students follow Story Grammar principles (without knowing it). Phase 4 Samples of the Slobin corpus on Frog Story CHILDES (different age groups- 4 to 6 sampelsI are examined by the class, and especially with respect to differences and similarities between the CHILDES samples and the story told by Group 1 students. On the whole students love it. Hope this helps. Isabelle On Mon, Jun 13, 2011 at 3:56 PM, ruthtincoff wrote: > Thank you for the recent messages - looking forward to more! Please > keep posting. > > Brian, I am glad to gather these and build them into the teaching > resources on the childes page. That is a great place to start. I > currently use the stimuli from the wug study for the activities & > recruiting table that we host at community events - just for fun, no > data gathering. The local families enjoy it and the students assisting > me have to understand why we're using the materials in order to play > the "game". > > Has anyone done a course exercise with Frog Where Are You? > > Thanks > Ruth > > On Jun 10, 10:40 am, Brian MacWhinney wrote: > > Dear Ruth, > > It would be great if you could pursue this. You will find some > things already collected athttp://childes.psy.cmu.edu/teach/index.html > > It would be great to add more materials and detailed exercises. It > doesn't matter whether or not they make > > use of CHILDES materials, as long as they deal with language development. > Many thanks. > > > > --Brian MacWhinney > > > > On Jun 10, 2011, at 4:17 PM, ruthtincoff wrote: > > > > > Hi, I am looking for examples and resources for mini-projects that I > > > can use for undergrads to learn basic research methods. > > > > > The course is psychology research methods. We do these topically and > > > mine is focused on (no surprise) language development. I have access > > > to daycare centers, families coming to my lab for structured > > > observations and looking time experiments, and, of course, CHILDES. > > > > > Do you have a research methods exercise on language development that > > > you would be willing to share? Are there things from the childes > > > teaching resources that have worked especially well for you? I am glad > > > to compile and post a summary. > > > > > Thanks, > > > Ruth > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > Ruth Tincoff, Ph.D. > > > Assistant Professor > > >http://www.facstaff.bucknell.edu/rjt023 > > > > > Department of Psychology > > > Bucknell University > > > Lewisburg, PA 17837 > > > > > Office: 205 O?Leary > > > phone 570-577-1787 > > > fax 570-577-7007 > > > > > Lab: 301 & 306 O'Leary > > > phone 570-577-1828 > > >http://www.bucknell.edu/ChildLanguageResearch > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > > > -- > > > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > > > To post to this group, send email to info-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. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From halimasahraoui at gmail.com Mon Jun 13 05:30:52 2011 From: halimasahraoui at gmail.com (Halima) Date: Mon, 13 Jun 2011 07:30:52 +0200 Subject: appel =?ISO-8859-1?Q?=E0_?=communication ORPHEO In-Reply-To: Message-ID: "Langage oral en orthophonie : maux d'enfance" Appel ? communication ORPHEO II?me campus orthophonique m?diterran?en du 7 au 9 juin 2012 ? la Grande Motte Date limite de soumission : 30 Septembre 2011 Date de notification d'acceptation : 31 Novembre 2011 La prise en charge des enfants pr?sentant des pathologies du langage oral est au coeur de l'Orthophonie. Les orthophonistes sont ainsi appel?s ? prendre en charge des enfants parfois d?s les premi?res semaines de vie, pour des pathologies dont l'origine, l'expression et le retentissement sont extr?mement divers. L'objectif de ce II?me Campus Orthophonique M?diterran?en est d'offrir ? nos coll?gues des approches diff?rentes de la prise en charge des troubles du langage, en articulant des aspects transversaux (l'?valuation des troubles, les liens entre langage et cognition, les supports non-verbaux,...) et la sp?cificit? des troubles du langage dans des pathologies d'origine neurologiques ou li?es ? un d?ficit moteur, sensoriel ou mental chez l'enfant. Notre intention est : -de permettre ? des orthophonistes qui n'oseraient prendre en charge des enfants dont les pathologies leur sont moins famili?res, de disposer des outils de base pour les accueillir ; -d'offrir la possibilit? aux praticiens coutumiers de ces pathologies d'actualiser leurs connaissances, voire d'en d?couvrir de nouvelles facettes. A l'image de la premi?re ?dition, ce campus se veut avant tout pragmatique, centr? sur des ateliers o? les orthophonistes s'exerceront ? une pratique. Cette d?marche clinique sera soutenue par des conf?rences abordant des th?matiques plus pointues, exp?rimentales ou th?oriques autour des pathologies du langage oral et de leurs prises en charge. Orthophoniste ? de terrain ?, orthophoniste clinicien, chercheur, tout jeune dipl?m?, si vous souhaitez pr?senter vos travaux, cet appel ? communication vous concerne. Pour r?pondre, adressez votre proposition d'intervention (35 ? 45 minutes) en fran?ais en respectant les indications suivantes: R?sum? de th?se ou de m?moire: 1/ Introduction (30 mots, 225 caract?res) 2/ Objectifs (30 mots, 225 caract?res) 3/ M?thodes (75 mots, 525 caract?res) 4/ R?sultats (75 mots, 525 caract?res) 5/ Discussion (60 mots, 450 caract?res) 6/ Conclusion (30 mots, 225 caract?res) R?sum? de cas clinique: 1/ Introduction (30 mots, 225 caract?res) 2/ Observations (150 mots, 1275 caract?res) 3/ Discussion (60 mots, 450 caract?res) 4/ Conclusion (30 mots, 225 caract?res) Pour tout renseignement et pour soumettre une proposition s'adresser ? comite at orpheo.com Comit? scientifique : Marc Monfort, Franck M?dina, Dominique Martinand-Flesch, Marianne Le Floch-Bazin, Brigitte Garrigue. -- Halima SAHRAOUI Docteur en Sciences du Langage http://w3.octogone.univ-tlse2.fr/web/spip.php?article232 sahraoui at univ-tlse2.fr -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From letitia.naigles at uconn.edu Wed Jun 15 13:20:11 2011 From: letitia.naigles at uconn.edu (letty) Date: Wed, 15 Jun 2011 06:20:11 -0700 Subject: EXTENDED deadline for the Journal of Child Language special issue on Atypical Language Development Message-ID: Call for papers: Journal of Child language Special Issue on ATYPICAL Language Development This is a call for papers for a special issue of JCL, focusing on Atypical Language Development. Such papers would include theory and data on children who are acquiring their first language in atypical ways, attributable to either developmental (i.e., genetic, including but not limited to children with autism, Williams Syndrome, Down Syndrome, fragile X syndrome, Specific Language Impairment) or acquired (e.g., neonatal or early experienced brain damage or maltreatment) etiologies. Highest priority will go to papers which are not just descriptions of the problem in various clinical populations, but test theories and/or compare children cross- linguistically. Relevant questions could involve what the attested language delays and deficits reveal about: ? the processes of language acquisition: For example, which processes of language development proceed similarly to the typical case? Are some aspects of language development delayed because of deficits in other aspects that need to be acquired first? ? the representation & organization of language: For example, do the delays/deficits adhere to/follow the subcomponents of language? To what extent do the delays/deficits reveal how language relies on non- linguistic cognition? ? the biology/neuropsychology/genetics of language: For example, what is the relationship between the timing of typical and atypical language development and different aspects of brain development? How can we tie together processes at the gene, neural, and behavioral levels? Papers should be a maximum of 10,000 words, but shorter papers would be preferred. The deadline for submission HAS BEEN EXTENDED TO SEPTEMBER 15th 2011. Submissions should be made on Manuscript Central: http://mc.manuscriptcentral.com/jcl In your covering letter please state that the manuscript is to be considered for this special issue. Instructions for Contributors are available on Manuscript Central. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From annabelle.david at ncl.ac.uk Thu Jun 16 12:40:51 2011 From: annabelle.david at ncl.ac.uk (Annabelle David) Date: Thu, 16 Jun 2011 05:40:51 -0700 Subject: Younger = better ? conference Message-ID: Younger = better? Comparing 5, 7 and 11 year olds learning French in the classroom 14th & 15th July 2011 Newcastle University Keynote speaker: Carmen Mu?oz, Universitat de Barcelona Discussants: Dick Johnstone, University of Stirling Emma Marsden, University of York This conference is the culmination of a 2-year project funded by the ESRC on the role played by age in the early classroom learning of French. (Award number: RES-062-23-1545). The project has investigated linguistic development and attitudes in beginners aged 5, 7 and 11 following a similar curriculum taught by the same teacher. The conference takes place over two days, one for education professionals and the other for researchers in the field of second language acquisition. The first day (Thursday 14th July) targets MFL teachers, teacher trainers, policy makers and education professionals. A film produced by the research team will document the teaching style used during the project and will be followed by a presentation of findings on the linguistic development of the children, and on the role of literacy, attitudes and motivation in each year group (Years 1, 3 and 7). A round-table discussion will follow. The second day (Friday 15th July) will focus on the project?s research agenda, and will include an opening keynote speech by Carmen Mu?oz, from the University of Barcelona on the current state of play in research on the role of age in second language acquisition. The research team will then present its research findings. Topics covered will include: linguistic development (e.g. vocabulary and syntax,) the role of gestures in language teaching and learning, attitudes and motivation, as well as the role of working memory and literacy. A discussion will be led by Emma Marsden (University of York) and Dick Johnstone (University of Stirling) on the implications of the research for early language learning in the classroom and with suggestions for future research. Deadline for registration: 1st July, 2011 **Please register early as places are limited** To register for the conference and for further details, including the conference programme, visit the project website: www.flloc.soton.ac.uk/events.html Or contact: kevin.mcmanus at ncl.ac.uk or liz.o'sullivan at ncl.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Sat Jun 18 06:20:59 2011 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Sat, 18 Jun 2011 15:20:59 +0900 Subject: JSLS2011 Final Call for Participation Message-ID: Final Call for Participation in the 13th Annual International Conference of the Japanese Society for Language Sciences (JSLS2011) The annual conference of the Japanese Society for Language Sciences will be held on June 25 and 26, 2011, at Kansai University in Osaka. Dr. Niko Besnier of the University of Amsterdam and Dr. Yasuhiro Katagiri of Future University Hakodate will deliver a plenary lecture. In addition, there will be a symposium, conducted in English, entitled "Reconsidering communicative competence: Findings and suggestions from fieldwork/empirical research" by Dr. Zane Goebel (LaTrobe University), Dr. Akira Takada (Kyoto University), and Dr. Misao Okada (Hokusei Gakuen University). For more information, please visit the conference website: http://www.jslsweb.sakura.ne.jp/jsls2011/wiki.cgi Inquiries may be sent to the conference chair, Keiko IKEDA: keikoike at ipcku.kansai-u.ac.jp -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jean-pierre.sautot at univ-lyon1.fr Sat Jun 18 10:46:31 2011 From: jean-pierre.sautot at univ-lyon1.fr (jean-pierre.sautot at univ-lyon1.fr) Date: Sat, 18 Jun 2011 03:46:31 -0700 Subject: Colloque "Complexe du verbe" Message-ID: Colloque 30 & 31 mai 2012 - IUFM de Lyon ? Universit? Claude Bernard EPISTEVERB, soutenu par l?IUFM de Lyon organise un colloque : Le complexe du verbe Approches linguistiques, didactiques, socio et psycho-linguistiques L??quipe EPISTEVERB regroupe des membres des laboratoires ICAR Lyon, LIDILEM Grenoble, SYLED Paris, ADEF Aix-Marseille, MODYCO Paris, DYNADIV Tours. http://complexe-du-verbe.univ-lyon1.fr/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From dorota.kiebzak.mandera at gmail.com Sat Jun 18 10:48:14 2011 From: dorota.kiebzak.mandera at gmail.com (Dorota Kiebzak-Mandera) Date: Sat, 18 Jun 2011 12:48:14 +0200 Subject: Colloque "Complexe du verbe" In-Reply-To: <2dbe303b-0e65-4911-bd26-89aac8e1ea03@s9g2000yqm.googlegroups.com> Message-ID: w???nie dosta?am to. zdaje si?, ?e przesadzi?am z tym cv. 2011/6/18 jean-pierre.sautot at univ-lyon1.fr > Colloque 30 & 31 mai 2012 - IUFM de Lyon - Universit? Claude Bernard > > EPISTEVERB, soutenu par l'IUFM de Lyon organise un colloque : > > Le complexe du verbe > > Approches linguistiques, didactiques, socio et psycho-linguistiques > > L'?quipe EPISTEVERB regroupe des membres des laboratoires ICAR Lyon, > LIDILEM Grenoble, SYLED Paris, ADEF Aix-Marseille, MODYCO Paris, > DYNADIV Tours. > > http://complexe-du-verbe.univ-lyon1.fr/ > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- dkm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tribushinina at hotmail.com Mon Jun 20 11:41:52 2011 From: tribushinina at hotmail.com (elena tribushinina) Date: Mon, 20 Jun 2011 11:41:52 +0000 Subject: Call for papers Message-ID: 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). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From martine.walsh3 at gmail.com Mon Jun 20 15:22:09 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 20 Jun 2011 08:22:09 -0700 Subject: TOC Bilingualism: Language and Cognition July 2011 now available Message-ID: The latest issue of Bilingualism is now available online at http://journals.cambridge.org/action/displayIssue?jid=BIL&volumeId=14&issueId=03 Thanks, Martine Walsh -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From kpeets at gmail.com Tue Jun 21 16:27:33 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Tue, 21 Jun 2011 12:27:33 -0400 Subject: Grammar Reference Message-ID: Hello all, Could someone recommend a good, yet simple and not overly theoretical, grammar reference text for RAs? The challenge is that the RAs do not have linguistics courses in their academic program (education), and I want them to be able to parse narrative and expository texts by children, so they need to know what a clause is, and somehow my own definitions and examples are not enough...Of course they also need to have a general overview of English grammar - enough for accurate transcription. Thanks very much for any ideas. Kathleen Dr. Kathleen Peets Assistant Professor Early Childhood Education Ryerson University 350 Victoria Street Room KHS 363-L Toronto, Ontario M5B 2K3 (416) 979-5000 ext. 7646 kpeets at ryerson.ca -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sivapriya.slp at gmail.com Tue Jun 21 16:57:22 2011 From: sivapriya.slp at gmail.com (Siva priya Santhanam) Date: Tue, 21 Jun 2011 12:57:22 -0400 Subject: Grammar Reference In-Reply-To: Message-ID: Hi *The syntax handbook*: everything you learned about *syntax*-- but forgot by Justic and Ezell might help. Thanks, S On Tue, Jun 21, 2011 at 12:27 PM, Kathleen Peets wrote: > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ingridwillenberg at gmail.com Tue Jun 21 23:16:25 2011 From: ingridwillenberg at gmail.com (Ingrid Willenberg) Date: Wed, 22 Jun 2011 09:16:25 +1000 Subject: Grammar Reference In-Reply-To: Message-ID: I found that many of my speech pathology students, who are meant to have undergraduate linguistics courses, still have very tenuous knowledge of grammar. I have 2 suggested references, which I consider very 'user-friendly'. The Collins book is the simpler of the two, whereas David Crystal's book is more complex and technical. Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins Publishers. Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. Cheers. Ingrid Ingrid. A. Willenberg (Ed.D) Master of Speech Language Pathology Program Department of Linguistics Macquarie University North Ryde 2109 Australia Email: ingrid.willenberg at mq.edu.au The best way to find yourself is to lose yourself in the service of others ~ Gandhi On Wed, Jun 22, 2011 at 2:27 AM, Kathleen Peets wrote: > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ajowen at gmail.com Wed Jun 22 14:54:58 2011 From: ajowen at gmail.com (Amanda Owen Van Horne) Date: Wed, 22 Jun 2011 09:54:58 -0500 Subject: Grammar Reference Message-ID: My favorite supplement is The Syntax Handbook: Everything You Learned About Syntax but Forgot by Laura M. Justice; Helen K.; Ph.D. Ezell Publisher: Super Duper Publications; 3rd edition (November 20, 2001) ISBN-13: 978-1888222807 It does an excellent job of covering the material and providing examples/exercises. If you're a linguist some of the terms will be more like what you might have learned when you diagramed sentences (e.g. what I call a complement clause, the book calls a nominal clause). But generally the only thing I have to do is point out to the students that these are really the same thing and it all works out fine. It also has a page or two at the end of each chapter on why this relates to child language/when children tend to acquire the structures discussed in the chapter. I keep two or three copies in the lab for students' to use. Amanda Amanda J. Owen Van Horne amanda-owen at uiowa.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ersilliman at gmail.com Wed Jun 22 18:31:30 2011 From: ersilliman at gmail.com (Elaine Silliman) Date: Wed, 22 Jun 2011 14:31:30 -0400 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 1 Topic In-Reply-To: <485b397dd0972a32ab04a64cf555@google.com> Message-ID: Kathleen - I second the Justice & Ezell book. I have used it extensively with my MS students in speech-language pathology. It is very accessible & can be applied in a variety of ways. Elaine Silliman Professor Emeritus Communication Sciences & Disorders University of South Florida Sent from my iPhone On Jun 22, 2011, at 9:29 AM, info-childes+noreply at googlegroups.com wrote: > Today's Topic Summary > Group: http://groups.google.com/group/info-childes/topics > > Grammar Reference [3 Updates] > Topic: Grammar Reference > Kathleen Peets Jun 21 12:27PM -0400 ^ > > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse narrative > and expository texts by children, so they need to know what a clause is, and > somehow my own definitions and examples are not enough...Of course they also > need to have a general overview of English grammar - enough for accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > > Siva priya Santhanam Jun 21 12:57PM -0400 ^ > > Hi > > *The syntax handbook*: everything you learned about *syntax*-- but forgot by > Justic and Ezell might help. > Thanks, > S > > > > Ingrid Willenberg Jun 22 09:16AM +1000 ^ > > I found that many of my speech pathology students, who are meant to have > undergraduate linguistics courses, still have very tenuous knowledge of > grammar. I have 2 suggested references, which I consider very > 'user-friendly'. The Collins book is the simpler of the two, whereas David > Crystal's book is more complex and technical. > > Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins > Publishers. > > Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. > > > > > Cheers. > > Ingrid > Ingrid. A. Willenberg (Ed.D) > Master of Speech Language Pathology Program > Department of Linguistics > Macquarie University > North Ryde > 2109 > Australia > Email: ingrid.willenberg at mq.edu.au > > The best way to find yourself is to lose yourself in the service of others ~ > Gandhi > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Thu Jun 23 21:01:53 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Thu, 23 Jun 2011 17:01:53 -0400 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 1 Topic In-Reply-To: Message-ID: Thank very much, Elaine. I will certainly look into this option. Kathleen On Wed, Jun 22, 2011 at 2:31 PM, Elaine Silliman wrote: > Kathleen - I second the Justice & Ezell book. I have used it extensively > with my MS students in speech-language pathology. It is very accessible & > can be applied in a variety of ways. > > Elaine Silliman > > Professor Emeritus > Communication Sciences & Disorders > University of South Florida > > Sent from my iPhone > > On Jun 22, 2011, at 9:29 AM, info-childes+noreply at googlegroups.com wrote: > > Today's Topic Summary > > Group: > http://groups.google.com/group/info-childes/topics > > - Grammar Reference <#130b89f34ebc2b74_group_thread_0> [3 Updates] > > Topic: Grammar Reference > > Kathleen Peets Jun 21 12:27PM -0400 ^<#130b89f34ebc2b74_digest_top> > > Hello all, > > Could someone recommend a good, yet simple and not overly theoretical, > grammar reference text for RAs? > > The challenge is that the RAs do not have linguistics courses in their > academic program (education), and I want them to be able to parse > narrative > and expository texts by children, so they need to know what a clause > is, and > somehow my own definitions and examples are not enough...Of course they > also > need to have a general overview of English grammar - enough for > accurate > transcription. > > Thanks very much for any ideas. > > Kathleen > > Dr. Kathleen Peets > Assistant Professor > Early Childhood Education > Ryerson University > 350 Victoria Street > Room KHS 363-L > Toronto, Ontario > M5B 2K3 > (416) 979-5000 ext. 7646 > kpeets at ryerson.ca > > > > > Siva priya Santhanam Jun 21 12:57PM -0400 ^<#130b89f34ebc2b74_digest_top> > > Hi > > *The syntax handbook*: everything you learned about *syntax*-- but > forgot by > Justic and Ezell might help. > Thanks, > S > > > > > > Ingrid Willenberg Jun 22 09:16AM +1000 ^<#130b89f34ebc2b74_digest_top> > > I found that many of my speech pathology students, who are meant to > have > undergraduate linguistics courses, still have very tenuous knowledge of > grammar. I have 2 suggested references, which I consider very > 'user-friendly'. The Collins book is the simpler of the two, whereas > David > Crystal's book is more complex and technical. > > Collins (2009). Improve your grammar. Glasgow, UK: Harper Collins > Publishers. > > Crystal, D. (2004). Rediscover grammar (3rd ed.). London: Longman. > > > > > Cheers. > > Ingrid > Ingrid. A. Willenberg (Ed.D) > Master of Speech Language Pathology Program > Department of Linguistics > Macquarie University > North Ryde > 2109 > Australia > Email: ingrid.willenberg at mq.edu.au > > The best way to find yourself is to lose yourself in the service of > others ~ > Gandhi > > > > > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tomfrit at googlemail.com Fri Jun 24 13:27:38 2011 From: tomfrit at googlemail.com (Tom Fritzsche) Date: Fri, 24 Jun 2011 06:27:38 -0700 Subject: Child Language & Eyetracking: Analyses and Rationale (CLEAR) Message-ID: Workshop Announcement Child Language & Eyetracking: Analyses and Rationale (CLEAR) October 7, 2011 Potsdam, Germany The goal of this one-day workshop is to bring together researchers who study language acquisition and language development using eyetracking. It provides the opportunity to exchange experiences and discuss practical and methodological issues of eyetracking when testing infants and young children. This event continues the successful meetings held in Tours (2009) and Groningen (2010). For more information on the program and the registration visit: http://www.uni-potsdam.de/clear2011 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Jun 24 18:02:33 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Jun 2011 20:02:33 +0200 Subject: new Spanish MOR Message-ID: Dear Colleagues, I have spent a couple of days fixing problems with the Spanish MOR part of speech tagger, recreating the POST disambiguator, and running MOR and POST on the 9 corpora on CHILDES that we have tagged before. The tagging is improved and the system has much fewer problems now with disambiguation. However, the training corpus needs another day or two of checking to improve accuracy. If anyone wants to volunteer, that would help a lot. I think it may also be a good idea to consider using the new tags markers in Spanish corpora to delimit initial and final vocatives and communicators. Marking these in current corpora would be extra work, but if you are creating new corpora, it would probably help tagging accuracy. The new version of Spanish MOR is on the web at http://childes.psy.cmu.edu/morgrams. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From rberman at post.tau.ac.il Sun Jun 26 07:43:18 2011 From: rberman at post.tau.ac.il (Ruth Berman) Date: Sun, 26 Jun 2011 10:43:18 +0300 Subject: Abridged summary of info-childes@googlegroups.com - 2 Messages in 2 Topics In-Reply-To: Message-ID: Lyle -- for future reference, once it gets a bit fixed, I can maybe help you with using some of this information on the Spanish MOR take care ruth On 6/25/2011 3:40 PM, info-childes+noreply at googlegroups.com wrote: > Today's Topic Summary > > Group: http://groups.google.com/group/info-childes/topics > > * new Spanish MOR <#group_thread_0> [1 Update] > * Child Language & Eyetracking: Analyses and Rationale (CLEAR) > <#group_thread_1> [1 Update] > > Topic: new Spanish MOR > > > Brian MacWhinney Jun 24 08:02PM +0200 ^ <#digest_top> > > Dear Colleagues, > > I have spent a couple of days fixing problems with the Spanish > MOR part of speech tagger, recreating the POST disambiguator, > and running MOR and POST on the 9 corpora on more... > > > Topic: Child Language & Eyetracking: Analyses and Rationale (CLEAR) > > > Tom Fritzsche Jun 24 06:27AM -0700 ^ > <#digest_top> > > Workshop Announcement > Child Language & Eyetracking: Analyses and Rationale (CLEAR) > > October 7, 2011 > Potsdam, Germany > > The goal of this one-day workshop is to bring together > researchers who more... > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From martine.walsh3 at gmail.com Mon Jun 27 16:57:14 2011 From: martine.walsh3 at gmail.com (mwalsh) Date: Mon, 27 Jun 2011 09:57:14 -0700 Subject: ISB8 Bilingualism Poster Prize & BLC papers Message-ID: The Editors of Bilingualism: Language and Cognition are pleased to announce the winners and runners up of the International Symposium of Bilingualism poster prize that was recently awarded in Oslo. WINNERS 1st Place: The neural basis of simultaneous interpretation: a functional magnetic resonance imaging investigation of novice simultaneous interpreters ( Alexis Georges Hervais-Adelman, Barbara Moser-Mercer, Christoph M. Michel, and Narly Golestani) 2nd Place: Sentential cues to a word?s language boost bilingual and monolingual infants? learning of minimal pairs (Christopher Terrence Fennell, Krista Byers-Heinlein) 3rd Place: Investigating the bilingual advantage on executive control with the verbal and numerical Stroop task: interference or facilitation account? ( Marianna Boros, Anna Marzecov?, and Zofia Wodniecka) 4th Place: Bilingual speech accommodation in rural Welsh pharmacies: quantitative and qualitative measures (Myfyr Prys, Michelle Nelson, Margaret Deuchar, and Gwerfyl Roberts) RUNNERS-UP Age of Second Language Exposure Mediates Inhibitory Function (Sarah A. Chabal, Spencer D. Kelly, and Viorica Marian) The role of L1 verbal information in L2 syntactic processing (Amelia J Dietrich, and Paola E. Dussias) Executive function in different levels of bilingualism ( Rotem Ravet Hirsh, Anat Prior, and Mila Schwartz) Perceptual sensitivity to stress in Mandarin-English and Korean- English bilinguals (Candise Yue Lin, Min Wang, and Yi Xu) In conjunction with this the Editors are pleased to offer a selection of highly cited and downloaded articles from the journal. http://cup.msgfocus.com/q/16vKNyIgloE/wv ____________________ Martine Walsh Senior Commissioning Editor HSS Journals -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jenjennyr at gmail.com Wed Jun 29 18:27:31 2011 From: jenjennyr at gmail.com (Jenny Roberts) Date: Wed, 29 Jun 2011 14:27:31 -0400 Subject: Sorry Message-ID: Hi all, I am so sorry that I mistakenly posted this last post to the listserv. My deepest apologies. Jenny Jenny Roberts -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.