From macw at cmu.edu Wed Nov 2 16:44:12 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 2 Nov 2011 12:44:12 -0400 Subject: Melissa Bowerman Message-ID: Dear friends and colleagues, It’s with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children’s errors could reveal about semantic development and published classic studies of her own children’s causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don’t come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children’s emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains –– from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters––Christy, Eva, and Claartje––and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Wed Nov 2 17:01:57 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Wed, 2 Nov 2011 13:01:57 -0400 Subject: Melissa Bowerman In-Reply-To: <7B93D469-0DF3-4393-8296-33CD8890A871@cmu.edu> Message-ID: I would like to join with others in mourning this loss. Melissa Bowerman's brilliant work was always an inspiration. On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote: > Dear friends and colleagues, > > It’s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and > theory on the relations between language and cognition in both children and > adults. She was one of the first to look closely at what children’s errors > could reveal about semantic development and published classic studies of > her own children’s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, > after a period of apparently correct usage. This strongly suggested that > children don’t come to language with ready-made meanings to attach to > word-forms. Rather, they have to discover those patterns first and then put > them to use. > > Bowerman was always interdisciplinary in her work: she drew on findings > from developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations > as containment and support. > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children’s > emerging linguistic expressions of causality. On the theoretical side, she > always sought to disentangle what might be innate from what could be > learned in first language acquisition, and her insights as well as her > findings cast new light on typology, language universals, and human > cognition. Throughout her life, she focussed on how individual languages > could have particular effects on the course and content of language > development, and what the implications were for adult mental life. > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all kinds of domains –– from birds, plants, knots, and dreams to her flute > music. She would always find a new angle on the domain under discussion and > pursue it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of Psycholinguistics where she spent most of her professional > life, were a constant source of enjoyment for whoever was there. She was > modest, generous, lucid, and always scholarly in her approach. > > She is survived by her husband Wijbrandt van Schuur, her three > daughters––Christy, Eva, and Claartje––and four grandchildren. > > Eve V. Clark > Stanford University > President, International Association for the Study of Child Language > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Nov 2 17:12:41 2011 From: dalep at unm.edu (Philip Dale) Date: Wed, 2 Nov 2011 11:12:41 -0600 Subject: Melissa Bowerman In-Reply-To: Message-ID: Some years ago, Roger Brown introduced Melissa as "the Jane Austen of psycholinguistics," which seemed then, and now, to be wonderfully apt. Her gift was to show how some wonderfully observed details of language acquisition could teach us major lessons about both the phenomena and the explanation of language acquisition. More than that, she did it all with exquisite clarity, wit, and grace. A great scholar and friend. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote: Dear friends and colleagues, It's with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children's errors could reveal about semantic development and published classic studies of her own children's causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don't come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children's emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains -- from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters--Christy, Eva, and Claartje--and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com . For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Nov 2 17:22:38 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 2 Nov 2011 13:22:38 -0400 Subject: Melissa Bowerman In-Reply-To: Message-ID: Melissa Bowerman was a splendid human being and a friend of mine for 35 years. She delighted in the human qualities of children's utterances as well as their theoretical interest and I think that quality enabled her to explore many semantically demanding questions with a sense of the human being behind them. We enjoyed many conversations at MPI and elsewhere---and her loss came too soon. I hope family can cherish and nurture many inspiring memories of her. Tom Roeper On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale wrote: > ** ** ** ** ** ** ** ** > > Some years ago, Roger Brown introduced Melissa as “the Jane Austen of > psycholinguistics,” which seemed then, and now, to be wonderfully apt. Her > gift was to show how some wonderfully observed details of language > acquisition could teach us major lessons about both the phenomena and the > explanation of language acquisition. More than that, she did it all with > exquisite clarity, wit, and grace. A great scholar and friend.**** > > ** ** > > Philip S. Dale, Professor and Chair**** > > Speech & Hearing Sciences**** > > ****University** of **New Mexico******** > > ** ** > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote:*** > * > > Dear friends and colleagues,**** > > It’s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in ****Nijmegen****, The Netherlands.**** > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and > theory on the relations between language and cognition in both children and > adults. She was one of the first to look closely at what children’s errors > could reveal about semantic development and published classic studies of > her own children’s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, > after a period of apparently correct usage. This strongly suggested that > children don’t come to language with ready-made meanings to attach to > word-forms. Rather, they have to discover those patterns first and then put > them to use.**** > > Bowerman was always interdisciplinary in her work: she drew on findings > from developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations > as containment and support.**** > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children’s > emerging linguistic expressions of causality. On the theoretical side, she > always sought to disentangle what might be innate from what could be > learned in first language acquisition, and her insights as well as her > findings cast new light on typology, language universals, and human > cognition. Throughout her life, she focussed on how individual languages > could have particular effects on the course and content of language > development, and what the implications were for adult mental life.**** > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all kinds of domains –– from birds, plants, knots, and dreams to her flute > music. She would always find a new angle on the domain under discussion and > pursue it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of Psycholinguistics where she spent most of her professional > life, were a constant source of enjoyment for whoever was there. She was > modest, generous, lucid, and always scholarly in her approach.**** > > She is survived by her husband Wijbrandt van Schuur, her three > daughters––Christy, Eva, and Claartje––and four grandchildren.**** > > Eve V. Clark > ****Stanford** **University**** > President, International Association for the Study of Child Language**** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en.**** > > > > > -- > ****Lorraine**** McCune, EdD > Chair, Department of Educational Psychology > ****Graduate** **School**** of Education > ****Rutgers** **University**** > ****10 Seminary Place**** > ****New Brunswick**, **NJ** **08901**** > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From akuntay at ku.edu.tr Wed Nov 2 18:08:23 2011 From: akuntay at ku.edu.tr (AYLIN KUNTAY) Date: Wed, 2 Nov 2011 20:08:23 +0200 Subject: Melissa Bowerman Message-ID: I am also greatly saddened by the loss of Melissa Bowerman. I started hearing about Melissa's work during my undergraduate years in Istanbul (with Ayhan Aksu-Koç), always admired her "in press" work during my graduate school years in Berkeley (with Dan Slobin), and then seeked to find her "in press" work after I returned back to Istanbul. Melissa was always so warm and inspiring to talk to, both as a person and a scholar. aylin küntay -- aylin küntay, phd koç university, psychology college of social sciences and humanities -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.bragard at gmail.com Wed Nov 2 19:10:54 2011 From: anne.bragard at gmail.com (anne bragard) Date: Wed, 2 Nov 2011 20:10:54 +0100 Subject: academic position, UCL, Belgium Message-ID: Dear colleagues, I would like to draw your attention on an opening for an academic position in the field of oral language acquisition with UCL, Belgium (starting date : 1st September 2012; deadline for application : 15 december 2011). More details can be found at the following URL http://www.uclouvain.be/en-38430.html and http://www.uclouvain.be/en-emploi-academiques.html (for general information) Best Regards, Marie-Anne Schelstraete -- SSH/IPSY Michotte/Socrate/Mercier Place Cardinal Mercier 10, bte L3.05.01 1348 Louvain-la-Neuve Belgium +32 10 47 40 53 (20 11) +32 10 47 37 74 (fax) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sonalc123 at gmail.com Wed Nov 2 19:21:12 2011 From: sonalc123 at gmail.com (Sonal Chitnis) Date: Thu, 3 Nov 2011 00:51:12 +0530 Subject: Melissa Bowerman In-Reply-To: Message-ID: This is a big loss for all of us. We have lost a wonderful scholar, great researcher in the field of study of language and cognition. I have read few of articles on Spatial semantics, child language acquisition and cognition and language inter and intrarelative aspects , innate vs learned aspects of language, etc. Such an amazing pioneer she was! Students and researchers will always remember and thank her for her scholarly articles, studies and work. Her chapter on Language acquisition and conceptual development and other on Spatial semantics is splendid work and will definitely inspire many of researchers to work upon it. May her soul rest in peace. Sonal On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper wrote: > Melissa Bowerman was a splendid human being and a friend of mine for 35 > years. She delighted in the human qualities of children's utterances as > well as their > theoretical interest and I think that quality enabled her to explore many > semantically demanding questions with a sense of the human being behind > them. We enjoyed > many conversations at MPI and elsewhere---and her loss came too soon. > I hope family can cherish and nurture many inspiring memories of her. > > Tom Roeper > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale wrote: > >> ** ** ** ** ** ** ** ** >> >> Some years ago, Roger Brown introduced Melissa as “the Jane Austen of >> psycholinguistics,” which seemed then, and now, to be wonderfully apt. Her >> gift was to show how some wonderfully observed details of language >> acquisition could teach us major lessons about both the phenomena and the >> explanation of language acquisition. More than that, she did it all with >> exquisite clarity, wit, and grace. A great scholar and friend.**** >> >> ** ** >> >> Philip S. Dale, Professor and Chair**** >> >> Speech & Hearing Sciences**** >> >> ****University** of **New Mexico******** >> >> ** ** >> >> On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote:** >> ** >> >> Dear friends and colleagues,**** >> >> It’s with great personal sadness that I announce the death of Melissa >> Bowerman, on 31 October 2011, in ****Nijmegen****, The Netherlands.**** >> >> For the past forty years Melissa Bowerman has been a central force in the >> field of child language development, contributing influential data and >> theory on the relations between language and cognition in both children and >> adults. She was one of the first to look closely at what children’s errors >> could reveal about semantic development and published classic studies of >> her own children’s causative verbs and prepositional choices in locative >> constructions. What she discovered from her analyses was that children >> extract systematic but quite abstract patterns in the semantic structure of >> the language being acquired. Moreover, some errors emerge rather late, >> after a period of apparently correct usage. This strongly suggested that >> children don’t come to language with ready-made meanings to attach to >> word-forms. Rather, they have to discover those patterns first and then put >> them to use.**** >> >> Bowerman was always interdisciplinary in her work: she drew on findings >> from developmental psychology, cognitive and linguistic anthropology, and >> linguistics. She was a pioneer in the use of experimental and ethnographic >> data, across a range of languages, as she examined how language shapes both >> cognitive and linguistic development in the young child, and how different >> languages subtly influence adult categorization of such spatial relations >> as containment and support.**** >> >> She was an innovator in the methods she used in her research, using >> correspondence analysis and multidimensional scaling to analyze data as she >> explored the conceptual bases of semantic categories. She made especially >> important contributions in her research on spatial cognition and language, >> linguistic argument structure, event representation, and children’s >> emerging linguistic expressions of causality. On the theoretical side, she >> always sought to disentangle what might be innate from what could be >> learned in first language acquisition, and her insights as well as her >> findings cast new light on typology, language universals, and human >> cognition. Throughout her life, she focussed on how individual languages >> could have particular effects on the course and content of language >> development, and what the implications were for adult mental life.**** >> >> Melissa Bowerman had a perpetually inquiring mind, and was fascinated by >> all kinds of domains –– from birds, plants, knots, and dreams to her flute >> music. She would always find a new angle on the domain under discussion and >> pursue it with curiosity and interest, so lunchtimes at the Max-Planck- >> Institute of Psycholinguistics where she spent most of her professional >> life, were a constant source of enjoyment for whoever was there. She was >> modest, generous, lucid, and always scholarly in her approach.**** >> >> She is survived by her husband Wijbrandt van Schuur, her three >> daughters––Christy, Eva, and Claartje––and four grandchildren.**** >> >> Eve V. Clark >> ****Stanford** **University**** >> President, International Association for the Study of Child Language**** >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en.**** >> >> >> >> >> -- >> ****Lorraine**** McCune, EdD >> Chair, Department of Educational Psychology >> ****Graduate** **School**** of Education >> ****Rutgers** **University**** >> ****10 Seminary Place**** >> ****New Brunswick**, **NJ** **08901**** >> >> Ph: 732-932-7496 ex. 8310 >> FAX: 732932-6829 >> >> Web Page: www.gse.rutgers.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. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koller at memphis.edu Wed Nov 2 20:05:59 2011 From: koller at memphis.edu (Kim Oller) Date: Wed, 2 Nov 2011 13:05:59 -0700 Subject: wireless mic transmitter Message-ID: Dear All, We have been using a wireless microphone with a small transmitter for years in our longitudinal recordings.....unfortunately the AL1 Samson is no longer being produced and the AL300 which seems to be its replacement is MUCH LARGER, and not desirable for a baby's vest arrangement. Does anyone know of another good small transmitter for a wireless microphone (we use Countryman)? Thanks Kim and Friends -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sgrass at gmx.net Wed Nov 2 20:07:12 2011 From: sgrass at gmx.net (suse) Date: Wed, 2 Nov 2011 21:07:12 +0100 Subject: colour adjectives Message-ID: dear colleagues, i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... thanks a lot indeed, Susanne -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mrayas18 at gmail.com Wed Nov 2 20:42:12 2011 From: mrayas18 at gmail.com (Martha Rayas) Date: Wed, 2 Nov 2011 13:42:12 -0700 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: Hi Susanne! I know that the basic colors that they know are red, black, white and blue, and they start to name them at 3 years of age. We are doing an experiment targeting 3, 4 and 5 year olds in which they have to name those colors, and the children do it very well. I hope this helps! Martha On Wed, Nov 2, 2011 at 1:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > 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 Toby.MacRae at cci.fsu.edu Wed Nov 2 20:55:38 2011 From: Toby.MacRae at cci.fsu.edu (Macrae, Toby) Date: Wed, 2 Nov 2011 20:55:38 +0000 Subject: wireless mic transmitter In-Reply-To: Message-ID: Hi Kim and Friends, I've been using a Shure wireless microphone system (ULX Professional), which is their second from top of the range. I spoke at length with a Shure technician who said their top of the range system (UHF-R) would be overkill and is very expensive. My system includes a receiver (ULXP4, around $600 from sweetwater.com) and a wireless bodypack transmitter (ULX1, around $200, also from Sweetwater). I suspect that you would need to purchase both the receiver and the transmitter in order for the transmitter to function properly. I can't think that a Shure transmitter would work with another brand of receiver, although I could be wrong. You can always check with the Shure technicians - they are very helpful. (Eugene Buder from the University of Memphis was also a great help.) Shure does have a smaller transmitter, the UR1M (the ULX1 is a little smaller than a packet of cigarettes, whereas the UR1M is about half the size), but the UR1M is around $1700 and as far as I know, it only works with the UHF-R system. I find the ULX1 works just fine with my 18-36-month-old research participants. I house it in a baby's vest along with a Countryman microphone and I haven't had any problems. Just make sure that, if and when you purchase the transmitter, you purchase one with the same connection to match the Countryman microphone connection. Mine is a TA4F connection. Let me know if you have any further questions - Toby Macrae School of Communication Science and Disorders The Florida State University -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Kim Oller Sent: Wednesday, November 02, 2011 4:06 PM To: Info-CHILDES Subject: wireless mic transmitter Dear All, We have been using a wireless microphone with a small transmitter for years in our longitudinal recordings.....unfortunately the AL1 Samson is no longer being produced and the AL300 which seems to be its replacement is MUCH LARGER, and not desirable for a baby's vest arrangement. Does anyone know of another good small transmitter for a wireless microphone (we use Countryman)? Thanks Kim and Friends -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 jean.berko.gleason at gmail.com Wed Nov 2 22:25:37 2011 From: jean.berko.gleason at gmail.com (Jean Berko Gleason) Date: Wed, 2 Nov 2011 18:25:37 -0400 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: Hi The age at which kids know color words has changed downward over the past hundred years in fairly dramatic fashion. Early in the 20th century children did not know the basic words until they were about 7. Now, most of the 11 basic color words in the standard (e.g. Berlin and Kay) hierarchy are in (many) children's productive vocabularies by about the age of 2 and a half. The introduction of big boxes of crayons, first, and of Sesame Street later may have contributed to this earlier knowledge. You can get productive norms by examining the MacArthur Bates Communicative Inventories, available online. We reported on a study of the use of color terms by children and parents and summarized the literature to that point in a paper in 1998. Hope this helps! Ely, R. & Gleason, J. Berko. (1998). What Color is the Cat? Color Words in Parent-Child Conversations. In A. Aksu-Ko, E. Erguvanli-Taylan, A. Sumru Ozsoy, & A. Kuntay (Eds.) *Perspectives on Language Acquisition: Selected Papers from the VIIth International Congress for the Study of Child Language.* Istanbul: Bogazici University. On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- Jean Berko Gleason Professor Emerita, Department of Psychology Boston University http://www.bu.edu/psych/faculty/gleason/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mromski at gsu.edu Thu Nov 3 02:03:08 2011 From: mromski at gsu.edu (Maryann Romski) Date: Thu, 3 Nov 2011 02:03:08 +0000 Subject: Melissa Bowerman In-Reply-To: Message-ID: Melissa was also a wonderful teacher and mentor. I had the privilege of taking a language acquisition course from her when she was at the University of Kansas early in her career. She was generous with her time and taught us so much through her semantic examples from Christy and Eva. Her passing is a great loss for the field. MaryAnn Sent from MAR'S IPAD On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > wrote: This is a big loss for all of us. We have lost a wonderful scholar, great researcher in the field of study of language and cognition. I have read few of articles on Spatial semantics, child language acquisition and cognition and language inter and intrarelative aspects , innate vs learned aspects of language, etc. Such an amazing pioneer she was! Students and researchers will always remember and thank her for her scholarly articles, studies and work. Her chapter on Language acquisition and conceptual development and other on Spatial semantics is splendid work and will definitely inspire many of researchers to work upon it. May her soul rest in peace. Sonal On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper <roeper at linguist.umass.edu> wrote: Melissa Bowerman was a splendid human being and a friend of mine for 35 years. She delighted in the human qualities of children's utterances as well as their theoretical interest and I think that quality enabled her to explore many semantically demanding questions with a sense of the human being behind them. We enjoyed many conversations at MPI and elsewhere---and her loss came too soon. I hope family can cherish and nurture many inspiring memories of her. Tom Roeper On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale <dalep at unm.edu> wrote: Some years ago, Roger Brown introduced Melissa as “the Jane Austen of psycholinguistics,” which seemed then, and now, to be wonderfully apt. Her gift was to show how some wonderfully observed details of language acquisition could teach us major lessons about both the phenomena and the explanation of language acquisition. More than that, she did it all with exquisite clarity, wit, and grace. A great scholar and friend. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney <macw at cmu.edu> wrote: Dear friends and colleagues, It’s with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children’s errors could reveal about semantic development and published classic studies of her own children’s causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don’t come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children’s emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains –– from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters––Christy, Eva, and Claartje––and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.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. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koc at boun.edu.tr Thu Nov 3 09:09:12 2011 From: koc at boun.edu.tr (koc at boun.edu.tr) Date: Thu, 3 Nov 2011 11:09:12 +0200 Subject: Melissa Bowerman In-Reply-To: <9907ED2F-1614-404A-9346-940010B0D6FB@gsu.edu> Message-ID: I am also very saddened at Melissa's loss. Her work has been one of the most inspiring sourcesfor many of us in the field. I feel priviledged to have known her warm and generous person. Ayhan Aksu-Koc Bogazici University Quoting Maryann Romski : > Melissa was also a wonderful teacher and mentor. I had the privilege of > taking a language acquisition course from her when she was at the University > of Kansas early in her career. She was generous with her time and taught us > so much through her semantic examples from Christy and Eva. Her passing is a > great loss for the field. MaryAnn > > Sent from MAR'S IPAD > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > wrote: > > This is a big loss for all of us. We have lost a wonderful scholar, great > researcher in the field of study of language and cognition. > I have read few of articles on Spatial semantics, child language > acquisition and cognition and language inter and intrarelative aspects , > innate vs learned aspects of language, etc. Such an amazing pioneer she was! > Students and researchers will always remember and thank her for her scholarly > articles, studies and work. Her chapter on Language acquisition and > conceptual development and other on Spatial semantics is splendid work and > will definitely inspire many of researchers to work upon it. > May her soul rest in peace. > Sonal > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > <roeper at linguist.umass.edu> > wrote: > Melissa Bowerman was a splendid human being and a friend of mine for 35 > years. She delighted in the human qualities of children's utterances as > well as their > theoretical interest and I think that quality enabled her to explore many > semantically demanding questions with a sense of the human being behind them. > We enjoyed > many conversations at MPI and elsewhere---and her loss came too soon. > I hope family can cherish and nurture many inspiring memories of her. > > Tom Roeper > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > <dalep at unm.edu> wrote: > Some years ago, Roger Brown introduced Melissa as “the Jane Austen of > psycholinguistics,” which seemed then, and now, to be wonderfully apt. Her > gift was to show how some wonderfully observed details of language > acquisition could teach us major lessons about both the phenomena and the > explanation of language acquisition. More than that, she did it all with > exquisite clarity, wit, and grace. A great scholar and friend. > > Philip S. Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > <macw at cmu.edu> wrote: > > Dear friends and colleagues, > > It’s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and theory > on the relations between language and cognition in both children and adults. > She was one of the first to look closely at what children’s errors could > reveal about semantic development and published classic studies of her own > children’s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, after > a period of apparently correct usage. This strongly suggested that children > don’t come to language with ready-made meanings to attach to word-forms. > Rather, they have to discover those patterns first and then put them to use. > > Bowerman was always interdisciplinary in her work: she drew on findings from > developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations as > containment and support. > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children’s emerging > linguistic expressions of causality. On the theoretical side, she always > sought to disentangle what might be innate from what could be learned in > first language acquisition, and her insights as well as her findings cast new > light on typology, language universals, and human cognition. Throughout her > life, she focussed on how individual languages could have particular effects > on the course and content of language development, and what the implications > were for adult mental life. > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all > kinds of domains –– from birds, plants, knots, and dreams to her flute music. > She would always find a new angle on the domain under discussion and pursue > it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of > Psycholinguistics where she spent most of her professional life, were a > constant source of enjoyment for whoever was there. She was modest, generous, > lucid, and always scholarly in her approach. > > She is survived by her husband Wijbrandt van Schuur, her three > daughters––Christy, Eva, and Claartje––and four grandchildren. > > Eve V. Clark > Stanford University > President, International Association for the Study of Child Language > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: > www.gse.rutgers.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. > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > Ms Sonal V Chitnis > Lecturer In Speech Language Pathology > Bharati Vidyapeeth University School of Audiology & Speech Language > Pathology, > 4th Floor, Homeopathy Hospital building, > Katraj-Dhankawadi, > Pune- 411043. > Tel: 020 24377417 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From shanley at bu.edu Thu Nov 3 12:33:21 2011 From: shanley at bu.edu (Shanley Allen) Date: Thu, 3 Nov 2011 08:33:21 -0400 Subject: BUCLD Memorial for Melissa Bowerman In-Reply-To: <1320311352.4eb25a3881872@webmail.boun.edu.tr> Message-ID: BUCLD MEMORIAL FOR MELISSA BOWERMAN A time of memorial for Melissa Bowerman will be held at the Boston University Conference on Language Development, this coming Friday Nov. 4 at 12:45-1:15 pm. We invite all to come and share their memories of Melissa and her monumental contributions to the field of language development. For questions, please contact Shanley Allen . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 walesgin at googlemail.com Thu Nov 3 16:02:51 2011 From: walesgin at googlemail.com (walesgin) Date: Thu, 3 Nov 2011 16:02:51 +0000 Subject: Melissa Bowerman In-Reply-To: <1320311352.4eb25a3881872@webmail.boun.edu.tr> Message-ID: Yes, Melissa was truly a rare intellectual and a genuine and generous person. I am proud to have been blessed to have had her as mentor and friend. She will be sorely missed. But her influence will remain pervasive and longstanding in the field. I wish I could join the memorial at BU tomorrow, but my thoughts will definitely be with you all. Ginny Gathercole On Thu, Nov 3, 2011 at 9:09 AM, wrote: > I am also very saddened at Melissa's loss. Her work has been one of the > most > inspiring sourcesfor many of us in the field. I feel priviledged to have > known > her warm and generous person. > > Ayhan Aksu-Koc > Bogazici University > > > Quoting Maryann Romski : > > > Melissa was also a wonderful teacher and mentor. I had the privilege of > > taking a language acquisition course from her when she was at the > University > > of Kansas early in her career. She was generous with her time and taught > us > > so much through her semantic examples from Christy and Eva. Her passing > is a > > great loss for the field. MaryAnn > > > Sent from MAR'S IPAD > > > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > > wrote: > > > > This is a big loss for all of us. We have lost a wonderful scholar, great > > researcher in the field of study of language and cognition. > > I have read few of articles on Spatial semantics, child language > > acquisition and cognition and language inter and intrarelative aspects , > > innate vs learned aspects of language, etc. Such an amazing pioneer she > was! > > Students and researchers will always remember and thank her for her > scholarly > > articles, studies and work. Her chapter on Language acquisition and > > conceptual development and other on Spatial semantics is splendid work > and > > will definitely inspire many of researchers to work upon it. > > May her soul rest in peace. > > Sonal > > > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > > > <roeper at linguist.umass.edu roeper at linguist.umass.edu>> > > wrote: > > Melissa Bowerman was a splendid human being and a friend of mine for 35 > > years. She delighted in the human qualities of children's utterances > as > > well as their > > theoretical interest and I think that quality enabled her to explore many > > semantically demanding questions with a sense of the human being behind > them. > > We enjoyed > > many conversations at MPI and elsewhere---and her loss came too soon. > > I hope family can cherish and nurture many inspiring memories of > her. > > > > Tom Roeper > > > > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > > <dalep at unm.edu> wrote: > > Some years ago, Roger Brown introduced Melissa as “the Jane Austen > of > > psycholinguistics,” which seemed then, and now, to be wonderfully > apt. > Her > > gift was to show how some wonderfully observed details of language > > acquisition could teach us major lessons about both the phenomena and the > > explanation of language acquisition. More than that, she did it all with > > exquisite clarity, wit, and grace. A great scholar and friend. > > > > Philip S. Dale, Professor and Chair > > Speech & Hearing Sciences > > University of New Mexico > > > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > > <macw at cmu.edu> wrote: > > > > Dear friends and colleagues, > > > > It’s with great personal sadness that I announce the death of > Melissa > > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > > > For the past forty years Melissa Bowerman has been a central force in the > > field of child language development, contributing influential data and > theory > > on the relations between language and cognition in both children and > adults. > > She was one of the first to look closely at what children’s errors > could > > reveal about semantic development and published classic studies of her > own > > children’s causative verbs and prepositional choices in locative > > constructions. What she discovered from her analyses was that children > > extract systematic but quite abstract patterns in the semantic structure > of > > the language being acquired. Moreover, some errors emerge rather late, > after > > a period of apparently correct usage. This strongly suggested that > children > > don’t come to language with ready-made meanings to attach to > word-forms. > > Rather, they have to discover those patterns first and then put them to > use. > > > > Bowerman was always interdisciplinary in her work: she drew on findings > from > > developmental psychology, cognitive and linguistic anthropology, and > > linguistics. She was a pioneer in the use of experimental and > ethnographic > > data, across a range of languages, as she examined how language shapes > both > > cognitive and linguistic development in the young child, and how > different > > languages subtly influence adult categorization of such spatial > relations as > > containment and support. > > > > She was an innovator in the methods she used in her research, using > > correspondence analysis and multidimensional scaling to analyze data as > she > > explored the conceptual bases of semantic categories. She made especially > > important contributions in her research on spatial cognition and > language, > > linguistic argument structure, event representation, and children’s > emerging > > linguistic expressions of causality. On the theoretical side, she always > > sought to disentangle what might be innate from what could be learned in > > first language acquisition, and her insights as well as her findings > cast new > > light on typology, language universals, and human cognition. Throughout > her > > life, she focussed on how individual languages could have particular > effects > > on the course and content of language development, and what the > implications > > were for adult mental life. > > > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all > > kinds of domains –– from birds, plants, knots, and dreams to > her > flute music. > > She would always find a new angle on the domain under discussion and > pursue > > it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of > > Psycholinguistics where she spent most of her professional life, were a > > constant source of enjoyment for whoever was there. She was modest, > generous, > > lucid, and always scholarly in her approach. > > > > She is survived by her husband Wijbrandt van Schuur, her three > > daughters––Christy, Eva, and Claartje––and four > grandchildren. > > > > Eve V. Clark > > Stanford University > > President, International Association for the Study of Child Language > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > > Ph: 732-932-7496 ex. 8310 > > FAX: 732932-6829 > > > > Web Page: > > www.gse.rutgers.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> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com 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> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Tom Roeper > > Dept of Lingiustics > > UMass South College > > Amherst, Mass. 01003 ISA > > 413 256 0390 > > > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Ms Sonal V Chitnis > > Lecturer In Speech Language Pathology > > Bharati Vidyapeeth University School of Audiology & Speech Language > > Pathology, > > 4th Floor, Homeopathy Hospital building, > > Katraj-Dhankawadi, > > Pune- 411043. > > Tel: 020 24377417 > > > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From magsmocz at gmail.com Thu Nov 3 20:09:41 2011 From: magsmocz at gmail.com (Magdalena Smoczynska) Date: Thu, 3 Nov 2011 21:09:41 +0100 Subject: Melissa Bowerman In-Reply-To: Message-ID: I would like to write something about Melissa whom I have known since 1975, but it is very difficult to find the right adjectives to describe how special she was. I have spent the entire day trying to find them and finally gave up. Crying was much better a choice. I think she was *the most beautiful person* I have ever met among the child language scholars. Her work and impact in the field will last, but many of us will terribly miss her thoughtful way of looking at us, her dilligence while looking at her data (which made me think of a 12-year-old girl so enthusiastic about her tasks but at the same time so genuinely serious), her amused smile which sometimes inexpectedly turned into a sudden burst of forceful laughter. Her openess in sharing her joys and worries with us. Her interest in our joys and worries. Her grace. And again this incredibly strong low voice laughter. It does not make sense that such things can simply disappear. I am sorry I cannot put it in better English. Magdalena Smoczynska, Krakow On 3 November 2011 17:02, walesgin wrote: > Yes, Melissa was truly a rare intellectual and a genuine and generous > person. I am proud to have been blessed to have had her as mentor and > friend. > > She will be sorely missed. But her influence will remain pervasive and > longstanding in the field. > > I wish I could join the memorial at BU tomorrow, but my thoughts will > definitely be with you all. > > Ginny Gathercole > > > On Thu, Nov 3, 2011 at 9:09 AM, wrote: > >> I am also very saddened at Melissa's loss. Her work has been one of the >> most >> inspiring sourcesfor many of us in the field. I feel priviledged to have >> known >> her warm and generous person. >> >> Ayhan Aksu-Koc >> Bogazici University >> >> >> Quoting Maryann Romski : >> >> > Melissa was also a wonderful teacher and mentor. I had the privilege of >> > taking a language acquisition course from her when she was at the >> University >> > of Kansas early in her career. She was generous with her time and >> taught us >> > so much through her semantic examples from Christy and Eva. Her >> passing is a >> > great loss for the field. MaryAnn >> > > Sent from MAR'S IPAD >> > >> > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" >> > > wrote: >> > >> > This is a big loss for all of us. We have lost a wonderful scholar, >> great >> > researcher in the field of study of language and cognition. >> > I have read few of articles on Spatial semantics, child language >> > acquisition and cognition and language inter and intrarelative aspects >> , >> > innate vs learned aspects of language, etc. Such an amazing pioneer >> she was! >> > Students and researchers will always remember and thank her for her >> scholarly >> > articles, studies and work. Her chapter on Language acquisition and >> > conceptual development and other on Spatial semantics is splendid work >> and >> > will definitely inspire many of researchers to work upon it. >> > May her soul rest in peace. >> > Sonal >> > >> > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper >> > >> <roeper at linguist.umass.edu> roeper at linguist.umass.edu>> >> > wrote: >> > Melissa Bowerman was a splendid human being and a friend of mine for 35 >> > years. She delighted in the human qualities of children's utterances >> as >> > well as their >> > theoretical interest and I think that quality enabled her to explore >> many >> > semantically demanding questions with a sense of the human being behind >> them. >> > We enjoyed >> > many conversations at MPI and elsewhere---and her loss came too soon. >> > I hope family can cherish and nurture many inspiring memories of >> her. >> > >> > Tom Roeper >> > >> > >> > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale >> > <dalep at unm.edu> wrote: >> > Some years ago, Roger Brown introduced Melissa as “the Jane >> Austen of >> > psycholinguistics,” which seemed then, and now, to be wonderfully >> apt. >> Her >> > gift was to show how some wonderfully observed details of language >> > acquisition could teach us major lessons about both the phenomena and >> the >> > explanation of language acquisition. More than that, she did it all with >> > exquisite clarity, wit, and grace. A great scholar and friend. >> > >> > Philip S. Dale, Professor and Chair >> > Speech & Hearing Sciences >> > University of New Mexico >> > >> > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney >> > <macw at cmu.edu> wrote: >> > >> > Dear friends and colleagues, >> > >> > It’s with great personal sadness that I announce the death of >> Melissa >> > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. >> > >> > For the past forty years Melissa Bowerman has been a central force in >> the >> > field of child language development, contributing influential data and >> theory >> > on the relations between language and cognition in both children and >> adults. >> > She was one of the first to look closely at what children’s errors >> could >> > reveal about semantic development and published classic studies of her >> own >> > children’s causative verbs and prepositional choices in locative >> > constructions. What she discovered from her analyses was that children >> > extract systematic but quite abstract patterns in the semantic >> structure of >> > the language being acquired. Moreover, some errors emerge rather late, >> after >> > a period of apparently correct usage. This strongly suggested that >> children >> > don’t come to language with ready-made meanings to attach to >> word-forms. >> > Rather, they have to discover those patterns first and then put them to >> use. >> > >> > Bowerman was always interdisciplinary in her work: she drew on findings >> from >> > developmental psychology, cognitive and linguistic anthropology, and >> > linguistics. She was a pioneer in the use of experimental and >> ethnographic >> > data, across a range of languages, as she examined how language shapes >> both >> > cognitive and linguistic development in the young child, and how >> different >> > languages subtly influence adult categorization of such spatial >> relations as >> > containment and support. >> > >> > She was an innovator in the methods she used in her research, using >> > correspondence analysis and multidimensional scaling to analyze data as >> she >> > explored the conceptual bases of semantic categories. She made >> especially >> > important contributions in her research on spatial cognition and >> language, >> > linguistic argument structure, event representation, and >> children’s >> emerging >> > linguistic expressions of causality. On the theoretical side, she always >> > sought to disentangle what might be innate from what could be learned in >> > first language acquisition, and her insights as well as her findings >> cast new >> > light on typology, language universals, and human cognition. Throughout >> her >> > life, she focussed on how individual languages could have particular >> effects >> > on the course and content of language development, and what the >> implications >> > were for adult mental life. >> > >> > Melissa Bowerman had a perpetually inquiring mind, and was fascinated >> by all >> > kinds of domains –– from birds, plants, knots, and dreams >> to her >> flute music. >> > She would always find a new angle on the domain under discussion and >> pursue >> > it with curiosity and interest, so lunchtimes at the Max-Planck- >> Institute of >> > Psycholinguistics where she spent most of her professional life, were a >> > constant source of enjoyment for whoever was there. She was modest, >> generous, >> > lucid, and always scholarly in her approach. >> > >> > She is survived by her husband Wijbrandt van Schuur, her three >> > daughters––Christy, Eva, and Claartje––and four >> grandchildren. >> > >> > Eve V. Clark >> > Stanford University >> > President, International Association for the Study of Child Language >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to > info-childes at googlegroups.com> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Lorraine McCune, EdD >> > Chair, Department of Educational Psychology >> > Graduate School of Education >> > Rutgers University >> > 10 Seminary Place >> > New Brunswick, NJ 08901 >> > >> > Ph: 732-932-7496 ex. 8310 >> > FAX: 732932-6829 >> > >> > Web Page: >> > www.gse.rutgers.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> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> 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> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Tom Roeper >> > Dept of Lingiustics >> > UMass South College >> > Amherst, Mass. 01003 ISA >> > 413 256 0390 >> > >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to > info-childes at googlegroups.com> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Ms Sonal V Chitnis >> > Lecturer In Speech Language Pathology >> > Bharati Vidyapeeth University School of Audiology & Speech Language >> > Pathology, >> > 4th Floor, Homeopathy Hospital building, >> > Katraj-Dhankawadi, >> > Pune- 411043. >> > Tel: 020 24377417 >> > >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > info-childes+unsubscribe at googlegroups.com. >> > For more options, visit this group at >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Thu Nov 3 20:28:44 2011 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 3 Nov 2011 13:28:44 -0700 Subject: Melissa Bowerman In-Reply-To: Message-ID: Magdalena has said it perfectly. I would add a personal comment: Melissa and I were good personal friends and colleagues---ever since 1965. We cherished our memories of being trained by Roger Brown, and we taught, researched, and published together on crosslinguistic and cognitive aspects of acquisition.I learned so much from debating and researching with her. Indeed, her persistent presentations to me of argument and evidence moved me from a neo-innatist to a neo-Whorfian position.The Max Planck was our intellectual playground, and baroque music was where we wandered happily. We confided in each other and received and gave support through the many years, as we followed each other's lives. And we delighted in playing music together---her flute and my piano.She was a precious person, a loyal friend, and an endlessly ingenious, creative, broad, wise, and beautiful thinker, researcher, writer, teacher. I can't begin to understand how very much I will miss her. Dan Slobin, Berkeley On 11/3/2011 1:09 PM, Magdalena Smoczynska wrote: > I would like to write something about Melissa whom I have known since > 1975, but it is very difficult to find the right adjectives to describe > how special she was. > > I have spent the entire day trying to find them and finally gave up. > Crying was much better a choice. > > I think she was *the most beautiful person* I have ever met among the > child language scholars. > > Her work and impact in the field will last, but many of us will > terribly miss her > thoughtful way of looking at us, her dilligence while looking at her data > (which made me think of a 12-year-old girl so enthusiastic about her > tasks > but at the same time so genuinely serious), her amused smile which > sometimes > inexpectedly turned into a sudden burst of forceful laughter. > Her openess in sharing her joys and worries with us. Her interest in > our joys and worries. > Her grace. And again this incredibly strong low voice laughter. > > It does not make sense that such things can simply disappear. > > I am sorry I cannot put it in better English. > > Magdalena Smoczynska, Krakow > > > On 3 November 2011 17:02, walesgin > wrote: > > Yes, Melissa was truly a rare intellectual and a genuine and > generous person. I am proud to have been blessed to have had her > as mentor and friend. > > She will be sorely missed. But her influence will remain > pervasive and longstanding in the field. > > I wish I could join the memorial at BU tomorrow, but my thoughts > will definitely be with you all. > > Ginny Gathercole > > > On Thu, Nov 3, 2011 at 9:09 AM, > wrote: > > I am also very saddened at Melissa's loss. Her work has been > one of the most > inspiring sourcesfor many of us in the field. I feel > priviledged to have known > her warm and generous person. > > Ayhan Aksu-Koc > Bogazici University > > > Quoting Maryann Romski >: > > > Melissa was also a wonderful teacher and mentor. I had the > privilege of > > taking a language acquisition course from her when she was > at the University > > of Kansas early in her career. She was generous with her > time and taught us > > so much through her semantic examples from Christy and Eva. > Her passing is a > > great loss for the field. MaryAnn > > > Sent from MAR'S IPAD > > > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > >> wrote: > > > > This is a big loss for all of us. We have lost a wonderful > scholar, great > > researcher in the field of study of language and cognition. > > I have read few of articles on Spatial semantics, child > language > > acquisition and cognition and language inter and > intrarelative aspects , > > innate vs learned aspects of language, etc. Such an amazing > pioneer she was! > > Students and researchers will always remember and thank her > for her scholarly > > articles, studies and work. Her chapter on Language > acquisition and > > conceptual development and other on Spatial semantics is > splendid work and > > will definitely inspire many of researchers to work upon it. > > May her soul rest in peace. > > > Sonal > > > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > > > < >roeper at linguist.umass.edu > >> > > wrote: > > Melissa Bowerman was a splendid human being and a friend of > mine for 35 > > years. She delighted in the human qualities of children's > utterances as > > well as their > > theoretical interest and I think that quality enabled her to > explore many > > semantically demanding questions with a sense of the human > being behind them. > > We enjoyed > > many conversations at MPI and elsewhere---and her loss came > too soon. > > I hope family can cherish and nurture many inspiring > memories of her. > > > > Tom Roeper > > > > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > > <>dalep at unm.edu > >> wrote: > > Some years ago, Roger Brown introduced Melissa as “the > Jane Austen of > > psycholinguistics,” which seemed then, and now, to be > wonderfully apt. > Her > > gift was to show how some wonderfully observed details of > language > > acquisition could teach us major lessons about both the > phenomena and the > > explanation of language acquisition. More than that, she did > it all with > > exquisite clarity, wit, and grace. A great scholar and friend. > > > > Philip S. Dale, Professor and Chair > > Speech & Hearing Sciences > > University of New Mexico > > > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > > <>macw at cmu.edu > >> wrote: > > > > Dear friends and colleagues, > > > > It’s with great personal sadness that I announce the > death of Melissa > > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > > > For the past forty years Melissa Bowerman has been a central > force in the > > field of child language development, contributing > influential data and theory > > on the relations between language and cognition in both > children and adults. > > She was one of the first to look closely at what > children’s errors > could > > reveal about semantic development and published classic > studies of her own > > children’s causative verbs and prepositional choices > in locative > > constructions. What she discovered from her analyses was > that children > > extract systematic but quite abstract patterns in the > semantic structure of > > the language being acquired. Moreover, some errors emerge > rather late, after > > a period of apparently correct usage. This strongly > suggested that children > > don’t come to language with ready-made meanings to > attach to > word-forms. > > Rather, they have to discover those patterns first and then > put them to use. > > > > Bowerman was always interdisciplinary in her work: she drew > on findings from > > developmental psychology, cognitive and linguistic > anthropology, and > > linguistics. She was a pioneer in the use of experimental > and ethnographic > > data, across a range of languages, as she examined how > language shapes both > > cognitive and linguistic development in the young child, and > how different > > languages subtly influence adult categorization of such > spatial relations as > > containment and support. > > > > She was an innovator in the methods she used in her > research, using > > correspondence analysis and multidimensional scaling to > analyze data as she > > explored the conceptual bases of semantic categories. She > made especially > > important contributions in her research on spatial cognition > and language, > > linguistic argument structure, event representation, and > children’s > emerging > > linguistic expressions of causality. On the theoretical > side, she always > > sought to disentangle what might be innate from what could > be learned in > > first language acquisition, and her insights as well as her > findings cast new > > light on typology, language universals, and human cognition. > Throughout her > > life, she focussed on how individual languages could have > particular effects > > on the course and content of language development, and what > the implications > > were for adult mental life. > > > > Melissa Bowerman had a perpetually inquiring mind, and was > fascinated by all > > kinds of domains –– from birds, plants, knots, > and dreams to her > flute music. > > She would always find a new angle on the domain under > discussion and pursue > > it with curiosity and interest, so lunchtimes at the > Max-Planck- Institute of > > Psycholinguistics where she spent most of her professional > life, were a > > constant source of enjoyment for whoever was there. She was > modest, generous, > > lucid, and always scholarly in her approach. > > > > She is survived by her husband Wijbrandt van Schuur, her three > > daughters––Christy, Eva, and > Claartje––and four > grandchildren. > > > > Eve V. Clark > > Stanford University > > President, International Association for the Study of Child > Language > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > > Ph: 732-932-7496 > ex. 8310 > > FAX: 732932-6829 > > > > > Web Page: > > www.gse.rutgers.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. > > > > > > > > -- > > Tom Roeper > > Dept of Lingiustics > > UMass South College > > Amherst, Mass. 01003 ISA > > 413 256 0390 > > > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Ms Sonal V Chitnis > > Lecturer In Speech Language Pathology > > Bharati Vidyapeeth University School of Audiology & Speech > Language > > Pathology, > > 4th Floor, Homeopathy Hospital building, > > Katraj-Dhankawadi, > > Pune- 411043. > > Tel: 020 24377417 > > > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > info-childes at googlegroups.com > . > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com > . > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > You received this message because you are subscribed to the > Google Groups "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com > . > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com > . > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. -- >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin Professor Emeritus of Psychology and Linguistics University of California, Berkeley email: slobin at berkeley.edu fax: 1-510-642-5293 address: 2323 Rose St., Berkeley, CA 94708 http://ihd.berkeley.edu/members.htm#slobin >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 msyonata at huji.ac.il Thu Nov 3 20:57:38 2011 From: msyonata at huji.ac.il (Yonata Levy) Date: Thu, 3 Nov 2011 22:57:38 +0200 Subject: Melissa Bowerman In-Reply-To: <4EB2F97C.7080103@berkeley.edu> Message-ID: Both Dan and Magdalena have said it perfectly. Still, how can one just let it pass When I met Melissa for the first time, I felt like she was someone to look at from a distance and admire. Her features, her height, her blond hair, her tone of voice, the smile on her face. As the years went by we became friendly, though never really close. Last time I saw her we got both engaged in an argument with a young person from somewhere. When he left she said to me: "I feel like the grandmother of language acquisition". and since current days grand-mothers are young and full of life, it did no carry any note of warning Yonata Levy Jerusalem. On Thu, Nov 3, 2011 at 10:28 PM, Dan I. Slobin wrote: > Magdalena has said it perfectly. I would add a personal comment: Melissa > and I were good personal friends and colleagues—ever since 1965. We > cherished our memories of being trained by Roger Brown, and we taught, > researched, and published together on crosslinguistic and cognitive aspects > of acquisition. I learned so much from debating and researching with > her. Indeed, her persistent presentations to me of argument and evidence > moved me from a neo-innatist to a neo-Whorfian position. The Max Planck > was our intellectual playground, and baroque music was where we wandered > happily. We confided in each other and received and gave support through > the many years, as we followed each other's lives. And we delighted in > playing music together—her flute and my piano. She was a precious > person, a loyal friend, and an endlessly ingenious, creative, broad, wise, > and beautiful thinker, researcher, writer, teacher. I can't begin to > understand how very much I will miss her. > > Dan Slobin, Berkeley > > > On 11/3/2011 1:09 PM, Magdalena Smoczynska wrote: > > I would like to write something about Melissa whom I have known since > 1975, but it is very difficult to find the right adjectives to describe > how special she was. > > I have spent the entire day trying to find them and finally gave up. > Crying was much better a choice. > > I think she was *the most beautiful person* I have ever met among the > child language scholars. > > Her work and impact in the field will last, but many of us will terribly > miss her > thoughtful way of looking at us, her dilligence while looking at her data > (which made me think of a 12-year-old girl so enthusiastic about her tasks > but at the same time so genuinely serious), her amused smile which > sometimes > inexpectedly turned into a sudden burst of forceful laughter. > Her openess in sharing her joys and worries with us. Her interest in our > joys and worries. > Her grace. And again this incredibly strong low voice laughter. > > It does not make sense that such things can simply disappear. > > I am sorry I cannot put it in better English. > > Magdalena Smoczynska, Krakow > > > On 3 November 2011 17:02, walesgin wrote: > >> Yes, Melissa was truly a rare intellectual and a genuine and generous >> person. I am proud to have been blessed to have had her as mentor and >> friend. >> >> She will be sorely missed. But her influence will remain pervasive and >> longstanding in the field. >> >> I wish I could join the memorial at BU tomorrow, but my thoughts will >> definitely be with you all. >> >> Ginny Gathercole >> >> >> On Thu, Nov 3, 2011 at 9:09 AM, wrote: >> >>> I am also very saddened at Melissa's loss. Her work has been one of the >>> most >>> inspiring sourcesfor many of us in the field. I feel priviledged to have >>> known >>> her warm and generous person. >>> >>> Ayhan Aksu-Koc >>> Bogazici University >>> >>> >>> Quoting Maryann Romski : >>> >>> > Melissa was also a wonderful teacher and mentor. I had the privilege >>> of >>> > taking a language acquisition course from her when she was at the >>> University >>> > of Kansas early in her career. She was generous with her time and >>> taught us >>> > so much through her semantic examples from Christy and Eva. Her >>> passing is a >>> > great loss for the field. MaryAnn >>> > > Sent from MAR'S IPAD >>> > >>> > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" >>> > > wrote: >>> > >>> > This is a big loss for all of us. We have lost a wonderful scholar, >>> great >>> > researcher in the field of study of language and cognition. >>> > I have read few of articles on Spatial semantics, child language >>> > acquisition and cognition and language inter and intrarelative >>> aspects , >>> > innate vs learned aspects of language, etc. Such an amazing pioneer >>> she was! >>> > Students and researchers will always remember and thank her for her >>> scholarly >>> > articles, studies and work. Her chapter on Language acquisition and >>> > conceptual development and other on Spatial semantics is splendid work >>> and >>> > will definitely inspire many of researchers to work upon it. >>> > May her soul rest in peace. >>> > Sonal >>> > >>> > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper >>> > >>> <roeper at linguist.umass.edu>> roeper at linguist.umass.edu>> >>> > wrote: >>> > Melissa Bowerman was a splendid human being and a friend of mine for 35 >>> > years. She delighted in the human qualities of children's >>> utterances as >>> > well as their >>> > theoretical interest and I think that quality enabled her to explore >>> many >>> > semantically demanding questions with a sense of the human being >>> behind them. >>> > We enjoyed >>> > many conversations at MPI and elsewhere---and her loss came too soon. >>> > I hope family can cherish and nurture many inspiring memories of >>> her. >>> > >>> > Tom Roeper >>> > >>> > >>> > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale >>> > <dalep at unm.edu> wrote: >>> > Some years ago, Roger Brown introduced Melissa as “the Jane >>> Austen of >>> > psycholinguistics,” which seemed then, and now, to be >>> wonderfully apt. >>> Her >>> > gift was to show how some wonderfully observed details of language >>> > acquisition could teach us major lessons about both the phenomena and >>> the >>> > explanation of language acquisition. More than that, she did it all >>> with >>> > exquisite clarity, wit, and grace. A great scholar and friend. >>> > >>> > Philip S. Dale, Professor and Chair >>> > Speech & Hearing Sciences >>> > University of New Mexico >>> > >>> > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney >>> > <macw at cmu.edu> wrote: >>> > >>> > Dear friends and colleagues, >>> > >>> > It’s with great personal sadness that I announce the death of >>> Melissa >>> > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. >>> > >>> > For the past forty years Melissa Bowerman has been a central force in >>> the >>> > field of child language development, contributing influential data and >>> theory >>> > on the relations between language and cognition in both children and >>> adults. >>> > She was one of the first to look closely at what children’s >>> errors >>> could >>> > reveal about semantic development and published classic studies of her >>> own >>> > children’s causative verbs and prepositional choices in locative >>> > constructions. What she discovered from her analyses was that children >>> > extract systematic but quite abstract patterns in the semantic >>> structure of >>> > the language being acquired. Moreover, some errors emerge rather late, >>> after >>> > a period of apparently correct usage. This strongly suggested that >>> children >>> > don’t come to language with ready-made meanings to attach to >>> word-forms. >>> > Rather, they have to discover those patterns first and then put them >>> to use. >>> > >>> > Bowerman was always interdisciplinary in her work: she drew on >>> findings from >>> > developmental psychology, cognitive and linguistic anthropology, and >>> > linguistics. She was a pioneer in the use of experimental and >>> ethnographic >>> > data, across a range of languages, as she examined how language shapes >>> both >>> > cognitive and linguistic development in the young child, and how >>> different >>> > languages subtly influence adult categorization of such spatial >>> relations as >>> > containment and support. >>> > >>> > She was an innovator in the methods she used in her research, using >>> > correspondence analysis and multidimensional scaling to analyze data >>> as she >>> > explored the conceptual bases of semantic categories. She made >>> especially >>> > important contributions in her research on spatial cognition and >>> language, >>> > linguistic argument structure, event representation, and children&# >>> 8217;s >>> emerging >>> > linguistic expressions of causality. On the theoretical side, she >>> always >>> > sought to disentangle what might be innate from what could be learned >>> in >>> > first language acquisition, and her insights as well as her findings >>> cast new >>> > light on typology, language universals, and human cognition. >>> Throughout her >>> > life, she focussed on how individual languages could have particular >>> effects >>> > on the course and content of language development, and what the >>> implications >>> > were for adult mental life. >>> > >>> > Melissa Bowerman had a perpetually inquiring mind, and was fascinated >>> by all >>> > kinds of domains –– from birds, plants, knots, and dreams >>> to her >>> flute music. >>> > She would always find a new angle on the domain under discussion and >>> pursue >>> > it with curiosity and interest, so lunchtimes at the Max-Planck- >>> Institute of >>> > Psycholinguistics where she spent most of her professional life, were a >>> > constant source of enjoyment for whoever was there. She was modest, >>> generous, >>> > lucid, and always scholarly in her approach. >>> > >>> > She is survived by her husband Wijbrandt van Schuur, her three >>> > daughters––Christy, Eva, and Claartje––and >>> four >>> grandchildren. >>> > >>> > Eve V. Clark >>> > Stanford University >>> > President, International Association for the Study of Child Language >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >> info-childes at googlegroups.com> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Lorraine McCune, EdD >>> > Chair, Department of Educational Psychology >>> > Graduate School of Education >>> > Rutgers University >>> > 10 Seminary Place >>> > New Brunswick, NJ 08901 >>> > >>> > Ph: 732-932-7496 ex. 8310 >>> > FAX: 732932-6829 >>> > >>> > Web Page: >>> > www.gse.rutgers.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> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> 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> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Tom Roeper >>> > Dept of Lingiustics >>> > UMass South College >>> > Amherst, Mass. 01003 ISA >>> > 413 256 0390 >>> > >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >> info-childes at googlegroups.com> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Ms Sonal V Chitnis >>> > Lecturer In Speech Language Pathology >>> > Bharati Vidyapeeth University School of Audiology & Speech Language >>> > Pathology, >>> > 4th Floor, Homeopathy Hospital building, >>> > Katraj-Dhankawadi, >>> > Pune- 411043. >>> > Tel: 020 24377417 >>> > >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > info-childes+unsubscribe at googlegroups.com. >>> > For more options, visit this group at >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >>> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > > -- > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Dan I. Slobin > Professor Emeritus of Psychology and Linguistics > University of California, Berkeley > > email: slobin at berkeley.edu > fax: 1-510-642-5293 > > address: 2323 Rose St., Berkeley, CA 94708 > http://ihd.berkeley.edu/members.htm#slobin > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- *Prof. Yonata Levy* *Psychology Department * *and Hadassah-Hebrew University Medical School* *Mount Scopus* *Jerusalem 91905, ISRAEL* ** *tel:972-2-5883408 (o)* * 972-547905997 (c)* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Fri Nov 4 01:49:26 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Thu, 3 Nov 2011 21:49:26 -0400 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lauras at illinois.edu Fri Nov 4 17:40:17 2011 From: lauras at illinois.edu (DeThorne, Laura Segebart) Date: Fri, 4 Nov 2011 17:40:17 +0000 Subject: SHS Head position at U of IL Message-ID: University of Illinois at Urbana-Champaign College of Applied Health Sciences Department Head Department of Speech and Hearing Science The Department of Speech and Hearing Science at the University of Illinois at Urbana-Champaign invites applications for the position of Department Head. This is an exciting opportunity for an individual with vision to lead an excellent and expanding department. The department is widely recognized as among the top departments in the nation, has excellent academic programs at the undergraduate, masters, and doctorate levels, and offers graduate clinical programs in speech-language pathology and audiology that are fully accredited. The Department of Speech and Hearing Science is committed to research excellence across the entire spectrum of human communication. The department promotes interdisciplinary academic and research collaborations and has active collaborations with scholars in the Colleges of Engineering, Medicine, Education, and Liberal Arts and Sciences, as well as the Beckman Institute for Advanced Science and Technology and the Institute for Genomic Biology. The department maintains well-equipped research laboratories with a significant portfolio of externally funded research. Candidates should be outstanding scholars with an established record of contribution to the field and related disciplines, and a compelling vision for the future of speech and hearing science. The department is seeking an experienced leader with the ability to shape, guide and enact a departmental vision, and the ability to foster continued growth. An earned doctorate is required and the candidate must be qualified for an appointment as a full professor. Salary is commensurate with experience and qualifications. The starting date is negotiable after closing date but approximately August 16, 2012. The University of Illinois at Urbana-Champaign is a world class public research university. Research in the College of Applied Health Sciences is focused on improving health and quality of life with special emphasis on aging and disability. The college is assuming national leadership in applied and translation research that addresses these areas of critical need. The closing date for all applications is January 9, 2012. In order to receive full consideration for this position, applications must be received by the closing date. Additional review of applications may continue after the closing date. APPLICATION PROCEDURES: Create your online profile and application at: http://jobs.illinois.edu and submit a letter of application, curriculum vita, and three references (names and contact information only) by January 9, 2012 to: Chair, Speech and Hearing Sciences Department Head Search c/o Robbin King University of Illinois College of Applied Health Sciences 1206 S. Fourth St., 110 Huff Hall Champaign, IL 61820 Minorities, women and persons with disabilities are strongly encouraged to apply. The University of Illinois is an affirmative action/equal opportunity employer. Laura S. DeThorne, PhD CCC-SLP Associate Professor of Speech & Hearing Science University of Illinois at Urbana-Champaign 901 S. Sixth Champaign, IL 61820 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: SHS Dept. Head Ad final.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 19171 bytes Desc: SHS Dept. Head Ad final.docx URL: From sonalc123 at gmail.com Fri Nov 4 19:36:20 2011 From: sonalc123 at gmail.com (Sonal Chitnis) Date: Sat, 5 Nov 2011 01:06:20 +0530 Subject: colour adjectives In-Reply-To: Message-ID: Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her > daughter was about 18 months old. She promptly taught my granddaughter to > name the color pink. She reliaby discriminated pink and non-pink. I so not > remember what happened afterward! A niece learned "yellow" as a first color > word at about three. For a long time all color questions were answered with > "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of >> certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to >> reliably (!) name 3-6 basic colours? i kind-of remember that it is >> surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe@** >> googlegroups.com . >> For more options, visit this group at http://groups.google.com/** >> group/info-childes?hl=en >> . >> >> > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gelman at umich.edu Fri Nov 4 19:49:07 2011 From: gelman at umich.edu (Susan Gelman) Date: Fri, 4 Nov 2011 15:49:07 -0400 Subject: colour adjectives In-Reply-To: Message-ID: Here is an old-ish paper that we did on color term knowledge in U.S. kids. Interestingly, we found that kids with preschool experience did better than those without: Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). Colour term knowledge in two-year-olds: Evidence for early competence. Journal of Child Language, 23, 177-199. On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: > > Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. > In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. > > Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! > > > > On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > > > > -- > Ms Sonal V Chitnis > Lecturer In Speech Language Pathology > Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, > 4th Floor, Homeopathy Hospital building, > Katraj-Dhankawadi, > Pune- 411043. > Tel: 020 24377417 > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Susan A. Gelman Frederick G. L. Huetwell Professor of Psychology 530 Church St. University of Michigan Ann Arbor, MI 48109-1043 tel.: 734.764.0268 fax: 734.615.0573 e-mail: gelman at umich.edu http://sitemaker.umich.edu/gelman.lab/home -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 andreaf414 at gmail.com Fri Nov 4 19:46:44 2011 From: andreaf414 at gmail.com (Andrea Feldman) Date: Fri, 4 Nov 2011 13:46:44 -0600 Subject: colour adjectives In-Reply-To: Message-ID: It is actually quite early, if it is directly taught to infants. My son was able to distinguish basic level colors at 18 months: (http//childes.psy.cmu.edu/win/english/feldman.zip). Dr. Andrea Feldman, Senior Instructor University of Colorado at Boulder 317 UCB, ENVD Bldg. Program for Writing and Rhetoric Boulder, CO 80309-0317 303-492-4396 FAX 303-492-7877 feldman at spot.colorado.edu On Thu, Nov 3, 2011 at 7:49 PM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her > daughter was about 18 months old. She promptly taught my granddaughter to > name the color pink. She reliaby discriminated pink and non-pink. I so not > remember what happened afterward! A niece learned "yellow" as a first color > word at about three. For a long time all color questions were answered with > "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of >> certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to >> reliably (!) name 3-6 basic colours? i kind-of remember that it is >> surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe@** >> googlegroups.com . >> For more options, visit this group at http://groups.google.com/** >> group/info-childes?hl=en >> . >> >> > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From debgibson at telus.net Fri Nov 4 21:07:58 2011 From: debgibson at telus.net (Deborah Gibson) Date: Fri, 4 Nov 2011 14:07:58 -0700 Subject: colour adjectives In-Reply-To: Message-ID: To add an anecdote to this discussion, when he was about 3 years old my nonverbal son with autism tried to elicit colour names, using his usual request for names method of triadic joint attention [pointing and eye contact], and an interrogative grunt. We misunderstood him and only supplied object names, to his frustration. He gathered together several blocks, one of which had a red side, pointing to them all in turn. When I said 'red block' he asked for many repetitions, then gathered all his red toys together, and made a circling gesture to include them all, using his request for information grunt. He reacted with astonishment when I labelled one of them 'orange', a word he'd only known to mean the fruit. He acquired 'red' in comprehension that day, and quickly added 'yellow' and 'green'. By asking for colour names insistently, within two weeks he had acquired 10 colour words and the generic 'colour'. He initially inquired about primary colour names, then went into hue and shade territories of 'pinkish orange' and 'pale blue'. This line of enquiry rapidly revealed parental dialectal and perceptual differences between 'green' and 'blue', and in neutrals such as 'beige', 'tan', and 'fawn' etc. His acquisition of colour words occurred when he had 225 words in his receptive lexicon, and 9 protowords and gestures. Deborah Gibson CIRCA (Centre for Interdisciplinary Research and Collaboration in Autism) The University of British Columbia On 2011-11-04, at 12:49 PM, Susan Gelman wrote: > Here is an old-ish paper that we did on color term knowledge in U.S. kids. Interestingly, we found that kids with preschool experience did better than those without: > > Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). Colour term knowledge in two-year-olds: Evidence for early competence. Journal of Child Language, 23, 177-199. > > > On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: > >> >> Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. >> In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. >> >> Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! >> >> >> >> On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: >> I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! >> >> On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> >> >> >> >> -- >> Lorraine McCune, EdD >> Chair, Department of Educational Psychology >> Graduate School of Education >> Rutgers University >> 10 Seminary Place >> New Brunswick, NJ 08901 >> >> Ph: 732-932-7496 ex. 8310 >> FAX: 732932-6829 >> >> Web Page: www.gse.rutgers.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. >> >> >> >> -- >> Ms Sonal V Chitnis >> Lecturer In Speech Language Pathology >> Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, >> 4th Floor, Homeopathy Hospital building, >> Katraj-Dhankawadi, >> Pune- 411043. >> Tel: 020 24377417 >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > Susan A. Gelman > Frederick G. L. Huetwell Professor of Psychology > 530 Church St. > University of Michigan > Ann Arbor, MI 48109-1043 > > tel.: 734.764.0268 > fax: 734.615.0573 > e-mail: gelman at umich.edu > > http://sitemaker.umich.edu/gelman.lab/home > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 annickej at yahoo.com Sat Nov 5 13:30:22 2011 From: annickej at yahoo.com (Annick) Date: Sat, 5 Nov 2011 06:30:22 -0700 Subject: Melissa Bowerman Message-ID: I associate Melissa Bowerman with warm and vibrant sunshine - my first personal recollections of her are walking and talking with her on a sunny path at Stanford in May 1981. I felt so honored that such a distinguished scholar would at all talk to me, a mere student then, but any feeling of distance soon disappeared as she spread her warmth and interest. I will forever remember her and her work as guiding lights.    Annick De Houwer University of Erfurt Germany -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Nov 6 17:54:30 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 6 Nov 2011 12:54:30 -0500 Subject: Inquiry about CHILDES In-Reply-To: <000001cc9c66$9c22def0$d4689cd0$@green.ocn.ne.jp> Message-ID: Dear Nobuyo (and Info-CHILDES), Does CHILDES have one or two syllables? This is a question I have often been asked. For me, either pronunciation is really fine. Personally, I always use the one-syllable version. I like the sort of crazy idea that it is the children themselves that own the database. I guess, in my mind, it is really CHILD'S and I am thinking of "child" as a generic for all children, as in "the layman's guide to X" or "the child's database". I try to further defend this somewhat idiosyncratic pronunciation through reference to the medieval term "childe" as in Childe Harold's Pilgrimage by Lord Byron where the final "e" is just silent. That form meant "a young man who is a candidate for knighthood" and my understanding of Middle English pronunciation is very weak and it is possible that this final -e is not silent after all. The alternative two-syllable pronunciation might seem plausible to some. Here, there are two options. The form I have usually heard rhymes with "Candace". For example, the name "Candace" has a final syllable of this type. But the spelling of "Candace", "jaundice", or "poultice" is so radically different from CHILDES, that I find the two-syllable pronunciation of a word ending -es a bit far-fetched. I have also occasionally heard a two-syllabic pronunciation in which the final -es is intended to parallel the final syllable of "churches". However, to my ear, that version tends to violated English morphophonotactics. To my ear, the weak -es ending is only licensed when the stem ends in a sibilant or affricate. -- Brian MacWhinney On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: > Dear Prof. MacWhinney, > > I am Nobuyo Fukaya and a member of IASCL. > > I would like to ask a trivial but important question. > I’m wondering how to pronounce the name “CHILDES”. > An introductory book written in Japanese says that the pronunciation is childs (like a regular plural form), but I have heard some lecturers pronouncing it as ‘---des’. > Now I am working on the development of English wh-questions, and am making a presentation at the English Linguistic Society of Japan this month. > I would be happy, if you let me know the fixed pronunciation. > > > Sincerely yours, > > Nobuyo Fukaya > nobuyo96 at green@ocn.ne.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sgrass at gmx.net Sun Nov 6 18:10:37 2011 From: sgrass at gmx.net (suse) Date: Sun, 6 Nov 2011 19:10:37 +0100 Subject: colour adjectives In-Reply-To: <26DBC20F-266B-43B8-8952-F09C1ABA4F8D@telus.net> Message-ID: thanks a lot to everybody for all the extremely informative comments and stories and the helpful and insightful information! i appreciate it a lot. regards, Suse Am 04-11-11 22:07, schrieb Deborah Gibson: > To add an anecdote to this discussion, when he was about 3 years old > my nonverbal son with autism tried to elicit colour names, using his > usual request for names method of triadic joint attention [pointing > and eye contact], and an interrogative grunt. We misunderstood him > and only supplied object names, to his frustration. He gathered > together several blocks, one of which had a red side, pointing to them > all in turn. When I said 'red block' he asked for many repetitions, > then gathered all his red toys together, and made a circling gesture > to include them all, using his request for information grunt. He > reacted with astonishment when I labelled one of them 'orange', a word > he'd only known to mean the fruit. He acquired 'red' in comprehension > that day, and quickly added 'yellow' and 'green'. By asking for > colour names insistently, within two weeks he had acquired 10 colour > words and the generic 'colour'. > > He initially inquired about primary colour names, then went into hue > and shade territories of 'pinkish orange' and 'pale blue'. This line > of enquiry rapidly revealed parental dialectal and perceptual > differences between 'green' and 'blue', and in neutrals such as > 'beige', 'tan', and 'fawn' etc. His acquisition of colour words > occurred when he had 225 words in his receptive lexicon, and 9 > protowords and gestures. > > Deborah Gibson > CIRCA (Centre for Interdisciplinary Research and Collaboration in Autism) > The University of British Columbia > > > On 2011-11-04, at 12:49 PM, Susan Gelman wrote: > >> Here is an old-ish paper that we did on color term knowledge in U.S. >> kids. Interestingly, we found that kids with preschool experience >> did better than those without: >> >> Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). >> Colour term knowledge in two-year-olds: Evidence for early >> competence. Journal of Child Language, 23, 177-199. >> >> >> On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: >> >>> >>> Thanks for coming up with nice topic and the discussion about >>> acquisition of naming of colours. >>> In India, we normally see children of age 3 yrs and beyond start >>> comprehending more than 2 basic colours and/ sorting colours as >>> well. In my opinion may be because of competitive world and >>> education system, many parents try introducing colour and shape >>> concept by 2yrs of age. I have seen my niece naming and sorting >>> triangle, circle and square with their respective colours ( blue, >>> red, green) in which they were painted when she was just two and >>> half and in an interview at the time of preschool/ KG admission was >>> asked to name. Many reputed schools now a days conduct an informal >>> parent child interview at the time of admission and selection >>> is based on the performance. >>> Teaching/ introducing color-shape concept at the early >>> childhood may vary in education and attitude of parents, and >>> socioeconomic status,etc. I observed that many mothers mostly from >>> urban areas would like to see the child to be brilliant / a prodigy >>> and they try to start introducing alphabet, color, shapes, action >>> words and rhymes at very early age and if the child is not learning >>> it faster or having difficulty they rush to pediatrician and SLP's! >>> >>> On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune >>> > wrote: >>> >>> I remember giving this information to my daughter some years ago >>> when her daughter was about 18 months old. She promptly taught >>> my granddaughter to name the color pink. She reliaby >>> discriminated pink and non-pink. I so not remember what happened >>> afterward! A niece learned "yellow" as a first color word at >>> about three. For a long time all color questions were answered >>> with "yellow"! >>> >>> On Wed, Nov 2, 2011 at 4:07 PM, suse >> > wrote: >>> >>> dear colleagues, >>> i am setting up an experiment in which i want to use >>> children's naming of certain aspects of an object as >>> dependent variable. >>> could someone by any chance tell me at which age children >>> are able to reliably (!) name 3-6 basic colours? i kind-of >>> remember that it is surprisingly late... >>> >>> thanks a lot indeed, >>> Susanne >>> >>> -- >>> You received this message because you are subscribed to the >>> Google Groups "Info-CHILDES" group. >>> To post to this group, send email to >>> info-childes at googlegroups.com >>> . >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com >>> . >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >>> >>> >>> >>> -- >>> Lorraine McCune, EdD >>> Chair, Department of Educational Psychology >>> Graduate School of Education >>> Rutgers University >>> 10 Seminary Place >>> New Brunswick, NJ 08901 >>> >>> Ph: 732-932-7496 ex. 8310 >>> FAX: 732932-6829 >>> >>> Web Page: www.gse.rutgers.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. >>> >>> >>> >>> >>> -- >>> Ms Sonal V Chitnis >>> Lecturer In Speech Language Pathology >>> Bharati Vidyapeeth University School of Audiology & Speech Language >>> Pathology, >>> 4th Floor, Homeopathy Hospital building, >>> Katraj-Dhankawadi, >>> Pune- 411043. >>> Tel: 020 24377417 >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com >>> . >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com >>> . >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >> >> Susan A. Gelman >> Frederick G. L. Huetwell Professor of Psychology >> 530 Church St. >> University of Michigan >> Ann Arbor, MI 48109-1043 >> >> tel.: 734.764.0268 >> fax: 734.615.0573 >> e-mail: gelman at umich.edu >> >> http://sitemaker.umich.edu/gelman.lab/home >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com >> . >> To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Sun Nov 6 18:44:46 2011 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Sun, 6 Nov 2011 18:44:46 +0000 Subject: Inquiry about CHILDES In-Reply-To: <3537B035-D37E-4BA7-90E8-27742D921D56@cmu.edu> Message-ID: Dear Nobuyo, dear Brian (and Info-CHILDES), Nobuyo, I am so glad you asked that question, and, Brian, I am so glad you gave such a comprehensive answer to it. I have been wondering for a long time how to pronounce CHILDES. It seems, initially, most people said CHILDS, but then in recent years, it seems to me that I have heard CHILDES more often - with a long "e". I don't like the latter version, but thought it might be the correct one - not being a native English speaker. I have occasionally asked native speakers, but mostly the answer was a shoulder shrug. And with English pronounciation and English spelling bearing what - to me - is an inscrutable relation, I just remained confused. Thanks to Brian's explanation, I can continue saying CHILDS now - which is the version I like much better. Best wishes, Gisela On Sun, Nov 6, 2011 at 5:54 PM, Brian MacWhinney wrote: > Dear Nobuyo (and Info-CHILDES), > > Does CHILDES have one or two syllables? This is a question I have > often been asked. For me, either pronunciation is really fine. > Personally, I always use the one-syllable version. I like the sort of > crazy idea that it is the children themselves that own the database. I > guess, in my mind, it is really CHILD'S and I am thinking of "child" as a > generic for all children, as in "the layman's guide to X" or "the child's > database". > I try to further defend this somewhat idiosyncratic pronunciation > through reference to the medieval term "childe" as in Childe Harold's > Pilgrimage by Lord Byron where the final "e" is just silent. That form > meant "a young man who is a candidate for knighthood" and my understanding > of Middle English pronunciation is very weak and it is possible that this > final -e is not silent after all. > The alternative two-syllable pronunciation might seem plausible to > some. Here, there are two options. The form I have usually heard rhymes > with "Candace". For example, the name "Candace" has a final syllable of > this type. But the spelling of "Candace", "jaundice", or "poultice" is so > radically different from CHILDES, that I find the two-syllable > pronunciation of a word ending -es a bit far-fetched. I have also > occasionally heard a two-syllabic pronunciation in which the final -es is > intended to parallel the final syllable of "churches". However, to my ear, > that version tends to violated English morphophonotactics. To my ear, the > weak -es ending is only licensed when the stem ends in a sibilant or > affricate. > > -- Brian MacWhinney > > On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: > > Dear Prof. MacWhinney,**** > ** ** > I am Nobuyo Fukaya and a member of IASCL.**** > ** ** > I would like to ask a trivial but important question.**** > I’m wondering how to pronounce the name “CHILDES”.**** > An introductory book written in Japanese says that the pronunciation is > childs (like a regular plural form), but I have heard some lecturers > pronouncing it as ‘---des’.**** > Now I am working on the development of English wh-questions, and am making > a presentation at the English Linguistic Society of Japan this month.**** > I would be happy, if you let me know the fixed pronunciation.**** > ** ** > ** ** > Sincerely yours,**** > ** ** > Nobuyo Fukaya**** > nobuyo96 at green@ocn.ne.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. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cynth.core at gmail.com Mon Nov 7 03:10:25 2011 From: cynth.core at gmail.com (Cynthia Core) Date: Sun, 6 Nov 2011 19:10:25 -0800 Subject: Faculty Position - The George Washington University Message-ID: Dear Colleagues, The GWU Speech and Hearing Science department is recruiting for an assistant/associate professor. Areas of preferred expertise include: aural rehabilitation, augmentative and alternative communication, language and literacy across the lifespan, and/or dysphagia. Please see attached position announcement. Please share with any appropriate potential candidates. Thank you! -------------- Assistant/Associate Professor: The Department of Speech and Hearing Science at the George Washington University in Washington DC invites applications for a tenure track position starting August 15, 2012. Primary responsibilities include developing and maintaining an independent program of research in the candidate’s area of expertise, teaching undergraduate and graduate courses, and participating in departmental and university service. Basic Qualifications: At the time of hire, applicants must have a Ph.D. in speech and hearing sciences, cognitive sciences, or closely related area. ABD candidates will be considered and must have the Ph.D. completed by August 1, 2012. Evidence of, or potential for, excellence in scholarship (via peer-reviewed publications and/or works in progress) and teaching (via summaries of course evaluations, peer observations of teaching and/or summary of teaching philosophy) is also required. Preferred Qualifications: Expertise in one or more of the following areas: aural rehabilitation, augmentative and alternative communication, language and language disorders across the lifespan, and/or dysphagia. The CCC and DC licensure eligibility are preferred. To Apply: Please send 1) a letter containing a statement regarding how you match the basic and preferred qualifications for the position, 2) a statement of your research agenda and teaching philosophy, 3) a curriculum vita, 4) at least three letters of reference to: Shelley Brundage, Chair Search Committee, Department of Speech and Hearing Science, 214 Hall of Government, 2115 G. Street NW, Washington, DC 20052 (202) 994-5008; e-mail: brundage at gwu.edu. The review of applications will begin December 9, 2011 and continue until the position is filled. Only completed applications will be considered. The George Washington University is an Equal Employment Opportunity/ Affirmative Action employer. The University and the department seek to attract an active, culturally and academically diverse faculty of the highest caliber. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Mon Nov 7 10:13:44 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 7 Nov 2011 10:13:44 +0000 Subject: Inquiry about CHILDES In-Reply-To: Message-ID: I pronounce it Child-es, but not to rhyme with Candace (which for me has a full /a/ in the second syllable) but rather as the plural of "child-e", where the final vowel is as in something like Spanish "triste". So being a plural of a word ending in a vowel, it ends in /z/ not /s/. I know English words can't end in that vowel, but it still sounds more natural to me. From: Gisela Szagun > Reply-To: "info-childes at googlegroups.com" > Date: Sun, 6 Nov 2011 18:44:46 +0000 To: "info-childes at googlegroups.com" > Cc: Nobuyo Fukaya > Subject: Re: Inquiry about CHILDES Dear Nobuyo, dear Brian (and Info-CHILDES), Nobuyo, I am so glad you asked that question, and, Brian, I am so glad you gave such a comprehensive answer to it. I have been wondering for a long time how to pronounce CHILDES. It seems, initially, most people said CHILDS, but then in recent years, it seems to me that I have heard CHILDES more often - with a long "e". I don't like the latter version, but thought it might be the correct one - not being a native English speaker. I have occasionally asked native speakers, but mostly the answer was a shoulder shrug. And with English pronounciation and English spelling bearing what - to me - is an inscrutable relation, I just remained confused. Thanks to Brian's explanation, I can continue saying CHILDS now - which is the version I like much better. Best wishes, Gisela On Sun, Nov 6, 2011 at 5:54 PM, Brian MacWhinney > wrote: Dear Nobuyo (and Info-CHILDES), Does CHILDES have one or two syllables? This is a question I have often been asked. For me, either pronunciation is really fine. Personally, I always use the one-syllable version. I like the sort of crazy idea that it is the children themselves that own the database. I guess, in my mind, it is really CHILD'S and I am thinking of "child" as a generic for all children, as in "the layman's guide to X" or "the child's database". I try to further defend this somewhat idiosyncratic pronunciation through reference to the medieval term "childe" as in Childe Harold's Pilgrimage by Lord Byron where the final "e" is just silent. That form meant "a young man who is a candidate for knighthood" and my understanding of Middle English pronunciation is very weak and it is possible that this final -e is not silent after all. The alternative two-syllable pronunciation might seem plausible to some. Here, there are two options. The form I have usually heard rhymes with "Candace". For example, the name "Candace" has a final syllable of this type. But the spelling of "Candace", "jaundice", or "poultice" is so radically different from CHILDES, that I find the two-syllable pronunciation of a word ending -es a bit far-fetched. I have also occasionally heard a two-syllabic pronunciation in which the final -es is intended to parallel the final syllable of "churches". However, to my ear, that version tends to violated English morphophonotactics. To my ear, the weak -es ending is only licensed when the stem ends in a sibilant or affricate. -- Brian MacWhinney On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: Dear Prof. MacWhinney, I am Nobuyo Fukaya and a member of IASCL. I would like to ask a trivial but important question. I’m wondering how to pronounce the name “CHILDES”. An introductory book written in Japanese says that the pronunciation is childs (like a regular plural form), but I have heard some lecturers pronouncing it as ‘---des’. Now I am working on the development of English wh-questions, and am making a presentation at the English Linguistic Society of Japan this month. I would be happy, if you let me know the fixed pronunciation. Sincerely yours, Nobuyo Fukaya nobuyo96 at green@ocn.ne.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. -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vvvstudents at gmail.com Mon Nov 7 17:00:20 2011 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Mon, 7 Nov 2011 09:00:20 -0800 Subject: Inquiry about CHILDES In-Reply-To: <3537B035-D37E-4BA7-90E8-27742D921D56@cmu.edu> Message-ID: chile-dez (chile as in honey chile, dez as in anglicized mirandez) Jus' sayin'. Virginia Valian -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Mon Nov 7 17:05:58 2011 From: bpearson at research.umass.edu (Barbara Pearson) Date: Mon, 7 Nov 2011 12:05:58 -0500 Subject: Inquiry about CHILDES In-Reply-To: Message-ID: Yes! And I'm always tempted to say Info-Chiles (as in Honey Chiles) There, now I've said it. :) Barbara Pearson On Nov 7, 2011, at 12:00 PM, vvvstudents at gmail.com wrote: > chile-dez (chile as in honey chile, dez as in anglicized mirandez) > > Jus' sayin'. > > Virginia Valian > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nitya12345 at gmail.com Mon Nov 7 18:16:12 2011 From: nitya12345 at gmail.com (Nitya Sethuraman) Date: Mon, 7 Nov 2011 13:16:12 -0500 Subject: Early-learned verbs in Arabic Message-ID: Hello, I am starting a new project to compare verb learning in English and Arabic and in order to develop my stimuli properly, I need to know what verbs are learned early in these languages. I have a copy of the MacArthur-Bates CDI for English but have been unsuccessful at obtaining a copy of the Arabic CDI. Does anyone have a copy of the Arabic CDI and could share with me the verbs/action words section? Or could anyone point me to research looking at early verb learning in Arabic that could help me develop my own list of early-learned verbs in Arabic? Thanks so much for any suggestions, Nitya Sethuraman Assistant Professor Behavioral Sciences-Psychology University of Michigan-Dearborn -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 k.aljenaie at gmail.com Tue Nov 8 15:36:55 2011 From: k.aljenaie at gmail.com (Khawla Aljenaie) Date: Tue, 8 Nov 2011 18:36:55 +0300 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 2 Topics In-Reply-To: <90e6ba6e8df6b19b3204b138a7b9@google.com> Message-ID: Dear Nitya To answer your questions regarding the early-learned verbs in Arabic, there are studies that investigated the acquisition of verb inflections which could be useful. Aljenaie, K. (2001). The emergence of tense and agreement in Kuwaiti children speaking Arabic. PhD thesis, University of Reading, UK. Aljenaie, K. (2010). Verbal inflection in the acquisition of Kuwaiti Arabic. *Journal of Child Language,* 37 (4), 841–863. Basaffar, F. (2008). A Psycholinguistic Study of the Acquisition of Verb Inflections in Hijazi Arabic as a First Language. PhD thesis King Abdulaziz University, Kingdom of Saudi Arabia. As for the Arabic CDI, to my knowledge Dr. Sabah Safi is working on this version. Best wishes, Khawla Khawla Aljenaie Assistant Professor Department of Communication Science and Languages College for Women Kuwait University P.O. Box 5969 Safat 13060 Kuwait Email: khawla.aljenaie at ku.edu.kw k.aljenaie at gmail.com On Tue, Nov 8, 2011 at 3:53 PM, wrote: > Today's Topic Summary > > Group: http://groups.google.com/group/info-childes/topics > > - Early-learned verbs in Arabic[1 Update] > - Inquiry about CHILDES[2 Updates] > > Early-learned verbs in Arabic > > Nitya Sethuraman Nov 07 01:16PM -0500 > > Hello, > > I am starting a new project to compare verb learning in English and > Arabic > and in order to develop my stimuli properly, I need to know what verbs > are > learned early in these languages. I have a copy of the MacArthur-Bates > CDI > for English but have been unsuccessful at obtaining a copy of the > Arabic > CDI. > > Does anyone have a copy of the Arabic CDI and could share with me the > verbs/action words section? Or could anyone point me to research > looking > at early verb learning in Arabic that could help me develop my own > list of > early-learned verbs in Arabic? > > Thanks so much for any suggestions, > > Nitya Sethuraman > > Assistant Professor > Behavioral Sciences-Psychology > University of Michigan-Dearborn > > > > Inquiry about CHILDES > > "vvvstudents at gmail.com" Nov 07 09:00AM -0800 > > chile-dez (chile as in honey chile, dez as in anglicized mirandez) > > Jus' sayin'. > > Virginia Valian > > > > > Barbara Pearson Nov 07 12:05PM -0500 > > Yes! > And I'm always tempted to say Info-Chiles > (as in Honey Chiles) > > There, now I've said it. :) > Barbara Pearson > > . > > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en > > . > > ************************************************ > Barbara Zurer Pearson, Ph.D. > Research Associate, Depts of Linguistics and Communication Disorders > c/o 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > > > You received this message because you are subscribed to the Google Group > info-childes. > You can post via email . > To unsubscribe from this group, sendan empty message. > For more options, visitthis group. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Best, Khawla -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Wed Nov 9 18:49:12 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Wed, 9 Nov 2011 11:49:12 -0700 Subject: Position in Linguistics at the University of Alberta Message-ID: Chair, Department of Linguistics University of Alberta, Edmonton, Canada Competition No. - A107315909 Closing Date - Will remain open until filled. The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for the position of Department Chair with tenure at the associate or full professor level. The Department consists of eleven full-time, continuing faculty members and currently is home to 40 graduate students at the Masters and PhD level. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research and its members conduct investigations in phonetics, the morphosyntax and semantics of Amerindian languages, child bilingual acquisition, child language impairment, corpus linguistics, psycholinguistics, phonology, cognitive linguistics, child and adult 2nd language acquisition, language documentation and revitalization, computational historical linguistics, and sociolinguistics. More information about the Department can be found at http://www.linguistics.ualberta.ca/. The Chair will be someone with a strong sense of collaborative leadership and a clear commitment to continuing to develop the Department’s standing within the University, within Canada, and internationally on the cutting edge of data-centered approaches to the study of human language and linguistic development. The Chair will support a culture of grantsmanship and will contribute to the development of graduate and undergraduate programmes in the Department and will foster the activities of the in-house research facilities—the Centre for Comparative Psycholinguistics, the Language Documentation Research Cluster, Alberta Phonetics Lab, and the Language Acquisition Lab; an active participation in one or more of these groups would be expected. Candidates with demonstrated administrative experience will be preferred, and must hold the PhD, together with a distinguished record in university teaching and research (including a strong track record of appropriate grant activity) in areas of interest to the Department. The successful candidate should have strong interpersonal communication skills and a commitment to excellence in teaching and research, as well as a scholarly track record suitable for appointment at a senior rank. The University of Alberta, one of Canada’s largest and most accomplished research universities, is situated in Edmonton, a metropolitan area of over one million with a vibrant artistic community and excellent standard of living. Established in 1908 as a board-governed public institution, the University of Alberta has earned the reputation of being one of the top five universities in Canada based on its strengths in teaching, research and service. The University of Alberta serves over 38,000 students in more than 200 undergraduate and 170 graduate programs (http://www.ualberta.ca/). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (http://www.arts.ualberta.ca/). Salary is negotiable and will be commensurate with experience. This competition will remain open until a suitable candidate is found. The selection committee will begin consideration of candidates December 31, 2011. To receive consideration, applications (including an up-to-date curriculum vitae and the names of at least three referees), nominations, or expressions of interest should be submitted in confidence to: Dean Lesley B. Cormack Faculty of Arts University of Alberta 6-33 Humanities Centre Edmonton, Alberta Canada T6G 2E5 How to Apply Email lesley.cormack at ualberta.ca All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Thu Nov 10 22:52:58 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Thu, 10 Nov 2011 15:52:58 -0700 Subject: position for professor in quantitative linguistics Message-ID: Professor in Quantitative Linguistics Department of Linguistics, University of Alberta Application deadline: 13 January 2012 The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for a tenured position in Quantitative Linguistics at the Full Professor level. The successful candidate will be exceptionally well qualified with an outstanding research record in the application of quantitative, statistically-based techniques to the study of language, particularly in the areas of morphosyntax, language processing, and corpus linguistics. Responsibilities will include maintaining an active research program, teaching/supervision in both our undergraduate and graduate linguistics programs, and administrative service. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. The Department consists of eleven full-time, continuing faculty members pursuing research projects in experimental phonetics, phonology, morphosyntax and semantics of Amerindian languages, cognitive linguistics, corpus linguistics, language documentation and revitalization, bilingual 1st and 2nd language acquisition and language impairment, psycholinguistics, computational/historical linguistics, and sociolinguistics. We usually have approximately 40 students in our graduate program at any given time, of which roughly one quarter are pursuing the MSc while the majority are working towards the PhD. More information about the Department can be found at www.linguistics.ualberta.ca. Established in 1908 as a board-governed, public institution, the University of Alberta has earned the reputation of being one of the best universities in Canada based on our strengths in teaching, research, and services. The University of Alberta serves over 38,000 students in more than 200 undergraduate programs and 170 graduate programs (www.ualberta.ca). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.foa.ualberta.ca). The University’s main campus is located in Edmonton, the vibrant, cosmopolitan capital of the province of Alberta. The Edmonton metropolitan area is the sixth largest in the country with a population of approximately one million. Edmonton is located only a few hours drive from Banff and Jasper National Parks, which offer skiing in winter and excellent hiking and sightseeing in summer. How to Apply Applicants should send curriculum vitae, a letter describing their areas of research interest, samples of publications, and, if available, a teaching dossier and evaluations of teaching performance to: Dr Sally Rice, Interim Chair Department of Linguistics University of Alberta Edmonton, AB, CANADA T6G 2E7 Tel: (780) 492-5500 Fax: (780) 492-0806 Email: sally.rice at ualberta.ca Applicants must also arrange for three letters of reference to be sent in confidence to the Chair. The closing deadline is 13 January 2012. The effective date of employment will be 1 July 2012. Salary is negotiable and will be commensurate with qualifications and experience. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. If suitable Canadian citizens or permanent residents cannot be found, other individuals will be considered. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pm at sfsu.edu Fri Nov 11 23:27:53 2011 From: pm at sfsu.edu (Philip Prinz) Date: Fri, 11 Nov 2011 15:27:53 -0800 Subject: Research on Second Language Acquisition, Bilingualism and /or Language Disability in Cuba Message-ID: Dear Colleagues, I am interested in contacting researchers conducting research on second language acquisition, bilingualism and/or language disability in Cuba. If you have names and e-mail addresses can you please send these to: Dr. Philip Prinz San Francisco State University email: pm at sfsu.edu Thank you! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Wed Nov 16 15:48:54 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 16 Nov 2011 10:48:54 -0500 Subject: Handbook for Acquisition Message-ID: ---------- Forwarded message ---------- From: Tom Roeper Date: Sat, Nov 12, 2011 at 10:19 AM Subject: book ad To: Jill Devilliers Dear Childes info, We are very proud to announce the publication of our new: Handbook for Generative Approaches to Language Acquisition. It contains a set of essays by authors deeply involved in each area and summarizes, we hope, much of the accomplishments of the last 40 years in the field. We hope, as well, it provides stimulus and ideas for many new projects. Here is the Table of Contents: Version:1.0 StartHTML:0000000105 EndHTML:0000008494 StartFragment:0000002774 EndFragment:0000008458 * Contents: * *Introduction *..................................................................................................... 1 Jill de Villiers and Tom Roeper * * *Missing Subjects in Early Child Language *.................................................. 13 Nina Hyams * * *Grammatical Computation in the Optional Infi nitive Stage *...................... 53 Ken Wexler * * *Computational Models of Language Acquisition*......................................... 119 Charles Yang * * *The Acquisition of the Passive *....................................................................... 155 Kamil Ud Deen * * *The Acquisition Path for Wh-Questions *....................................................... 189 Tom Roeper and Jill de Villiers * * *Binding and Coreference: Views from Child Language *.............................. 247 Cornelia Hamann * * *Universal Grammar and the Acquisition of Japanese Syntax *.................... 291 Koji Sugisaki and Yukio Otsu * * *Studying Language Acquisition through the Prism of Isomorphism*......... 319 Julien Musolino * * *Acquiring Knowledge of Universal Quantifi cation *...................................... 351 William Philip The volume is in the Studies in Theoretical Psycholinguistics from Springer. It is available in hardback and paperback---with a restriction we want to explain to you. Springer has developed a new system for paperback and electronic versions of their publications which allows anyone associated with a library that carries the series to obtain the book electronically or to obtain a MyCopy version for $25. One must go to the library database and seek Sprinkerlink, from which one can obtain a electronic copy, or one goes to Springerlink directly online where, with your library ID you can order a copy. We hope the volume will be useful not only for research but for teaching at the graduate and advanced undergraduate level. We would be happy to hear comments. Jill deVliiiers and Tom Roeper -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From leher.singh at gmail.com Fri Nov 18 15:36:13 2011 From: leher.singh at gmail.com (Leher Singh) Date: Fri, 18 Nov 2011 23:36:13 +0800 Subject: Effect sizes in monolingual and bilingual infants on speech perception/word learning tasks Message-ID: Dear all, I am interested in finding out if effect sizes are generally weaker for bilingual infants as compared with monolingual infants on experimental tasks involving speech perception and word learning. I am wondering if anyone has compared effect sizes associated with monolinguals and bilinguals infants on the same task (preferably tasks that don't favor one group over the other) and if group differences are observed. Any information on this topic would be greatly appreciated! Sincerely, Leher Singh -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 yrose at mun.ca Fri Nov 18 16:14:43 2011 From: yrose at mun.ca (Yvan Rose) Date: Fri, 18 Nov 2011 12:44:43 -0330 Subject: Effect sizes in monolingual and bilingual infants on speech perception/word learning tasks In-Reply-To: Message-ID: Dear Leher, While your question transcends my area of expertise, I would like to suggest that you look at recent work by Christopher Fennell (and colleagues) on the topic. Chris presented evidence at the latest BUCLD conference which suggests that bilingual toddlers are not at a disadvantage in online tasks as long as the experimental setting offers them some indication of what language is relevant to a given form (e.g. a language-appropriate carrier sentence). I hope you find this useful. Best regards, Yvan On 2011-11-18, at 12:06, Leher Singh wrote: > Dear all, > > I am interested in finding out if effect sizes are generally weaker for bilingual infants as compared with monolingual infants on experimental tasks involving speech perception and word learning. I am wondering if anyone has compared effect sizes associated with monolinguals and bilinguals infants on the same task (preferably tasks that don't favor one group over the other) and if group differences are observed. Any information on this topic would be greatly appreciated! > > Sincerely, > Leher Singh > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2011.php -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lofa4 at hotmail.com Sun Nov 20 15:19:38 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 16:19:38 +0100 Subject: semantic pragmatic language impairment In-Reply-To: <92d76f3a-de8e-4ac6-871d-97507def9319@p11g2000yqe.googlegroups.com> Message-ID: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, Véronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sun Nov 20 16:05:53 2011 From: barriere.isa at gmail.com (isa barriere) Date: Sun, 20 Nov 2011 11:05:53 -0500 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: > Hello everyone, > > Would you please happen to know about recent work (published articles) > concerning that type of SLI in young children (4 year-old) who seem to be > outside the autism spectrum (I feel like i'm walking on eggs here) ? > > Kind regards, > > Véronique lofa Devianne > Paris > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > 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 Sun Nov 20 16:13:46 2011 From: dalep at unm.edu (Philip Dale) Date: Sun, 20 Nov 2011 09:13:46 -0700 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Dorothy Bishop has several very interesting papers on this population (and classification question). She has used the term PLI for ‘pragmatic language impairment’. Philip Dale _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Sunday, November 20, 2011 9:06 AM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, Véronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lofa4 at hotmail.com Sun Nov 20 20:21:58 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 21:21:58 +0100 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Thank you very much. I will keep looking for her work on the subject. I already read a 1989 piece by her (chapter 2 in a book). Kind regards, Véronique Devianne From: Philip Dale Sent: Sunday, November 20, 2011 5:13 PM To: info-childes at googlegroups.com Subject: RE: semantic pragmatic language impairment Dorothy Bishop has several very interesting papers on this population (and classification question). She has used the term PLI for ‘pragmatic language impairment’. Philip Dale -------------------------------------------------------------------------------- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Sunday, November 20, 2011 9:06 AM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, Véronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to mailto:info-childes%2Bunsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Sun Nov 20 20:22:34 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 21:22:34 +0100 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Thank you very much or should I write Merci beaucoup Kind regards, Véronique Devianne From: isa barriere Sent: Sunday, November 20, 2011 5:05 PM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, Véronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: wlEmoticon-winkingsmile[1].png Type: image/png Size: 1130 bytes Desc: not available URL: From K.Abbot-Smith at kent.ac.uk Mon Nov 21 11:10:43 2011 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Mon, 21 Nov 2011 11:10:43 +0000 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Hi Veronique, If you do find any published studies on semantic-pragmatic disorder, pragmatic language impairment or social communication disorder in preschool children, I would be absolutely delighted if you could share this. I'm pretty sure (thanks to much discussion and guidance from Shula Chiat) that this type of label is the best 'fit' for the type of language impairment which my younger son has. He has just turned four and has been diagnosed in the UK as having severe receptive SLI (and he doesn't meet the criteria even for mild ASD according to the particular assessments that were used). I have found quite a bit of published research on primary-school-age children with pragmatic language impairment. In addition to the names mentioned by other members of infochildes, there is a great deal of research by Cathy Adams at the University of Manchester (some of which is in collaboration with Dorothy Bishop) and Nicola Botting at City uni (some of which is in collaboration with Gina Conti-Ramsden). But a key difficulty is clearly the changes in language profile with development (see Conti-Ramsden & Botting's (1999) longitudinal follow-up of the Conti-Ramsden, Botting & Crutchley (1997) analysis of sub-groups of SLI). Another interesting study in this regard is one by Law, Tomblin & Zhang (2008 in JSLHR). The only mention of preschool language profiles for kids with pragmatic langauge impairment which I found so far are: a) in the description of the clinical histories of two case-study children in a Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic–pragmatic language disorder. int. j. lang. comm. dis., 2001, vol. 36, no. 3, 289–305 b) in a book used by some speech therapists in the UK called 'Semantic-pragmatic disorder' (Charlotte Firth and Katherine Venkatesh) which is basically a set of developmental checklist (starting in infancy!) as well as a set of intervention ideas for this group of children. I found some of the therapy ideas very useful indeed but was never able to establish what the empirical basis for the developmental checklists was. All the best, Kirsten P.S. I'm sure you've come across Rapin and Allen's (1987) work on this topic? ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of lofa [lofa4 at hotmail.com] Sent: 20 November 2011 20:22 To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Thank you very much or should I write Merci beaucoup [cid:BCDD7F1A4C9F45009A53EDC3A2DBC84D at vsdPC] Kind regards, Véronique Devianne From: isa barriere Sent: Sunday, November 20, 2011 5:05 PM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa > wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, Véronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From britta.lintfert at ims.uni-stuttgart.de Mon Nov 21 11:36:51 2011 From: britta.lintfert at ims.uni-stuttgart.de (Britta Lintfert) Date: Mon, 21 Nov 2011 12:36:51 +0100 Subject: Definition of pause Message-ID: Dear All, for calculating articulation rate excluding pauses for CDS, ADS as well as children speech, the question arose how long a silence needs to be in order to be regarded as pause. Has anybody some suggestions? Thanks a lot! -- Dr. Britta Lintfert Institut für Maschinelle Sprachverarbeitung Universität Stuttgart +49 711 - 685 81372 http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From marilyn.vihman at york.ac.uk Mon Nov 21 15:45:54 2011 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Mon, 21 Nov 2011 15:45:54 +0000 Subject: Definition of pause In-Reply-To: <4ECA37D3.3070600@ims.uni-stuttgart.de> Message-ID: Dear Britta, I can tell you that Fernald et al. 1989 used 300ms pauses to identify isolated words; we used the same criterion to find isolated words in adult input to one-year-olds (Vihman et al., 2006 - Lab Phonology). -marilyn vihman On 21 Nov 2011, at 11:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as > well > as children speech, the question arose how long a silence needs to > be in > order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut für Maschinelle Sprachverarbeitung > Universität Stuttgart > +49 711 - 685 81372 > http://www.ims.uni-stuttgart.de/~lintfeba > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Mon Nov 21 22:54:47 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 21 Nov 2011 23:54:47 +0100 Subject: CONF: Call for papers JET AFLICO 2012 Message-ID: 1st CALL for PAPERS The AFLiCo (http://www.aflico.fr/ Association Français de Linguistique Cognitive) in collaboration with PRISMES (Sorbonne Nouvelle University) and the CoLaJE project (communication langagière chez le jeune enfant http://colaje.risc.cnrs.fr/) is organizing a workshop on MULTIMODALITY AND CORPUS March 23rd and 24th 2012 The aim of the workshop is to bring together scientists from different fields (Corpus Linguistics, Discourse Analysis, Conversation analysis, Gesture Studies, language acquisition,...) who use multimodal or "multi linguistic level" analyses (syntax, phonology, prosody, pragmatics, semantics....) and confront various approaches, in order to initiate stimulating discussions. Keynote speaker: Alan Cienki (Vrije Universiteit Amsterdam) http://www.let.vu.nl/staf/a.cienki Organizing committee Guillaume Desagulier, Aliyah Morgenstern, Bertrand Richet Scientific committee Line Argoud, Dominique Boutet, Marion Blondel, Dylan Glynn, Jean-Rémi Lapaire, Maarten Lemmens, Diana Lewis, Christophe Parisse, Paul Sambre, Stéphane Robert, Caroline Rossi. Location: Great amphitheater, Institut du Monde Anglophone, Sorbonne Nouvelle - Paris 3 5 rue de l'Ecole de Médecine, 75006 Paris. Languages: French, English Registration fee including coffee breaks, cocktail, one year of membership to AFLICO: 20 euros. Students: 10 euros. Abstracts of 400 words (without references). Each abstract must include a statement of the research question or hypothesis, an explanation of the method of analysis, a description of the data examined, a summary of the (expected) results, a list of the principal references. All abstracts focussing on Multimodality and Corpus are welcome but we will be particularly interested in presentations on spontaneous data that lead to methodological and theoretical questions about multimodal and "multi linguistic level" analyses. Submission deadline: January 5th 2012 Acceptance: January 31st 2012 Please send a message with the title of your presentation, your name(s) , affiliation(s) and your ANONYMOUS abstract both as a word or open office document AND a pdf document to Aliyah.Morgenstern at univ-paris3.fr Aliyah Morgenstern Professor of linguistics Sorbonne Nouvelle - Paris 3 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 r.zwitserlood at gmail.com Tue Nov 22 14:26:09 2011 From: r.zwitserlood at gmail.com (RobbyZ) Date: Tue, 22 Nov 2011 06:26:09 -0800 Subject: Definition of pause In-Reply-To: <4ECA37D3.3070600@ims.uni-stuttgart.de> Message-ID: Dear Britta, A lot of people take 250ms as a cut-off point. Pauses shorter than that could reflect breathing patterns and articulatory movements. They all base this choice on work by Goldman-Eisler: Goldman-Eisler, F., 1968. Psycholinguistics: experiments in spontaneous speech. London: New York, Academic Press. Goldman-Eisler, F., 1968. Pauses, clauses, sentences. Language and Speech, 15, 1030-113 Best, Rob Zwitserlood On 21 nov, 12:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as well > as children speech, the question arose how long a silence needs to be in > order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut f r Maschinelle Sprachverarbeitung > Universit t Stuttgart > +49 711 - 685 81372http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Tue Nov 22 15:49:33 2011 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 22 Nov 2011 16:49:33 +0100 Subject: Definition of pause In-Reply-To: <3a41a158-1d13-40a6-81ba-536083165494@w15g2000yqc.googlegroups.com> Message-ID: Dear Britta, I have the same comment as Rob Switserlood and I would add B. Zellner-Keller's work : Zellner, B. (1994). Pauses and the Temporal Structure of Speech. In E. Keller (Ed.), Fundamentals of speech synthesis and speech recognition (pp. 41-62). Chichester: John Wiley. Florence. -----Message d'origine----- De : info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] De la part de RobbyZ Envoyé : mardi 22 novembre 2011 15:26 À : Info-CHILDES Objet : Re: Definition of pause Dear Britta, A lot of people take 250ms as a cut-off point. Pauses shorter than that could reflect breathing patterns and articulatory movements. They all base this choice on work by Goldman-Eisler: Goldman-Eisler, F., 1968. Psycholinguistics: experiments in spontaneous speech. London: New York, Academic Press. Goldman-Eisler, F., 1968. Pauses, clauses, sentences. Language and Speech, 15, 1030-113 Best, Rob Zwitserlood On 21 nov, 12:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as > well as children speech, the question arose how long a silence needs > to be in order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut f r Maschinelle Sprachverarbeitung Universit t Stuttgart > +49 711 - 685 81372http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Tue Nov 22 16:54:33 2011 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Wed, 23 Nov 2011 01:54:33 +0900 Subject: JSLS2012 Call for Papers Message-ID: The Japanese Society for Language Sciences (JSLS) invites proposals for our Fourteenth Annual International Conference (JSLS2012). JSLS2012 will be held at Nagoya University, Japan. Nagoya University is conveniently located with an on-campus subway station, Nagoya University (Nagoya Daigaku) station on the Meijo Line (about 25 minutes from JR Nagoya Station). We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Conference Dates: June 30th (Sat.) and July 1st (Sun.), 2012 Note: We will have pre-conference talks in the afternoon on June 29th (Fri.). Venue: Nagoya University (Higashiyama Campus): http://www.nagoya-u.ac.jp/en/global-info/access-map/higashiyama/ Our plenary speakers will be Prof. Colin Phillips (University of Maryland, USA) Prof. Niels Schiller (Leiden University, the Netherlands) Prof. Mutsumi Imai (Keio University, Japan) The deadline for abstract submissions is February 10th (Fri.), 2012 (Japan Standard Time) For more detailed information on the submission process, please visit the conference webpage, JSLS2012 http://www.jslsweb.sakura.ne.jp/jsls2012/ JSLS2012 Conference Committee Chair Katsuo Tamaoka (Nagoya University, Japan) For inquiries, please contact us at jsls2012 at googlegroups.com JSLS: http://www.jsls.jpn.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 t.marinis at reading.ac.uk Sat Nov 26 18:37:08 2011 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Sat, 26 Nov 2011 18:37:08 +0000 Subject: Job opening: Lecturer (Assistant Professor), Department of Clinical Language Sciences, University of Reading Message-ID: An HTML attachment was scrubbed... URL: From Evan.J.Kidd at manchester.ac.uk Mon Nov 28 13:25:22 2011 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Mon, 28 Nov 2011 13:25:22 +0000 Subject: Book announcement: New TiLAR volume Message-ID: Dear List members, The latest volume of the Trends in Language Acquisition Research (TiLAR) book series has just been published. Edited by myself, the book's title is The Acquisition of Relative Clauses: Processing, Typology and Function. More information can be found on the John Benjamins website (http://www.benjamins.com/#catalog/books/tilar.8). Best wishes, Evan _________________________ Dr Evan Kidd Senior Lecturer in Psychology School of Psychological Sciences The University of Manchester Oxford Road M13 9PL Manchester UK Ph: +44 161 275 2688 web: http://www.psych-sci.manchester.ac.uk/staff/108727 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 theres.gruter at mail.mcgill.ca Mon Nov 28 23:30:13 2011 From: theres.gruter at mail.mcgill.ca (Theres) Date: Mon, 28 Nov 2011 15:30:13 -0800 Subject: 2 positions in Second Language Acquisition, University of Hawai'i Message-ID: Assistant Professor, with specialization in second language acquisition, two positions (position numbers 82418 and 82462), University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai'i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges and places high value on extramural funding. Duties and responsibilities: The Department seeks to hire two faculty members at the assistant professor level in the area of second language acquisition to teach courses at the undergraduate and graduate levels in the area of SLA, with opportunities to teach in other areas of the Department's curriculum as appropriate. Of particular interest are candidates whose research focuses on one or more of the following areas: acquisition of SL phonology bilingualism in social and cognitive contexts cognitive, sociocultural, neurological and ecological perspectives in SL learning heritage language learners identity and SLA individual differences in SLA instructed SLA multilingual literacy development technology and SLA young learners. Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication. Annual 9-month salary range: Commensurate with qualifications and experience To apply: Send cover letter describing research and teaching interests and experience, a CV, a research statement, a teaching statement (including a list of courses taught), sample publications, and a summary of teaching evaluations. In addition, letters of reference should be submitted directly by three recommenders. All application materials should be sent as email attachments to: slschair at hawaii.edu. Please do not specify position number; application for one implies application for both. E-mail inquiries: Dr. James D. Brown brownj at hawaii.edu Dr. Graham Crookes crookes at hawaii.edu Closing date: December 31, 2011 Conditional on availability of position and of funding. The University of Hawaii is an equal opportunities and affirmative action employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 theres.gruter at mail.mcgill.ca Mon Nov 28 23:32:26 2011 From: theres.gruter at mail.mcgill.ca (Theres) Date: Mon, 28 Nov 2011 15:32:26 -0800 Subject: Position in Second Language Education, University of Hawai'i Message-ID: Assistant Professor, with specialization in second language education (position number 85017) University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai'i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges and places high value on extramural funding. Duties and responsibilities: The Department seeks an to hire an assistant professor level in the area of second language education to teach courses at the undergraduate and graduate levels in the area of SL education, with opportunities to teach in other areas of the Department's curriculum as appropriate. Of particular interest are candidates whose research focuses on one or more of the following areas: k-16 second language education language-in-education policies and planning multilingual/plurilingual/heritage language and literacies development second language curriculum (e.g., TBLT, inquiry- based approaches, evaluation, critical pedagogy) second language reading, writing, listening and speaking sociocognitive, sociocultural, and ecological perspectives teaching practicum technology and second language education. Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication; experience in second/foreign language teaching. Annual 9-month salary range: Commensurate with qualifications and experience To apply: Send cover letter describing research and teaching interests and experience, a CV, a research statement, a teaching statement (including a list of courses taught), sample publications, and a summary of teaching evaluations. In addition, letters of reference should be submitted directly by three recommenders. All application materials should be sent as email attachments to: slschair at hawaii.edu. E-mail inquiries: Dr. James D. Brown brownj at hawaii.edu Dr. Graham Crookes crookes at hawaii.edu Closing date: December 31, 2011 Conditional on availability of position and of funding. The University of Hawaii is an equal opportunities and affirmative action employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Tue Nov 29 11:44:22 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Tue, 29 Nov 2011 11:44:22 +0000 Subject: Position in Language Acquisition at Lancaster Message-ID: LAEL at Lancater is advertising a Senior Lecturer position in the area of Language Acquisition, as one of a group of four new posts: https://hr-jobs.lancs.ac.uk/vacancies.aspx?cat=248&type=6 and specifically https://hr-jobs.lancs.ac.uk/Vacancy.aspx?ref=A310S The short description is that we are looking for someone with “a strong research track-record in First Language Acquisition, and general knowledge/expertise in Psycholinguistics, preferably from a usage-based perspective”. The long version is available at the link above. The deadline for applications is 15th December 2011. (Please note this is my university but not my department so enquiries should be directed to the email in the ad) Katie Alcock Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Wed Nov 2 16:44:12 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 2 Nov 2011 12:44:12 -0400 Subject: Melissa Bowerman Message-ID: Dear friends and colleagues, It?s with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children?s errors could reveal about semantic development and published classic studies of her own children?s causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don?t come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children?s emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains ?? from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters??Christy, Eva, and Claartje??and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Wed Nov 2 17:01:57 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Wed, 2 Nov 2011 13:01:57 -0400 Subject: Melissa Bowerman In-Reply-To: <7B93D469-0DF3-4393-8296-33CD8890A871@cmu.edu> Message-ID: I would like to join with others in mourning this loss. Melissa Bowerman's brilliant work was always an inspiration. On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote: > Dear friends and colleagues, > > It?s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and > theory on the relations between language and cognition in both children and > adults. She was one of the first to look closely at what children?s errors > could reveal about semantic development and published classic studies of > her own children?s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, > after a period of apparently correct usage. This strongly suggested that > children don?t come to language with ready-made meanings to attach to > word-forms. Rather, they have to discover those patterns first and then put > them to use. > > Bowerman was always interdisciplinary in her work: she drew on findings > from developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations > as containment and support. > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children?s > emerging linguistic expressions of causality. On the theoretical side, she > always sought to disentangle what might be innate from what could be > learned in first language acquisition, and her insights as well as her > findings cast new light on typology, language universals, and human > cognition. Throughout her life, she focussed on how individual languages > could have particular effects on the course and content of language > development, and what the implications were for adult mental life. > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all kinds of domains ?? from birds, plants, knots, and dreams to her flute > music. She would always find a new angle on the domain under discussion and > pursue it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of Psycholinguistics where she spent most of her professional > life, were a constant source of enjoyment for whoever was there. She was > modest, generous, lucid, and always scholarly in her approach. > > She is survived by her husband Wijbrandt van Schuur, her three > daughters??Christy, Eva, and Claartje??and four grandchildren. > > Eve V. Clark > Stanford University > President, International Association for the Study of Child Language > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Wed Nov 2 17:12:41 2011 From: dalep at unm.edu (Philip Dale) Date: Wed, 2 Nov 2011 11:12:41 -0600 Subject: Melissa Bowerman In-Reply-To: Message-ID: Some years ago, Roger Brown introduced Melissa as "the Jane Austen of psycholinguistics," which seemed then, and now, to be wonderfully apt. Her gift was to show how some wonderfully observed details of language acquisition could teach us major lessons about both the phenomena and the explanation of language acquisition. More than that, she did it all with exquisite clarity, wit, and grace. A great scholar and friend. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote: Dear friends and colleagues, It's with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children's errors could reveal about semantic development and published classic studies of her own children's causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don't come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children's emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains -- from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters--Christy, Eva, and Claartje--and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com . For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Nov 2 17:22:38 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 2 Nov 2011 13:22:38 -0400 Subject: Melissa Bowerman In-Reply-To: Message-ID: Melissa Bowerman was a splendid human being and a friend of mine for 35 years. She delighted in the human qualities of children's utterances as well as their theoretical interest and I think that quality enabled her to explore many semantically demanding questions with a sense of the human being behind them. We enjoyed many conversations at MPI and elsewhere---and her loss came too soon. I hope family can cherish and nurture many inspiring memories of her. Tom Roeper On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale wrote: > ** ** ** ** ** ** ** ** > > Some years ago, Roger Brown introduced Melissa as ?the Jane Austen of > psycholinguistics,? which seemed then, and now, to be wonderfully apt. Her > gift was to show how some wonderfully observed details of language > acquisition could teach us major lessons about both the phenomena and the > explanation of language acquisition. More than that, she did it all with > exquisite clarity, wit, and grace. A great scholar and friend.**** > > ** ** > > Philip S. Dale, Professor and Chair**** > > Speech & Hearing Sciences**** > > ****University** of **New Mexico******** > > ** ** > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote:*** > * > > Dear friends and colleagues,**** > > It?s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in ****Nijmegen****, The Netherlands.**** > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and > theory on the relations between language and cognition in both children and > adults. She was one of the first to look closely at what children?s errors > could reveal about semantic development and published classic studies of > her own children?s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, > after a period of apparently correct usage. This strongly suggested that > children don?t come to language with ready-made meanings to attach to > word-forms. Rather, they have to discover those patterns first and then put > them to use.**** > > Bowerman was always interdisciplinary in her work: she drew on findings > from developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations > as containment and support.**** > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children?s > emerging linguistic expressions of causality. On the theoretical side, she > always sought to disentangle what might be innate from what could be > learned in first language acquisition, and her insights as well as her > findings cast new light on typology, language universals, and human > cognition. Throughout her life, she focussed on how individual languages > could have particular effects on the course and content of language > development, and what the implications were for adult mental life.**** > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all kinds of domains ?? from birds, plants, knots, and dreams to her flute > music. She would always find a new angle on the domain under discussion and > pursue it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of Psycholinguistics where she spent most of her professional > life, were a constant source of enjoyment for whoever was there. She was > modest, generous, lucid, and always scholarly in her approach.**** > > She is survived by her husband Wijbrandt van Schuur, her three > daughters??Christy, Eva, and Claartje??and four grandchildren.**** > > Eve V. Clark > ****Stanford** **University**** > President, International Association for the Study of Child Language**** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en.**** > > > > > -- > ****Lorraine**** McCune, EdD > Chair, Department of Educational Psychology > ****Graduate** **School**** of Education > ****Rutgers** **University**** > ****10 Seminary Place**** > ****New Brunswick**, **NJ** **08901**** > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From akuntay at ku.edu.tr Wed Nov 2 18:08:23 2011 From: akuntay at ku.edu.tr (AYLIN KUNTAY) Date: Wed, 2 Nov 2011 20:08:23 +0200 Subject: Melissa Bowerman Message-ID: I am also greatly saddened by the loss of Melissa Bowerman. I started hearing about Melissa's work during my undergraduate years in Istanbul (with Ayhan Aksu-Ko?), always admired her "in press" work during my graduate school years in Berkeley (with Dan Slobin), and then seeked to find her "in press" work after I returned back to Istanbul. Melissa was always so warm and inspiring to talk to, both as a person and a scholar. aylin k?ntay -- aylin k?ntay, phd ko? university, psychology college of social sciences and humanities -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 anne.bragard at gmail.com Wed Nov 2 19:10:54 2011 From: anne.bragard at gmail.com (anne bragard) Date: Wed, 2 Nov 2011 20:10:54 +0100 Subject: academic position, UCL, Belgium Message-ID: Dear colleagues, I would like to draw your attention on an opening for an academic position in the field of oral language acquisition with UCL, Belgium (starting date : 1st September 2012; deadline for application : 15 december 2011). More details can be found at the following URL http://www.uclouvain.be/en-38430.html and http://www.uclouvain.be/en-emploi-academiques.html (for general information) Best Regards, Marie-Anne Schelstraete -- SSH/IPSY Michotte/Socrate/Mercier Place Cardinal Mercier 10, bte L3.05.01 1348 Louvain-la-Neuve Belgium +32 10 47 40 53 (20 11) +32 10 47 37 74 (fax) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sonalc123 at gmail.com Wed Nov 2 19:21:12 2011 From: sonalc123 at gmail.com (Sonal Chitnis) Date: Thu, 3 Nov 2011 00:51:12 +0530 Subject: Melissa Bowerman In-Reply-To: Message-ID: This is a big loss for all of us. We have lost a wonderful scholar, great researcher in the field of study of language and cognition. I have read few of articles on Spatial semantics, child language acquisition and cognition and language inter and intrarelative aspects , innate vs learned aspects of language, etc. Such an amazing pioneer she was! Students and researchers will always remember and thank her for her scholarly articles, studies and work. Her chapter on Language acquisition and conceptual development and other on Spatial semantics is splendid work and will definitely inspire many of researchers to work upon it. May her soul rest in peace. Sonal On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper wrote: > Melissa Bowerman was a splendid human being and a friend of mine for 35 > years. She delighted in the human qualities of children's utterances as > well as their > theoretical interest and I think that quality enabled her to explore many > semantically demanding questions with a sense of the human being behind > them. We enjoyed > many conversations at MPI and elsewhere---and her loss came too soon. > I hope family can cherish and nurture many inspiring memories of her. > > Tom Roeper > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale wrote: > >> ** ** ** ** ** ** ** ** >> >> Some years ago, Roger Brown introduced Melissa as ?the Jane Austen of >> psycholinguistics,? which seemed then, and now, to be wonderfully apt. Her >> gift was to show how some wonderfully observed details of language >> acquisition could teach us major lessons about both the phenomena and the >> explanation of language acquisition. More than that, she did it all with >> exquisite clarity, wit, and grace. A great scholar and friend.**** >> >> ** ** >> >> Philip S. Dale, Professor and Chair**** >> >> Speech & Hearing Sciences**** >> >> ****University** of **New Mexico******** >> >> ** ** >> >> On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney wrote:** >> ** >> >> Dear friends and colleagues,**** >> >> It?s with great personal sadness that I announce the death of Melissa >> Bowerman, on 31 October 2011, in ****Nijmegen****, The Netherlands.**** >> >> For the past forty years Melissa Bowerman has been a central force in the >> field of child language development, contributing influential data and >> theory on the relations between language and cognition in both children and >> adults. She was one of the first to look closely at what children?s errors >> could reveal about semantic development and published classic studies of >> her own children?s causative verbs and prepositional choices in locative >> constructions. What she discovered from her analyses was that children >> extract systematic but quite abstract patterns in the semantic structure of >> the language being acquired. Moreover, some errors emerge rather late, >> after a period of apparently correct usage. This strongly suggested that >> children don?t come to language with ready-made meanings to attach to >> word-forms. Rather, they have to discover those patterns first and then put >> them to use.**** >> >> Bowerman was always interdisciplinary in her work: she drew on findings >> from developmental psychology, cognitive and linguistic anthropology, and >> linguistics. She was a pioneer in the use of experimental and ethnographic >> data, across a range of languages, as she examined how language shapes both >> cognitive and linguistic development in the young child, and how different >> languages subtly influence adult categorization of such spatial relations >> as containment and support.**** >> >> She was an innovator in the methods she used in her research, using >> correspondence analysis and multidimensional scaling to analyze data as she >> explored the conceptual bases of semantic categories. She made especially >> important contributions in her research on spatial cognition and language, >> linguistic argument structure, event representation, and children?s >> emerging linguistic expressions of causality. On the theoretical side, she >> always sought to disentangle what might be innate from what could be >> learned in first language acquisition, and her insights as well as her >> findings cast new light on typology, language universals, and human >> cognition. Throughout her life, she focussed on how individual languages >> could have particular effects on the course and content of language >> development, and what the implications were for adult mental life.**** >> >> Melissa Bowerman had a perpetually inquiring mind, and was fascinated by >> all kinds of domains ?? from birds, plants, knots, and dreams to her flute >> music. She would always find a new angle on the domain under discussion and >> pursue it with curiosity and interest, so lunchtimes at the Max-Planck- >> Institute of Psycholinguistics where she spent most of her professional >> life, were a constant source of enjoyment for whoever was there. She was >> modest, generous, lucid, and always scholarly in her approach.**** >> >> She is survived by her husband Wijbrandt van Schuur, her three >> daughters??Christy, Eva, and Claartje??and four grandchildren.**** >> >> Eve V. Clark >> ****Stanford** **University**** >> President, International Association for the Study of Child Language**** >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en.**** >> >> >> >> >> -- >> ****Lorraine**** McCune, EdD >> Chair, Department of Educational Psychology >> ****Graduate** **School**** of Education >> ****Rutgers** **University**** >> ****10 Seminary Place**** >> ****New Brunswick**, **NJ** **08901**** >> >> Ph: 732-932-7496 ex. 8310 >> FAX: 732932-6829 >> >> Web Page: www.gse.rutgers.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. >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koller at memphis.edu Wed Nov 2 20:05:59 2011 From: koller at memphis.edu (Kim Oller) Date: Wed, 2 Nov 2011 13:05:59 -0700 Subject: wireless mic transmitter Message-ID: Dear All, We have been using a wireless microphone with a small transmitter for years in our longitudinal recordings.....unfortunately the AL1 Samson is no longer being produced and the AL300 which seems to be its replacement is MUCH LARGER, and not desirable for a baby's vest arrangement. Does anyone know of another good small transmitter for a wireless microphone (we use Countryman)? Thanks Kim and Friends -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sgrass at gmx.net Wed Nov 2 20:07:12 2011 From: sgrass at gmx.net (suse) Date: Wed, 2 Nov 2011 21:07:12 +0100 Subject: colour adjectives Message-ID: dear colleagues, i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... thanks a lot indeed, Susanne -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mrayas18 at gmail.com Wed Nov 2 20:42:12 2011 From: mrayas18 at gmail.com (Martha Rayas) Date: Wed, 2 Nov 2011 13:42:12 -0700 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: Hi Susanne! I know that the basic colors that they know are red, black, white and blue, and they start to name them at 3 years of age. We are doing an experiment targeting 3, 4 and 5 year olds in which they have to name those colors, and the children do it very well. I hope this helps! Martha On Wed, Nov 2, 2011 at 1:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > 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 Toby.MacRae at cci.fsu.edu Wed Nov 2 20:55:38 2011 From: Toby.MacRae at cci.fsu.edu (Macrae, Toby) Date: Wed, 2 Nov 2011 20:55:38 +0000 Subject: wireless mic transmitter In-Reply-To: Message-ID: Hi Kim and Friends, I've been using a Shure wireless microphone system (ULX Professional), which is their second from top of the range. I spoke at length with a Shure technician who said their top of the range system (UHF-R) would be overkill and is very expensive. My system includes a receiver (ULXP4, around $600 from sweetwater.com) and a wireless bodypack transmitter (ULX1, around $200, also from Sweetwater). I suspect that you would need to purchase both the receiver and the transmitter in order for the transmitter to function properly. I can't think that a Shure transmitter would work with another brand of receiver, although I could be wrong. You can always check with the Shure technicians - they are very helpful. (Eugene Buder from the University of Memphis was also a great help.) Shure does have a smaller transmitter, the UR1M (the ULX1 is a little smaller than a packet of cigarettes, whereas the UR1M is about half the size), but the UR1M is around $1700 and as far as I know, it only works with the UHF-R system. I find the ULX1 works just fine with my 18-36-month-old research participants. I house it in a baby's vest along with a Countryman microphone and I haven't had any problems. Just make sure that, if and when you purchase the transmitter, you purchase one with the same connection to match the Countryman microphone connection. Mine is a TA4F connection. Let me know if you have any further questions - Toby Macrae School of Communication Science and Disorders The Florida State University -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Kim Oller Sent: Wednesday, November 02, 2011 4:06 PM To: Info-CHILDES Subject: wireless mic transmitter Dear All, We have been using a wireless microphone with a small transmitter for years in our longitudinal recordings.....unfortunately the AL1 Samson is no longer being produced and the AL300 which seems to be its replacement is MUCH LARGER, and not desirable for a baby's vest arrangement. Does anyone know of another good small transmitter for a wireless microphone (we use Countryman)? Thanks Kim and Friends -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 jean.berko.gleason at gmail.com Wed Nov 2 22:25:37 2011 From: jean.berko.gleason at gmail.com (Jean Berko Gleason) Date: Wed, 2 Nov 2011 18:25:37 -0400 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: Hi The age at which kids know color words has changed downward over the past hundred years in fairly dramatic fashion. Early in the 20th century children did not know the basic words until they were about 7. Now, most of the 11 basic color words in the standard (e.g. Berlin and Kay) hierarchy are in (many) children's productive vocabularies by about the age of 2 and a half. The introduction of big boxes of crayons, first, and of Sesame Street later may have contributed to this earlier knowledge. You can get productive norms by examining the MacArthur Bates Communicative Inventories, available online. We reported on a study of the use of color terms by children and parents and summarized the literature to that point in a paper in 1998. Hope this helps! Ely, R. & Gleason, J. Berko. (1998). What Color is the Cat? Color Words in Parent-Child Conversations. In A. Aksu-Ko, E. Erguvanli-Taylan, A. Sumru Ozsoy, & A. Kuntay (Eds.) *Perspectives on Language Acquisition: Selected Papers from the VIIth International Congress for the Study of Child Language.* Istanbul: Bogazici University. On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- Jean Berko Gleason Professor Emerita, Department of Psychology Boston University http://www.bu.edu/psych/faculty/gleason/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mromski at gsu.edu Thu Nov 3 02:03:08 2011 From: mromski at gsu.edu (Maryann Romski) Date: Thu, 3 Nov 2011 02:03:08 +0000 Subject: Melissa Bowerman In-Reply-To: Message-ID: Melissa was also a wonderful teacher and mentor. I had the privilege of taking a language acquisition course from her when she was at the University of Kansas early in her career. She was generous with her time and taught us so much through her semantic examples from Christy and Eva. Her passing is a great loss for the field. MaryAnn Sent from MAR'S IPAD On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > wrote: This is a big loss for all of us. We have lost a wonderful scholar, great researcher in the field of study of language and cognition. I have read few of articles on Spatial semantics, child language acquisition and cognition and language inter and intrarelative aspects , innate vs learned aspects of language, etc. Such an amazing pioneer she was! Students and researchers will always remember and thank her for her scholarly articles, studies and work. Her chapter on Language acquisition and conceptual development and other on Spatial semantics is splendid work and will definitely inspire many of researchers to work upon it. May her soul rest in peace. Sonal On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper <roeper at linguist.umass.edu> wrote: Melissa Bowerman was a splendid human being and a friend of mine for 35 years. She delighted in the human qualities of children's utterances as well as their theoretical interest and I think that quality enabled her to explore many semantically demanding questions with a sense of the human being behind them. We enjoyed many conversations at MPI and elsewhere---and her loss came too soon. I hope family can cherish and nurture many inspiring memories of her. Tom Roeper On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale <dalep at unm.edu> wrote: Some years ago, Roger Brown introduced Melissa as ?the Jane Austen of psycholinguistics,? which seemed then, and now, to be wonderfully apt. Her gift was to show how some wonderfully observed details of language acquisition could teach us major lessons about both the phenomena and the explanation of language acquisition. More than that, she did it all with exquisite clarity, wit, and grace. A great scholar and friend. Philip S. Dale, Professor and Chair Speech & Hearing Sciences University of New Mexico On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney <macw at cmu.edu> wrote: Dear friends and colleagues, It?s with great personal sadness that I announce the death of Melissa Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. For the past forty years Melissa Bowerman has been a central force in the field of child language development, contributing influential data and theory on the relations between language and cognition in both children and adults. She was one of the first to look closely at what children?s errors could reveal about semantic development and published classic studies of her own children?s causative verbs and prepositional choices in locative constructions. What she discovered from her analyses was that children extract systematic but quite abstract patterns in the semantic structure of the language being acquired. Moreover, some errors emerge rather late, after a period of apparently correct usage. This strongly suggested that children don?t come to language with ready-made meanings to attach to word-forms. Rather, they have to discover those patterns first and then put them to use. Bowerman was always interdisciplinary in her work: she drew on findings from developmental psychology, cognitive and linguistic anthropology, and linguistics. She was a pioneer in the use of experimental and ethnographic data, across a range of languages, as she examined how language shapes both cognitive and linguistic development in the young child, and how different languages subtly influence adult categorization of such spatial relations as containment and support. She was an innovator in the methods she used in her research, using correspondence analysis and multidimensional scaling to analyze data as she explored the conceptual bases of semantic categories. She made especially important contributions in her research on spatial cognition and language, linguistic argument structure, event representation, and children?s emerging linguistic expressions of causality. On the theoretical side, she always sought to disentangle what might be innate from what could be learned in first language acquisition, and her insights as well as her findings cast new light on typology, language universals, and human cognition. Throughout her life, she focussed on how individual languages could have particular effects on the course and content of language development, and what the implications were for adult mental life. Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all kinds of domains ?? from birds, plants, knots, and dreams to her flute music. She would always find a new angle on the domain under discussion and pursue it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of Psycholinguistics where she spent most of her professional life, were a constant source of enjoyment for whoever was there. She was modest, generous, lucid, and always scholarly in her approach. She is survived by her husband Wijbrandt van Schuur, her three daughters??Christy, Eva, and Claartje??and four grandchildren. Eve V. Clark Stanford University President, International Association for the Study of Child Language -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.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. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 koc at boun.edu.tr Thu Nov 3 09:09:12 2011 From: koc at boun.edu.tr (koc at boun.edu.tr) Date: Thu, 3 Nov 2011 11:09:12 +0200 Subject: Melissa Bowerman In-Reply-To: <9907ED2F-1614-404A-9346-940010B0D6FB@gsu.edu> Message-ID: I am also very saddened at Melissa's loss. Her work has been one of the most inspiring sourcesfor many of us in the field. I feel priviledged to have known her warm and generous person. Ayhan Aksu-Koc Bogazici University Quoting Maryann Romski : > Melissa was also a wonderful teacher and mentor. I had the privilege of > taking a language acquisition course from her when she was at the University > of Kansas early in her career. She was generous with her time and taught us > so much through her semantic examples from Christy and Eva. Her passing is a > great loss for the field. MaryAnn > > Sent from MAR'S IPAD > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > wrote: > > This is a big loss for all of us. We have lost a wonderful scholar, great > researcher in the field of study of language and cognition. > I have read few of articles on Spatial semantics, child language > acquisition and cognition and language inter and intrarelative aspects , > innate vs learned aspects of language, etc. Such an amazing pioneer she was! > Students and researchers will always remember and thank her for her scholarly > articles, studies and work. Her chapter on Language acquisition and > conceptual development and other on Spatial semantics is splendid work and > will definitely inspire many of researchers to work upon it. > May her soul rest in peace. > Sonal > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > <roeper at linguist.umass.edu> > wrote: > Melissa Bowerman was a splendid human being and a friend of mine for 35 > years. She delighted in the human qualities of children's utterances as > well as their > theoretical interest and I think that quality enabled her to explore many > semantically demanding questions with a sense of the human being behind them. > We enjoyed > many conversations at MPI and elsewhere---and her loss came too soon. > I hope family can cherish and nurture many inspiring memories of her. > > Tom Roeper > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > <dalep at unm.edu> wrote: > Some years ago, Roger Brown introduced Melissa as “the Jane Austen of > psycholinguistics,” which seemed then, and now, to be wonderfully apt. Her > gift was to show how some wonderfully observed details of language > acquisition could teach us major lessons about both the phenomena and the > explanation of language acquisition. More than that, she did it all with > exquisite clarity, wit, and grace. A great scholar and friend. > > Philip S. Dale, Professor and Chair > Speech & Hearing Sciences > University of New Mexico > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > <macw at cmu.edu> wrote: > > Dear friends and colleagues, > > It’s with great personal sadness that I announce the death of Melissa > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > For the past forty years Melissa Bowerman has been a central force in the > field of child language development, contributing influential data and theory > on the relations between language and cognition in both children and adults. > She was one of the first to look closely at what children’s errors could > reveal about semantic development and published classic studies of her own > children’s causative verbs and prepositional choices in locative > constructions. What she discovered from her analyses was that children > extract systematic but quite abstract patterns in the semantic structure of > the language being acquired. Moreover, some errors emerge rather late, after > a period of apparently correct usage. This strongly suggested that children > don’t come to language with ready-made meanings to attach to word-forms. > Rather, they have to discover those patterns first and then put them to use. > > Bowerman was always interdisciplinary in her work: she drew on findings from > developmental psychology, cognitive and linguistic anthropology, and > linguistics. She was a pioneer in the use of experimental and ethnographic > data, across a range of languages, as she examined how language shapes both > cognitive and linguistic development in the young child, and how different > languages subtly influence adult categorization of such spatial relations as > containment and support. > > She was an innovator in the methods she used in her research, using > correspondence analysis and multidimensional scaling to analyze data as she > explored the conceptual bases of semantic categories. She made especially > important contributions in her research on spatial cognition and language, > linguistic argument structure, event representation, and children’s emerging > linguistic expressions of causality. On the theoretical side, she always > sought to disentangle what might be innate from what could be learned in > first language acquisition, and her insights as well as her findings cast new > light on typology, language universals, and human cognition. Throughout her > life, she focussed on how individual languages could have particular effects > on the course and content of language development, and what the implications > were for adult mental life. > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by all > kinds of domains –– from birds, plants, knots, and dreams to her flute music. > She would always find a new angle on the domain under discussion and pursue > it with curiosity and interest, so lunchtimes at the Max-Planck- Institute of > Psycholinguistics where she spent most of her professional life, were a > constant source of enjoyment for whoever was there. She was modest, generous, > lucid, and always scholarly in her approach. > > She is survived by her husband Wijbrandt van Schuur, her three > daughters––Christy, Eva, and Claartje––and four grandchildren. > > Eve V. Clark > Stanford University > President, International Association for the Study of Child Language > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: > www.gse.rutgers.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. > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > Ms Sonal V Chitnis > Lecturer In Speech Language Pathology > Bharati Vidyapeeth University School of Audiology & Speech Language > Pathology, > 4th Floor, Homeopathy Hospital building, > Katraj-Dhankawadi, > Pune- 411043. > Tel: 020 24377417 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From shanley at bu.edu Thu Nov 3 12:33:21 2011 From: shanley at bu.edu (Shanley Allen) Date: Thu, 3 Nov 2011 08:33:21 -0400 Subject: BUCLD Memorial for Melissa Bowerman In-Reply-To: <1320311352.4eb25a3881872@webmail.boun.edu.tr> Message-ID: BUCLD MEMORIAL FOR MELISSA BOWERMAN A time of memorial for Melissa Bowerman will be held at the Boston University Conference on Language Development, this coming Friday Nov. 4 at 12:45-1:15 pm. We invite all to come and share their memories of Melissa and her monumental contributions to the field of language development. For questions, please contact Shanley Allen . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 walesgin at googlemail.com Thu Nov 3 16:02:51 2011 From: walesgin at googlemail.com (walesgin) Date: Thu, 3 Nov 2011 16:02:51 +0000 Subject: Melissa Bowerman In-Reply-To: <1320311352.4eb25a3881872@webmail.boun.edu.tr> Message-ID: Yes, Melissa was truly a rare intellectual and a genuine and generous person. I am proud to have been blessed to have had her as mentor and friend. She will be sorely missed. But her influence will remain pervasive and longstanding in the field. I wish I could join the memorial at BU tomorrow, but my thoughts will definitely be with you all. Ginny Gathercole On Thu, Nov 3, 2011 at 9:09 AM, wrote: > I am also very saddened at Melissa's loss. Her work has been one of the > most > inspiring sourcesfor many of us in the field. I feel priviledged to have > known > her warm and generous person. > > Ayhan Aksu-Koc > Bogazici University > > > Quoting Maryann Romski : > > > Melissa was also a wonderful teacher and mentor. I had the privilege of > > taking a language acquisition course from her when she was at the > University > > of Kansas early in her career. She was generous with her time and taught > us > > so much through her semantic examples from Christy and Eva. Her passing > is a > > great loss for the field. MaryAnn > > > Sent from MAR'S IPAD > > > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > > wrote: > > > > This is a big loss for all of us. We have lost a wonderful scholar, great > > researcher in the field of study of language and cognition. > > I have read few of articles on Spatial semantics, child language > > acquisition and cognition and language inter and intrarelative aspects , > > innate vs learned aspects of language, etc. Such an amazing pioneer she > was! > > Students and researchers will always remember and thank her for her > scholarly > > articles, studies and work. Her chapter on Language acquisition and > > conceptual development and other on Spatial semantics is splendid work > and > > will definitely inspire many of researchers to work upon it. > > May her soul rest in peace. > > Sonal > > > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > > > <roeper at linguist.umass.edu roeper at linguist.umass.edu>> > > wrote: > > Melissa Bowerman was a splendid human being and a friend of mine for 35 > > years. She delighted in the human qualities of children's utterances > as > > well as their > > theoretical interest and I think that quality enabled her to explore many > > semantically demanding questions with a sense of the human being behind > them. > > We enjoyed > > many conversations at MPI and elsewhere---and her loss came too soon. > > I hope family can cherish and nurture many inspiring memories of > her. > > > > Tom Roeper > > > > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > > <dalep at unm.edu> wrote: > > Some years ago, Roger Brown introduced Melissa as “the Jane Austen > of > > psycholinguistics,” which seemed then, and now, to be wonderfully > apt. > Her > > gift was to show how some wonderfully observed details of language > > acquisition could teach us major lessons about both the phenomena and the > > explanation of language acquisition. More than that, she did it all with > > exquisite clarity, wit, and grace. A great scholar and friend. > > > > Philip S. Dale, Professor and Chair > > Speech & Hearing Sciences > > University of New Mexico > > > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > > <macw at cmu.edu> wrote: > > > > Dear friends and colleagues, > > > > It’s with great personal sadness that I announce the death of > Melissa > > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > > > For the past forty years Melissa Bowerman has been a central force in the > > field of child language development, contributing influential data and > theory > > on the relations between language and cognition in both children and > adults. > > She was one of the first to look closely at what children’s errors > could > > reveal about semantic development and published classic studies of her > own > > children’s causative verbs and prepositional choices in locative > > constructions. What she discovered from her analyses was that children > > extract systematic but quite abstract patterns in the semantic structure > of > > the language being acquired. Moreover, some errors emerge rather late, > after > > a period of apparently correct usage. This strongly suggested that > children > > don’t come to language with ready-made meanings to attach to > word-forms. > > Rather, they have to discover those patterns first and then put them to > use. > > > > Bowerman was always interdisciplinary in her work: she drew on findings > from > > developmental psychology, cognitive and linguistic anthropology, and > > linguistics. She was a pioneer in the use of experimental and > ethnographic > > data, across a range of languages, as she examined how language shapes > both > > cognitive and linguistic development in the young child, and how > different > > languages subtly influence adult categorization of such spatial > relations as > > containment and support. > > > > She was an innovator in the methods she used in her research, using > > correspondence analysis and multidimensional scaling to analyze data as > she > > explored the conceptual bases of semantic categories. She made especially > > important contributions in her research on spatial cognition and > language, > > linguistic argument structure, event representation, and children’s > emerging > > linguistic expressions of causality. On the theoretical side, she always > > sought to disentangle what might be innate from what could be learned in > > first language acquisition, and her insights as well as her findings > cast new > > light on typology, language universals, and human cognition. Throughout > her > > life, she focussed on how individual languages could have particular > effects > > on the course and content of language development, and what the > implications > > were for adult mental life. > > > > Melissa Bowerman had a perpetually inquiring mind, and was fascinated by > all > > kinds of domains –– from birds, plants, knots, and dreams to > her > flute music. > > She would always find a new angle on the domain under discussion and > pursue > > it with curiosity and interest, so lunchtimes at the Max-Planck- > Institute of > > Psycholinguistics where she spent most of her professional life, were a > > constant source of enjoyment for whoever was there. She was modest, > generous, > > lucid, and always scholarly in her approach. > > > > She is survived by her husband Wijbrandt van Schuur, her three > > daughters––Christy, Eva, and Claartje––and four > grandchildren. > > > > Eve V. Clark > > Stanford University > > President, International Association for the Study of Child Language > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > > Ph: 732-932-7496 ex. 8310 > > FAX: 732932-6829 > > > > Web Page: > > www.gse.rutgers.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> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com 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> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Tom Roeper > > Dept of Lingiustics > > UMass South College > > Amherst, Mass. 01003 ISA > > 413 256 0390 > > > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com> > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Ms Sonal V Chitnis > > Lecturer In Speech Language Pathology > > Bharati Vidyapeeth University School of Audiology & Speech Language > > Pathology, > > 4th Floor, Homeopathy Hospital building, > > Katraj-Dhankawadi, > > Pune- 411043. > > Tel: 020 24377417 > > > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > > info-childes+unsubscribe at googlegroups.com info-childes+unsubscribe at googlegroups.com>. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > > You received this message because you are subscribed to the Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to info-childes at googlegroups.com. > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From magsmocz at gmail.com Thu Nov 3 20:09:41 2011 From: magsmocz at gmail.com (Magdalena Smoczynska) Date: Thu, 3 Nov 2011 21:09:41 +0100 Subject: Melissa Bowerman In-Reply-To: Message-ID: I would like to write something about Melissa whom I have known since 1975, but it is very difficult to find the right adjectives to describe how special she was. I have spent the entire day trying to find them and finally gave up. Crying was much better a choice. I think she was *the most beautiful person* I have ever met among the child language scholars. Her work and impact in the field will last, but many of us will terribly miss her thoughtful way of looking at us, her dilligence while looking at her data (which made me think of a 12-year-old girl so enthusiastic about her tasks but at the same time so genuinely serious), her amused smile which sometimes inexpectedly turned into a sudden burst of forceful laughter. Her openess in sharing her joys and worries with us. Her interest in our joys and worries. Her grace. And again this incredibly strong low voice laughter. It does not make sense that such things can simply disappear. I am sorry I cannot put it in better English. Magdalena Smoczynska, Krakow On 3 November 2011 17:02, walesgin wrote: > Yes, Melissa was truly a rare intellectual and a genuine and generous > person. I am proud to have been blessed to have had her as mentor and > friend. > > She will be sorely missed. But her influence will remain pervasive and > longstanding in the field. > > I wish I could join the memorial at BU tomorrow, but my thoughts will > definitely be with you all. > > Ginny Gathercole > > > On Thu, Nov 3, 2011 at 9:09 AM, wrote: > >> I am also very saddened at Melissa's loss. Her work has been one of the >> most >> inspiring sourcesfor many of us in the field. I feel priviledged to have >> known >> her warm and generous person. >> >> Ayhan Aksu-Koc >> Bogazici University >> >> >> Quoting Maryann Romski : >> >> > Melissa was also a wonderful teacher and mentor. I had the privilege of >> > taking a language acquisition course from her when she was at the >> University >> > of Kansas early in her career. She was generous with her time and >> taught us >> > so much through her semantic examples from Christy and Eva. Her >> passing is a >> > great loss for the field. MaryAnn >> > > Sent from MAR'S IPAD >> > >> > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" >> > > wrote: >> > >> > This is a big loss for all of us. We have lost a wonderful scholar, >> great >> > researcher in the field of study of language and cognition. >> > I have read few of articles on Spatial semantics, child language >> > acquisition and cognition and language inter and intrarelative aspects >> , >> > innate vs learned aspects of language, etc. Such an amazing pioneer >> she was! >> > Students and researchers will always remember and thank her for her >> scholarly >> > articles, studies and work. Her chapter on Language acquisition and >> > conceptual development and other on Spatial semantics is splendid work >> and >> > will definitely inspire many of researchers to work upon it. >> > May her soul rest in peace. >> > Sonal >> > >> > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper >> > >> <roeper at linguist.umass.edu> roeper at linguist.umass.edu>> >> > wrote: >> > Melissa Bowerman was a splendid human being and a friend of mine for 35 >> > years. She delighted in the human qualities of children's utterances >> as >> > well as their >> > theoretical interest and I think that quality enabled her to explore >> many >> > semantically demanding questions with a sense of the human being behind >> them. >> > We enjoyed >> > many conversations at MPI and elsewhere---and her loss came too soon. >> > I hope family can cherish and nurture many inspiring memories of >> her. >> > >> > Tom Roeper >> > >> > >> > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale >> > <dalep at unm.edu> wrote: >> > Some years ago, Roger Brown introduced Melissa as “the Jane >> Austen of >> > psycholinguistics,” which seemed then, and now, to be wonderfully >> apt. >> Her >> > gift was to show how some wonderfully observed details of language >> > acquisition could teach us major lessons about both the phenomena and >> the >> > explanation of language acquisition. More than that, she did it all with >> > exquisite clarity, wit, and grace. A great scholar and friend. >> > >> > Philip S. Dale, Professor and Chair >> > Speech & Hearing Sciences >> > University of New Mexico >> > >> > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney >> > <macw at cmu.edu> wrote: >> > >> > Dear friends and colleagues, >> > >> > It’s with great personal sadness that I announce the death of >> Melissa >> > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. >> > >> > For the past forty years Melissa Bowerman has been a central force in >> the >> > field of child language development, contributing influential data and >> theory >> > on the relations between language and cognition in both children and >> adults. >> > She was one of the first to look closely at what children’s errors >> could >> > reveal about semantic development and published classic studies of her >> own >> > children’s causative verbs and prepositional choices in locative >> > constructions. What she discovered from her analyses was that children >> > extract systematic but quite abstract patterns in the semantic >> structure of >> > the language being acquired. Moreover, some errors emerge rather late, >> after >> > a period of apparently correct usage. This strongly suggested that >> children >> > don’t come to language with ready-made meanings to attach to >> word-forms. >> > Rather, they have to discover those patterns first and then put them to >> use. >> > >> > Bowerman was always interdisciplinary in her work: she drew on findings >> from >> > developmental psychology, cognitive and linguistic anthropology, and >> > linguistics. She was a pioneer in the use of experimental and >> ethnographic >> > data, across a range of languages, as she examined how language shapes >> both >> > cognitive and linguistic development in the young child, and how >> different >> > languages subtly influence adult categorization of such spatial >> relations as >> > containment and support. >> > >> > She was an innovator in the methods she used in her research, using >> > correspondence analysis and multidimensional scaling to analyze data as >> she >> > explored the conceptual bases of semantic categories. She made >> especially >> > important contributions in her research on spatial cognition and >> language, >> > linguistic argument structure, event representation, and >> children’s >> emerging >> > linguistic expressions of causality. On the theoretical side, she always >> > sought to disentangle what might be innate from what could be learned in >> > first language acquisition, and her insights as well as her findings >> cast new >> > light on typology, language universals, and human cognition. Throughout >> her >> > life, she focussed on how individual languages could have particular >> effects >> > on the course and content of language development, and what the >> implications >> > were for adult mental life. >> > >> > Melissa Bowerman had a perpetually inquiring mind, and was fascinated >> by all >> > kinds of domains –– from birds, plants, knots, and dreams >> to her >> flute music. >> > She would always find a new angle on the domain under discussion and >> pursue >> > it with curiosity and interest, so lunchtimes at the Max-Planck- >> Institute of >> > Psycholinguistics where she spent most of her professional life, were a >> > constant source of enjoyment for whoever was there. She was modest, >> generous, >> > lucid, and always scholarly in her approach. >> > >> > She is survived by her husband Wijbrandt van Schuur, her three >> > daughters––Christy, Eva, and Claartje––and four >> grandchildren. >> > >> > Eve V. Clark >> > Stanford University >> > President, International Association for the Study of Child Language >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to > info-childes at googlegroups.com> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Lorraine McCune, EdD >> > Chair, Department of Educational Psychology >> > Graduate School of Education >> > Rutgers University >> > 10 Seminary Place >> > New Brunswick, NJ 08901 >> > >> > Ph: 732-932-7496 ex. 8310 >> > FAX: 732932-6829 >> > >> > Web Page: >> > www.gse.rutgers.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> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> 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> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Tom Roeper >> > Dept of Lingiustics >> > UMass South College >> > Amherst, Mass. 01003 ISA >> > 413 256 0390 >> > >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to > info-childes at googlegroups.com> >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> > >> > -- >> > Ms Sonal V Chitnis >> > Lecturer In Speech Language Pathology >> > Bharati Vidyapeeth University School of Audiology & Speech Language >> > Pathology, >> > 4th Floor, Homeopathy Hospital building, >> > Katraj-Dhankawadi, >> > Pune- 411043. >> > Tel: 020 24377417 >> > >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to >> > info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > >> info-childes+unsubscribe at googlegroups.com> info-childes+unsubscribe at googlegroups.com>. >> > For more options, visit this group at >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > -- >> > You received this message because you are subscribed to the Google >> Groups >> > "Info-CHILDES" group. >> > To post to this group, send email to info-childes at googlegroups.com. >> > To unsubscribe from this group, send email to >> > info-childes+unsubscribe at googlegroups.com. >> > For more options, visit this group at >> > http://groups.google.com/group/info-childes?hl=en. >> > >> > >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Thu Nov 3 20:28:44 2011 From: slobin at berkeley.edu (Dan I. Slobin) Date: Thu, 3 Nov 2011 13:28:44 -0700 Subject: Melissa Bowerman In-Reply-To: Message-ID: Magdalena has said it perfectly. I would add a personal comment: Melissa and I were good personal friends and colleagues---ever since 1965. We cherished our memories of being trained by Roger Brown, and we taught, researched, and published together on crosslinguistic and cognitive aspects of acquisition.I learned so much from debating and researching with her. Indeed, her persistent presentations to me of argument and evidence moved me from a neo-innatist to a neo-Whorfian position.The Max Planck was our intellectual playground, and baroque music was where we wandered happily. We confided in each other and received and gave support through the many years, as we followed each other's lives. And we delighted in playing music together---her flute and my piano.She was a precious person, a loyal friend, and an endlessly ingenious, creative, broad, wise, and beautiful thinker, researcher, writer, teacher. I can't begin to understand how very much I will miss her. Dan Slobin, Berkeley On 11/3/2011 1:09 PM, Magdalena Smoczynska wrote: > I would like to write something about Melissa whom I have known since > 1975, but it is very difficult to find the right adjectives to describe > how special she was. > > I have spent the entire day trying to find them and finally gave up. > Crying was much better a choice. > > I think she was *the most beautiful person* I have ever met among the > child language scholars. > > Her work and impact in the field will last, but many of us will > terribly miss her > thoughtful way of looking at us, her dilligence while looking at her data > (which made me think of a 12-year-old girl so enthusiastic about her > tasks > but at the same time so genuinely serious), her amused smile which > sometimes > inexpectedly turned into a sudden burst of forceful laughter. > Her openess in sharing her joys and worries with us. Her interest in > our joys and worries. > Her grace. And again this incredibly strong low voice laughter. > > It does not make sense that such things can simply disappear. > > I am sorry I cannot put it in better English. > > Magdalena Smoczynska, Krakow > > > On 3 November 2011 17:02, walesgin > wrote: > > Yes, Melissa was truly a rare intellectual and a genuine and > generous person. I am proud to have been blessed to have had her > as mentor and friend. > > She will be sorely missed. But her influence will remain > pervasive and longstanding in the field. > > I wish I could join the memorial at BU tomorrow, but my thoughts > will definitely be with you all. > > Ginny Gathercole > > > On Thu, Nov 3, 2011 at 9:09 AM, > wrote: > > I am also very saddened at Melissa's loss. Her work has been > one of the most > inspiring sourcesfor many of us in the field. I feel > priviledged to have known > her warm and generous person. > > Ayhan Aksu-Koc > Bogazici University > > > Quoting Maryann Romski >: > > > Melissa was also a wonderful teacher and mentor. I had the > privilege of > > taking a language acquisition course from her when she was > at the University > > of Kansas early in her career. She was generous with her > time and taught us > > so much through her semantic examples from Christy and Eva. > Her passing is a > > great loss for the field. MaryAnn > > > Sent from MAR'S IPAD > > > > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" > > >> wrote: > > > > This is a big loss for all of us. We have lost a wonderful > scholar, great > > researcher in the field of study of language and cognition. > > I have read few of articles on Spatial semantics, child > language > > acquisition and cognition and language inter and > intrarelative aspects , > > innate vs learned aspects of language, etc. Such an amazing > pioneer she was! > > Students and researchers will always remember and thank her > for her scholarly > > articles, studies and work. Her chapter on Language > acquisition and > > conceptual development and other on Spatial semantics is > splendid work and > > will definitely inspire many of researchers to work upon it. > > May her soul rest in peace. > > > Sonal > > > > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper > > > < >roeper at linguist.umass.edu > >> > > wrote: > > Melissa Bowerman was a splendid human being and a friend of > mine for 35 > > years. She delighted in the human qualities of children's > utterances as > > well as their > > theoretical interest and I think that quality enabled her to > explore many > > semantically demanding questions with a sense of the human > being behind them. > > We enjoyed > > many conversations at MPI and elsewhere---and her loss came > too soon. > > I hope family can cherish and nurture many inspiring > memories of her. > > > > Tom Roeper > > > > > > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale > > <>dalep at unm.edu > >> wrote: > > Some years ago, Roger Brown introduced Melissa as “the > Jane Austen of > > psycholinguistics,” which seemed then, and now, to be > wonderfully apt. > Her > > gift was to show how some wonderfully observed details of > language > > acquisition could teach us major lessons about both the > phenomena and the > > explanation of language acquisition. More than that, she did > it all with > > exquisite clarity, wit, and grace. A great scholar and friend. > > > > Philip S. Dale, Professor and Chair > > Speech & Hearing Sciences > > University of New Mexico > > > > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney > > <>macw at cmu.edu > >> wrote: > > > > Dear friends and colleagues, > > > > It’s with great personal sadness that I announce the > death of Melissa > > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. > > > > For the past forty years Melissa Bowerman has been a central > force in the > > field of child language development, contributing > influential data and theory > > on the relations between language and cognition in both > children and adults. > > She was one of the first to look closely at what > children’s errors > could > > reveal about semantic development and published classic > studies of her own > > children’s causative verbs and prepositional choices > in locative > > constructions. What she discovered from her analyses was > that children > > extract systematic but quite abstract patterns in the > semantic structure of > > the language being acquired. Moreover, some errors emerge > rather late, after > > a period of apparently correct usage. This strongly > suggested that children > > don’t come to language with ready-made meanings to > attach to > word-forms. > > Rather, they have to discover those patterns first and then > put them to use. > > > > Bowerman was always interdisciplinary in her work: she drew > on findings from > > developmental psychology, cognitive and linguistic > anthropology, and > > linguistics. She was a pioneer in the use of experimental > and ethnographic > > data, across a range of languages, as she examined how > language shapes both > > cognitive and linguistic development in the young child, and > how different > > languages subtly influence adult categorization of such > spatial relations as > > containment and support. > > > > She was an innovator in the methods she used in her > research, using > > correspondence analysis and multidimensional scaling to > analyze data as she > > explored the conceptual bases of semantic categories. She > made especially > > important contributions in her research on spatial cognition > and language, > > linguistic argument structure, event representation, and > children’s > emerging > > linguistic expressions of causality. On the theoretical > side, she always > > sought to disentangle what might be innate from what could > be learned in > > first language acquisition, and her insights as well as her > findings cast new > > light on typology, language universals, and human cognition. > Throughout her > > life, she focussed on how individual languages could have > particular effects > > on the course and content of language development, and what > the implications > > were for adult mental life. > > > > Melissa Bowerman had a perpetually inquiring mind, and was > fascinated by all > > kinds of domains –– from birds, plants, knots, > and dreams to her > flute music. > > She would always find a new angle on the domain under > discussion and pursue > > it with curiosity and interest, so lunchtimes at the > Max-Planck- Institute of > > Psycholinguistics where she spent most of her professional > life, were a > > constant source of enjoyment for whoever was there. She was > modest, generous, > > lucid, and always scholarly in her approach. > > > > She is survived by her husband Wijbrandt van Schuur, her three > > daughters––Christy, Eva, and > Claartje––and four > grandchildren. > > > > Eve V. Clark > > Stanford University > > President, International Association for the Study of Child > Language > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Lorraine McCune, EdD > > Chair, Department of Educational Psychology > > Graduate School of Education > > Rutgers University > > 10 Seminary Place > > New Brunswick, NJ 08901 > > > > Ph: 732-932-7496 > ex. 8310 > > FAX: 732932-6829 > > > > > Web Page: > > www.gse.rutgers.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. > > > > > > > > -- > > Tom Roeper > > Dept of Lingiustics > > UMass South College > > Amherst, Mass. 01003 ISA > > 413 256 0390 > > > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > > Ms Sonal V Chitnis > > Lecturer In Speech Language Pathology > > Bharati Vidyapeeth University School of Audiology & Speech > Language > > Pathology, > > 4th Floor, Homeopathy Hospital building, > > Katraj-Dhankawadi, > > Pune- 411043. > > Tel: 020 24377417 > > > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > > info-childes at googlegroups.com > >. > > To unsubscribe from this group, send email to > > > info-childes+unsubscribe at googlegroups.com > >. > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > -- > > You received this message because you are subscribed to the > Google Groups > > "Info-CHILDES" group. > > To post to this group, send email to > info-childes at googlegroups.com > . > > To unsubscribe from this group, send email to > > info-childes+unsubscribe at googlegroups.com > . > > For more options, visit this group at > > http://groups.google.com/group/info-childes?hl=en. > > > > > > > > -- > You received this message because you are subscribed to the > Google Groups "Info-CHILDES" group. > To post to this group, send email to > info-childes at googlegroups.com > . > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com > . > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. -- >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Dan I. Slobin Professor Emeritus of Psychology and Linguistics University of California, Berkeley email: slobin at berkeley.edu fax: 1-510-642-5293 address: 2323 Rose St., Berkeley, CA 94708 http://ihd.berkeley.edu/members.htm#slobin >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 msyonata at huji.ac.il Thu Nov 3 20:57:38 2011 From: msyonata at huji.ac.il (Yonata Levy) Date: Thu, 3 Nov 2011 22:57:38 +0200 Subject: Melissa Bowerman In-Reply-To: <4EB2F97C.7080103@berkeley.edu> Message-ID: Both Dan and Magdalena have said it perfectly. Still, how can one just let it pass When I met Melissa for the first time, I felt like she was someone to look at from a distance and admire. Her features, her height, her blond hair, her tone of voice, the smile on her face. As the years went by we became friendly, though never really close. Last time I saw her we got both engaged in an argument with a young person from somewhere. When he left she said to me: "I feel like the grandmother of language acquisition". and since current days grand-mothers are young and full of life, it did no carry any note of warning Yonata Levy Jerusalem. On Thu, Nov 3, 2011 at 10:28 PM, Dan I. Slobin wrote: > Magdalena has said it perfectly. I would add a personal comment: Melissa > and I were good personal friends and colleagues?ever since 1965. We > cherished our memories of being trained by Roger Brown, and we taught, > researched, and published together on crosslinguistic and cognitive aspects > of acquisition. I learned so much from debating and researching with > her. Indeed, her persistent presentations to me of argument and evidence > moved me from a neo-innatist to a neo-Whorfian position. The Max Planck > was our intellectual playground, and baroque music was where we wandered > happily. We confided in each other and received and gave support through > the many years, as we followed each other's lives. And we delighted in > playing music together?her flute and my piano. She was a precious > person, a loyal friend, and an endlessly ingenious, creative, broad, wise, > and beautiful thinker, researcher, writer, teacher. I can't begin to > understand how very much I will miss her. > > Dan Slobin, Berkeley > > > On 11/3/2011 1:09 PM, Magdalena Smoczynska wrote: > > I would like to write something about Melissa whom I have known since > 1975, but it is very difficult to find the right adjectives to describe > how special she was. > > I have spent the entire day trying to find them and finally gave up. > Crying was much better a choice. > > I think she was *the most beautiful person* I have ever met among the > child language scholars. > > Her work and impact in the field will last, but many of us will terribly > miss her > thoughtful way of looking at us, her dilligence while looking at her data > (which made me think of a 12-year-old girl so enthusiastic about her tasks > but at the same time so genuinely serious), her amused smile which > sometimes > inexpectedly turned into a sudden burst of forceful laughter. > Her openess in sharing her joys and worries with us. Her interest in our > joys and worries. > Her grace. And again this incredibly strong low voice laughter. > > It does not make sense that such things can simply disappear. > > I am sorry I cannot put it in better English. > > Magdalena Smoczynska, Krakow > > > On 3 November 2011 17:02, walesgin wrote: > >> Yes, Melissa was truly a rare intellectual and a genuine and generous >> person. I am proud to have been blessed to have had her as mentor and >> friend. >> >> She will be sorely missed. But her influence will remain pervasive and >> longstanding in the field. >> >> I wish I could join the memorial at BU tomorrow, but my thoughts will >> definitely be with you all. >> >> Ginny Gathercole >> >> >> On Thu, Nov 3, 2011 at 9:09 AM, wrote: >> >>> I am also very saddened at Melissa's loss. Her work has been one of the >>> most >>> inspiring sourcesfor many of us in the field. I feel priviledged to have >>> known >>> her warm and generous person. >>> >>> Ayhan Aksu-Koc >>> Bogazici University >>> >>> >>> Quoting Maryann Romski : >>> >>> > Melissa was also a wonderful teacher and mentor. I had the privilege >>> of >>> > taking a language acquisition course from her when she was at the >>> University >>> > of Kansas early in her career. She was generous with her time and >>> taught us >>> > so much through her semantic examples from Christy and Eva. Her >>> passing is a >>> > great loss for the field. MaryAnn >>> > > Sent from MAR'S IPAD >>> > >>> > On Nov 2, 2011, at 3:21 PM, "Sonal Chitnis" >>> > > wrote: >>> > >>> > This is a big loss for all of us. We have lost a wonderful scholar, >>> great >>> > researcher in the field of study of language and cognition. >>> > I have read few of articles on Spatial semantics, child language >>> > acquisition and cognition and language inter and intrarelative >>> aspects , >>> > innate vs learned aspects of language, etc. Such an amazing pioneer >>> she was! >>> > Students and researchers will always remember and thank her for her >>> scholarly >>> > articles, studies and work. Her chapter on Language acquisition and >>> > conceptual development and other on Spatial semantics is splendid work >>> and >>> > will definitely inspire many of researchers to work upon it. >>> > May her soul rest in peace. >>> > Sonal >>> > >>> > On Wed, Nov 2, 2011 at 10:52 PM, Tom Roeper >>> > >>> <roeper at linguist.umass.edu>> roeper at linguist.umass.edu>> >>> > wrote: >>> > Melissa Bowerman was a splendid human being and a friend of mine for 35 >>> > years. She delighted in the human qualities of children's >>> utterances as >>> > well as their >>> > theoretical interest and I think that quality enabled her to explore >>> many >>> > semantically demanding questions with a sense of the human being >>> behind them. >>> > We enjoyed >>> > many conversations at MPI and elsewhere---and her loss came too soon. >>> > I hope family can cherish and nurture many inspiring memories of >>> her. >>> > >>> > Tom Roeper >>> > >>> > >>> > On Wed, Nov 2, 2011 at 1:12 PM, Philip Dale >>> > <dalep at unm.edu> wrote: >>> > Some years ago, Roger Brown introduced Melissa as “the Jane >>> Austen of >>> > psycholinguistics,” which seemed then, and now, to be >>> wonderfully apt. >>> Her >>> > gift was to show how some wonderfully observed details of language >>> > acquisition could teach us major lessons about both the phenomena and >>> the >>> > explanation of language acquisition. More than that, she did it all >>> with >>> > exquisite clarity, wit, and grace. A great scholar and friend. >>> > >>> > Philip S. Dale, Professor and Chair >>> > Speech & Hearing Sciences >>> > University of New Mexico >>> > >>> > On Wed, Nov 2, 2011 at 12:44 PM, Brian MacWhinney >>> > <macw at cmu.edu> wrote: >>> > >>> > Dear friends and colleagues, >>> > >>> > It’s with great personal sadness that I announce the death of >>> Melissa >>> > Bowerman, on 31 October 2011, in Nijmegen, The Netherlands. >>> > >>> > For the past forty years Melissa Bowerman has been a central force in >>> the >>> > field of child language development, contributing influential data and >>> theory >>> > on the relations between language and cognition in both children and >>> adults. >>> > She was one of the first to look closely at what children’s >>> errors >>> could >>> > reveal about semantic development and published classic studies of her >>> own >>> > children’s causative verbs and prepositional choices in locative >>> > constructions. What she discovered from her analyses was that children >>> > extract systematic but quite abstract patterns in the semantic >>> structure of >>> > the language being acquired. Moreover, some errors emerge rather late, >>> after >>> > a period of apparently correct usage. This strongly suggested that >>> children >>> > don’t come to language with ready-made meanings to attach to >>> word-forms. >>> > Rather, they have to discover those patterns first and then put them >>> to use. >>> > >>> > Bowerman was always interdisciplinary in her work: she drew on >>> findings from >>> > developmental psychology, cognitive and linguistic anthropology, and >>> > linguistics. She was a pioneer in the use of experimental and >>> ethnographic >>> > data, across a range of languages, as she examined how language shapes >>> both >>> > cognitive and linguistic development in the young child, and how >>> different >>> > languages subtly influence adult categorization of such spatial >>> relations as >>> > containment and support. >>> > >>> > She was an innovator in the methods she used in her research, using >>> > correspondence analysis and multidimensional scaling to analyze data >>> as she >>> > explored the conceptual bases of semantic categories. She made >>> especially >>> > important contributions in her research on spatial cognition and >>> language, >>> > linguistic argument structure, event representation, and children&# >>> 8217;s >>> emerging >>> > linguistic expressions of causality. On the theoretical side, she >>> always >>> > sought to disentangle what might be innate from what could be learned >>> in >>> > first language acquisition, and her insights as well as her findings >>> cast new >>> > light on typology, language universals, and human cognition. >>> Throughout her >>> > life, she focussed on how individual languages could have particular >>> effects >>> > on the course and content of language development, and what the >>> implications >>> > were for adult mental life. >>> > >>> > Melissa Bowerman had a perpetually inquiring mind, and was fascinated >>> by all >>> > kinds of domains –– from birds, plants, knots, and dreams >>> to her >>> flute music. >>> > She would always find a new angle on the domain under discussion and >>> pursue >>> > it with curiosity and interest, so lunchtimes at the Max-Planck- >>> Institute of >>> > Psycholinguistics where she spent most of her professional life, were a >>> > constant source of enjoyment for whoever was there. She was modest, >>> generous, >>> > lucid, and always scholarly in her approach. >>> > >>> > She is survived by her husband Wijbrandt van Schuur, her three >>> > daughters––Christy, Eva, and Claartje––and >>> four >>> grandchildren. >>> > >>> > Eve V. Clark >>> > Stanford University >>> > President, International Association for the Study of Child Language >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >> info-childes at googlegroups.com> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Lorraine McCune, EdD >>> > Chair, Department of Educational Psychology >>> > Graduate School of Education >>> > Rutgers University >>> > 10 Seminary Place >>> > New Brunswick, NJ 08901 >>> > >>> > Ph: 732-932-7496 ex. 8310 >>> > FAX: 732932-6829 >>> > >>> > Web Page: >>> > www.gse.rutgers.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> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> 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> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Tom Roeper >>> > Dept of Lingiustics >>> > UMass South College >>> > Amherst, Mass. 01003 ISA >>> > 413 256 0390 >>> > >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >> info-childes at googlegroups.com> >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> > >>> > -- >>> > Ms Sonal V Chitnis >>> > Lecturer In Speech Language Pathology >>> > Bharati Vidyapeeth University School of Audiology & Speech Language >>> > Pathology, >>> > 4th Floor, Homeopathy Hospital building, >>> > Katraj-Dhankawadi, >>> > Pune- 411043. >>> > Tel: 020 24377417 >>> > >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to >>> > info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > >>> info-childes+unsubscribe at googlegroups.com>> info-childes+unsubscribe at googlegroups.com>. >>> > For more options, visit this group at >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > -- >>> > You received this message because you are subscribed to the Google >>> Groups >>> > "Info-CHILDES" group. >>> > To post to this group, send email to info-childes at googlegroups.com. >>> > To unsubscribe from this group, send email to >>> > info-childes+unsubscribe at googlegroups.com. >>> > For more options, visit this group at >>> > http://groups.google.com/group/info-childes?hl=en. >>> > >>> > >>> >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com. >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com. >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >>> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at >> http://groups.google.com/group/info-childes?hl=en. >> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > > > -- > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > Dan I. Slobin > Professor Emeritus of Psychology and Linguistics > University of California, Berkeley > > email: slobin at berkeley.edu > fax: 1-510-642-5293 > > address: 2323 Rose St., Berkeley, CA 94708 > http://ihd.berkeley.edu/members.htm#slobin > >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- *Prof. Yonata Levy* *Psychology Department * *and Hadassah-Hebrew University Medical School* *Mount Scopus* *Jerusalem 91905, ISRAEL* ** *tel:972-2-5883408 (o)* * 972-547905997 (c)* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Fri Nov 4 01:49:26 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Thu, 3 Nov 2011 21:49:26 -0400 Subject: colour adjectives In-Reply-To: <4EB1A2F0.6040709@gmx.net> Message-ID: I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of > certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to > reliably (!) name 3-6 basic colours? i kind-of remember that it is > surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- Lorraine McCune, EdD Chair, Department of Educational Psychology Graduate School of Education Rutgers University 10 Seminary Place New Brunswick, NJ 08901 Ph: 732-932-7496 ex. 8310 FAX: 732932-6829 Web Page: www.gse.rutgers.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lauras at illinois.edu Fri Nov 4 17:40:17 2011 From: lauras at illinois.edu (DeThorne, Laura Segebart) Date: Fri, 4 Nov 2011 17:40:17 +0000 Subject: SHS Head position at U of IL Message-ID: University of Illinois at Urbana-Champaign College of Applied Health Sciences Department Head Department of Speech and Hearing Science The Department of Speech and Hearing Science at the University of Illinois at Urbana-Champaign invites applications for the position of Department Head. This is an exciting opportunity for an individual with vision to lead an excellent and expanding department. The department is widely recognized as among the top departments in the nation, has excellent academic programs at the undergraduate, masters, and doctorate levels, and offers graduate clinical programs in speech-language pathology and audiology that are fully accredited. The Department of Speech and Hearing Science is committed to research excellence across the entire spectrum of human communication. The department promotes interdisciplinary academic and research collaborations and has active collaborations with scholars in the Colleges of Engineering, Medicine, Education, and Liberal Arts and Sciences, as well as the Beckman Institute for Advanced Science and Technology and the Institute for Genomic Biology. The department maintains well-equipped research laboratories with a significant portfolio of externally funded research. Candidates should be outstanding scholars with an established record of contribution to the field and related disciplines, and a compelling vision for the future of speech and hearing science. The department is seeking an experienced leader with the ability to shape, guide and enact a departmental vision, and the ability to foster continued growth. An earned doctorate is required and the candidate must be qualified for an appointment as a full professor. Salary is commensurate with experience and qualifications. The starting date is negotiable after closing date but approximately August 16, 2012. The University of Illinois at Urbana-Champaign is a world class public research university. Research in the College of Applied Health Sciences is focused on improving health and quality of life with special emphasis on aging and disability. The college is assuming national leadership in applied and translation research that addresses these areas of critical need. The closing date for all applications is January 9, 2012. In order to receive full consideration for this position, applications must be received by the closing date. Additional review of applications may continue after the closing date. APPLICATION PROCEDURES: Create your online profile and application at: http://jobs.illinois.edu and submit a letter of application, curriculum vita, and three references (names and contact information only) by January 9, 2012 to: Chair, Speech and Hearing Sciences Department Head Search c/o Robbin King University of Illinois College of Applied Health Sciences 1206 S. Fourth St., 110 Huff Hall Champaign, IL 61820 Minorities, women and persons with disabilities are strongly encouraged to apply. The University of Illinois is an affirmative action/equal opportunity employer. Laura S. DeThorne, PhD CCC-SLP Associate Professor of Speech & Hearing Science University of Illinois at Urbana-Champaign 901 S. Sixth Champaign, IL 61820 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: SHS Dept. Head Ad final.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 19171 bytes Desc: SHS Dept. Head Ad final.docx URL: From sonalc123 at gmail.com Fri Nov 4 19:36:20 2011 From: sonalc123 at gmail.com (Sonal Chitnis) Date: Sat, 5 Nov 2011 01:06:20 +0530 Subject: colour adjectives In-Reply-To: Message-ID: Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her > daughter was about 18 months old. She promptly taught my granddaughter to > name the color pink. She reliaby discriminated pink and non-pink. I so not > remember what happened afterward! A niece learned "yellow" as a first color > word at about three. For a long time all color questions were answered with > "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of >> certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to >> reliably (!) name 3-6 basic colours? i kind-of remember that it is >> surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe@** >> googlegroups.com . >> For more options, visit this group at http://groups.google.com/** >> group/info-childes?hl=en >> . >> >> > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > -- Ms Sonal V Chitnis Lecturer In Speech Language Pathology Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, 4th Floor, Homeopathy Hospital building, Katraj-Dhankawadi, Pune- 411043. Tel: 020 24377417 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gelman at umich.edu Fri Nov 4 19:49:07 2011 From: gelman at umich.edu (Susan Gelman) Date: Fri, 4 Nov 2011 15:49:07 -0400 Subject: colour adjectives In-Reply-To: Message-ID: Here is an old-ish paper that we did on color term knowledge in U.S. kids. Interestingly, we found that kids with preschool experience did better than those without: Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). Colour term knowledge in two-year-olds: Evidence for early competence. Journal of Child Language, 23, 177-199. On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: > > Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. > In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. > > Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! > > > > On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > dear colleagues, > i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. > could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... > > thanks a lot indeed, > Susanne > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. > > > > -- > Ms Sonal V Chitnis > Lecturer In Speech Language Pathology > Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, > 4th Floor, Homeopathy Hospital building, > Katraj-Dhankawadi, > Pune- 411043. > Tel: 020 24377417 > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Susan A. Gelman Frederick G. L. Huetwell Professor of Psychology 530 Church St. University of Michigan Ann Arbor, MI 48109-1043 tel.: 734.764.0268 fax: 734.615.0573 e-mail: gelman at umich.edu http://sitemaker.umich.edu/gelman.lab/home -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 andreaf414 at gmail.com Fri Nov 4 19:46:44 2011 From: andreaf414 at gmail.com (Andrea Feldman) Date: Fri, 4 Nov 2011 13:46:44 -0600 Subject: colour adjectives In-Reply-To: Message-ID: It is actually quite early, if it is directly taught to infants. My son was able to distinguish basic level colors at 18 months: (http//childes.psy.cmu.edu/win/english/feldman.zip). Dr. Andrea Feldman, Senior Instructor University of Colorado at Boulder 317 UCB, ENVD Bldg. Program for Writing and Rhetoric Boulder, CO 80309-0317 303-492-4396 FAX 303-492-7877 feldman at spot.colorado.edu On Thu, Nov 3, 2011 at 7:49 PM, Lorraine McCune wrote: > I remember giving this information to my daughter some years ago when her > daughter was about 18 months old. She promptly taught my granddaughter to > name the color pink. She reliaby discriminated pink and non-pink. I so not > remember what happened afterward! A niece learned "yellow" as a first color > word at about three. For a long time all color questions were answered with > "yellow"! > > On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: > >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of >> certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to >> reliably (!) name 3-6 basic colours? i kind-of remember that it is >> surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe@** >> googlegroups.com . >> For more options, visit this group at http://groups.google.com/** >> group/info-childes?hl=en >> . >> >> > > > -- > Lorraine McCune, EdD > Chair, Department of Educational Psychology > Graduate School of Education > Rutgers University > 10 Seminary Place > New Brunswick, NJ 08901 > > Ph: 732-932-7496 ex. 8310 > FAX: 732932-6829 > > Web Page: www.gse.rutgers.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From debgibson at telus.net Fri Nov 4 21:07:58 2011 From: debgibson at telus.net (Deborah Gibson) Date: Fri, 4 Nov 2011 14:07:58 -0700 Subject: colour adjectives In-Reply-To: Message-ID: To add an anecdote to this discussion, when he was about 3 years old my nonverbal son with autism tried to elicit colour names, using his usual request for names method of triadic joint attention [pointing and eye contact], and an interrogative grunt. We misunderstood him and only supplied object names, to his frustration. He gathered together several blocks, one of which had a red side, pointing to them all in turn. When I said 'red block' he asked for many repetitions, then gathered all his red toys together, and made a circling gesture to include them all, using his request for information grunt. He reacted with astonishment when I labelled one of them 'orange', a word he'd only known to mean the fruit. He acquired 'red' in comprehension that day, and quickly added 'yellow' and 'green'. By asking for colour names insistently, within two weeks he had acquired 10 colour words and the generic 'colour'. He initially inquired about primary colour names, then went into hue and shade territories of 'pinkish orange' and 'pale blue'. This line of enquiry rapidly revealed parental dialectal and perceptual differences between 'green' and 'blue', and in neutrals such as 'beige', 'tan', and 'fawn' etc. His acquisition of colour words occurred when he had 225 words in his receptive lexicon, and 9 protowords and gestures. Deborah Gibson CIRCA (Centre for Interdisciplinary Research and Collaboration in Autism) The University of British Columbia On 2011-11-04, at 12:49 PM, Susan Gelman wrote: > Here is an old-ish paper that we did on color term knowledge in U.S. kids. Interestingly, we found that kids with preschool experience did better than those without: > > Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). Colour term knowledge in two-year-olds: Evidence for early competence. Journal of Child Language, 23, 177-199. > > > On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: > >> >> Thanks for coming up with nice topic and the discussion about acquisition of naming of colours. >> In India, we normally see children of age 3 yrs and beyond start comprehending more than 2 basic colours and/ sorting colours as well. In my opinion may be because of competitive world and education system, many parents try introducing colour and shape concept by 2yrs of age. I have seen my niece naming and sorting triangle, circle and square with their respective colours ( blue, red, green) in which they were painted when she was just two and half and in an interview at the time of preschool/ KG admission was asked to name. Many reputed schools now a days conduct an informal parent child interview at the time of admission and selection is based on the performance. >> >> Teaching/ introducing color-shape concept at the early childhood may vary in education and attitude of parents, and socioeconomic status,etc. I observed that many mothers mostly from urban areas would like to see the child to be brilliant / a prodigy and they try to start introducing alphabet, color, shapes, action words and rhymes at very early age and if the child is not learning it faster or having difficulty they rush to pediatrician and SLP's! >> >> >> >> On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune wrote: >> I remember giving this information to my daughter some years ago when her daughter was about 18 months old. She promptly taught my granddaughter to name the color pink. She reliaby discriminated pink and non-pink. I so not remember what happened afterward! A niece learned "yellow" as a first color word at about three. For a long time all color questions were answered with "yellow"! >> >> On Wed, Nov 2, 2011 at 4:07 PM, suse wrote: >> dear colleagues, >> i am setting up an experiment in which i want to use children's naming of certain aspects of an object as dependent variable. >> could someone by any chance tell me at which age children are able to reliably (!) name 3-6 basic colours? i kind-of remember that it is surprisingly late... >> >> thanks a lot indeed, >> Susanne >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> >> >> >> >> -- >> Lorraine McCune, EdD >> Chair, Department of Educational Psychology >> Graduate School of Education >> Rutgers University >> 10 Seminary Place >> New Brunswick, NJ 08901 >> >> Ph: 732-932-7496 ex. 8310 >> FAX: 732932-6829 >> >> Web Page: www.gse.rutgers.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. >> >> >> >> -- >> Ms Sonal V Chitnis >> Lecturer In Speech Language Pathology >> Bharati Vidyapeeth University School of Audiology & Speech Language Pathology, >> 4th Floor, Homeopathy Hospital building, >> Katraj-Dhankawadi, >> Pune- 411043. >> Tel: 020 24377417 >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > Susan A. Gelman > Frederick G. L. Huetwell Professor of Psychology > 530 Church St. > University of Michigan > Ann Arbor, MI 48109-1043 > > tel.: 734.764.0268 > fax: 734.615.0573 > e-mail: gelman at umich.edu > > http://sitemaker.umich.edu/gelman.lab/home > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 annickej at yahoo.com Sat Nov 5 13:30:22 2011 From: annickej at yahoo.com (Annick) Date: Sat, 5 Nov 2011 06:30:22 -0700 Subject: Melissa Bowerman Message-ID: I associate Melissa Bowerman with warm and vibrant sunshine - my first personal recollections of her are walking and talking with her on a sunny path at Stanford in May 1981. I felt so honored that such a distinguished scholar would at all talk to me, a mere student then, but any feeling of distance soon disappeared as she spread her warmth and interest. I will forever remember her and her work as guiding lights.? ? Annick De Houwer University of Erfurt Germany -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Nov 6 17:54:30 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 6 Nov 2011 12:54:30 -0500 Subject: Inquiry about CHILDES In-Reply-To: <000001cc9c66$9c22def0$d4689cd0$@green.ocn.ne.jp> Message-ID: Dear Nobuyo (and Info-CHILDES), Does CHILDES have one or two syllables? This is a question I have often been asked. For me, either pronunciation is really fine. Personally, I always use the one-syllable version. I like the sort of crazy idea that it is the children themselves that own the database. I guess, in my mind, it is really CHILD'S and I am thinking of "child" as a generic for all children, as in "the layman's guide to X" or "the child's database". I try to further defend this somewhat idiosyncratic pronunciation through reference to the medieval term "childe" as in Childe Harold's Pilgrimage by Lord Byron where the final "e" is just silent. That form meant "a young man who is a candidate for knighthood" and my understanding of Middle English pronunciation is very weak and it is possible that this final -e is not silent after all. The alternative two-syllable pronunciation might seem plausible to some. Here, there are two options. The form I have usually heard rhymes with "Candace". For example, the name "Candace" has a final syllable of this type. But the spelling of "Candace", "jaundice", or "poultice" is so radically different from CHILDES, that I find the two-syllable pronunciation of a word ending -es a bit far-fetched. I have also occasionally heard a two-syllabic pronunciation in which the final -es is intended to parallel the final syllable of "churches". However, to my ear, that version tends to violated English morphophonotactics. To my ear, the weak -es ending is only licensed when the stem ends in a sibilant or affricate. -- Brian MacWhinney On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: > Dear Prof. MacWhinney, > > I am Nobuyo Fukaya and a member of IASCL. > > I would like to ask a trivial but important question. > I?m wondering how to pronounce the name ?CHILDES?. > An introductory book written in Japanese says that the pronunciation is childs (like a regular plural form), but I have heard some lecturers pronouncing it as ?---des?. > Now I am working on the development of English wh-questions, and am making a presentation at the English Linguistic Society of Japan this month. > I would be happy, if you let me know the fixed pronunciation. > > > Sincerely yours, > > Nobuyo Fukaya > nobuyo96 at green@ocn.ne.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sgrass at gmx.net Sun Nov 6 18:10:37 2011 From: sgrass at gmx.net (suse) Date: Sun, 6 Nov 2011 19:10:37 +0100 Subject: colour adjectives In-Reply-To: <26DBC20F-266B-43B8-8952-F09C1ABA4F8D@telus.net> Message-ID: thanks a lot to everybody for all the extremely informative comments and stories and the helpful and insightful information! i appreciate it a lot. regards, Suse Am 04-11-11 22:07, schrieb Deborah Gibson: > To add an anecdote to this discussion, when he was about 3 years old > my nonverbal son with autism tried to elicit colour names, using his > usual request for names method of triadic joint attention [pointing > and eye contact], and an interrogative grunt. We misunderstood him > and only supplied object names, to his frustration. He gathered > together several blocks, one of which had a red side, pointing to them > all in turn. When I said 'red block' he asked for many repetitions, > then gathered all his red toys together, and made a circling gesture > to include them all, using his request for information grunt. He > reacted with astonishment when I labelled one of them 'orange', a word > he'd only known to mean the fruit. He acquired 'red' in comprehension > that day, and quickly added 'yellow' and 'green'. By asking for > colour names insistently, within two weeks he had acquired 10 colour > words and the generic 'colour'. > > He initially inquired about primary colour names, then went into hue > and shade territories of 'pinkish orange' and 'pale blue'. This line > of enquiry rapidly revealed parental dialectal and perceptual > differences between 'green' and 'blue', and in neutrals such as > 'beige', 'tan', and 'fawn' etc. His acquisition of colour words > occurred when he had 225 words in his receptive lexicon, and 9 > protowords and gestures. > > Deborah Gibson > CIRCA (Centre for Interdisciplinary Research and Collaboration in Autism) > The University of British Columbia > > > On 2011-11-04, at 12:49 PM, Susan Gelman wrote: > >> Here is an old-ish paper that we did on color term knowledge in U.S. >> kids. Interestingly, we found that kids with preschool experience >> did better than those without: >> >> Shatz, M., Behrend, D., Gelman, S. A., & Ebeling, K. S. (1996). >> Colour term knowledge in two-year-olds: Evidence for early >> competence. Journal of Child Language, 23, 177-199. >> >> >> On Nov 4, 2011, at 3:36 PM, Sonal Chitnis wrote: >> >>> >>> Thanks for coming up with nice topic and the discussion about >>> acquisition of naming of colours. >>> In India, we normally see children of age 3 yrs and beyond start >>> comprehending more than 2 basic colours and/ sorting colours as >>> well. In my opinion may be because of competitive world and >>> education system, many parents try introducing colour and shape >>> concept by 2yrs of age. I have seen my niece naming and sorting >>> triangle, circle and square with their respective colours ( blue, >>> red, green) in which they were painted when she was just two and >>> half and in an interview at the time of preschool/ KG admission was >>> asked to name. Many reputed schools now a days conduct an informal >>> parent child interview at the time of admission and selection >>> is based on the performance. >>> Teaching/ introducing color-shape concept at the early >>> childhood may vary in education and attitude of parents, and >>> socioeconomic status,etc. I observed that many mothers mostly from >>> urban areas would like to see the child to be brilliant / a prodigy >>> and they try to start introducing alphabet, color, shapes, action >>> words and rhymes at very early age and if the child is not learning >>> it faster or having difficulty they rush to pediatrician and SLP's! >>> >>> On Fri, Nov 4, 2011 at 7:19 AM, Lorraine McCune >>> > wrote: >>> >>> I remember giving this information to my daughter some years ago >>> when her daughter was about 18 months old. She promptly taught >>> my granddaughter to name the color pink. She reliaby >>> discriminated pink and non-pink. I so not remember what happened >>> afterward! A niece learned "yellow" as a first color word at >>> about three. For a long time all color questions were answered >>> with "yellow"! >>> >>> On Wed, Nov 2, 2011 at 4:07 PM, suse >> > wrote: >>> >>> dear colleagues, >>> i am setting up an experiment in which i want to use >>> children's naming of certain aspects of an object as >>> dependent variable. >>> could someone by any chance tell me at which age children >>> are able to reliably (!) name 3-6 basic colours? i kind-of >>> remember that it is surprisingly late... >>> >>> thanks a lot indeed, >>> Susanne >>> >>> -- >>> You received this message because you are subscribed to the >>> Google Groups "Info-CHILDES" group. >>> To post to this group, send email to >>> info-childes at googlegroups.com >>> . >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com >>> . >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >>> >>> >>> >>> >>> -- >>> Lorraine McCune, EdD >>> Chair, Department of Educational Psychology >>> Graduate School of Education >>> Rutgers University >>> 10 Seminary Place >>> New Brunswick, NJ 08901 >>> >>> Ph: 732-932-7496 ex. 8310 >>> FAX: 732932-6829 >>> >>> Web Page: www.gse.rutgers.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. >>> >>> >>> >>> >>> -- >>> Ms Sonal V Chitnis >>> Lecturer In Speech Language Pathology >>> Bharati Vidyapeeth University School of Audiology & Speech Language >>> Pathology, >>> 4th Floor, Homeopathy Hospital building, >>> Katraj-Dhankawadi, >>> Pune- 411043. >>> Tel: 020 24377417 >>> >>> >>> -- >>> You received this message because you are subscribed to the Google >>> Groups "Info-CHILDES" group. >>> To post to this group, send email to info-childes at googlegroups.com >>> . >>> To unsubscribe from this group, send email to >>> info-childes+unsubscribe at googlegroups.com >>> . >>> For more options, visit this group at >>> http://groups.google.com/group/info-childes?hl=en. >> >> Susan A. Gelman >> Frederick G. L. Huetwell Professor of Psychology >> 530 Church St. >> University of Michigan >> Ann Arbor, MI 48109-1043 >> >> tel.: 734.764.0268 >> fax: 734.615.0573 >> e-mail: gelman at umich.edu >> >> http://sitemaker.umich.edu/gelman.lab/home >> >> >> -- >> You received this message because you are subscribed to the Google >> Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com >> . >> To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Sun Nov 6 18:44:46 2011 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Sun, 6 Nov 2011 18:44:46 +0000 Subject: Inquiry about CHILDES In-Reply-To: <3537B035-D37E-4BA7-90E8-27742D921D56@cmu.edu> Message-ID: Dear Nobuyo, dear Brian (and Info-CHILDES), Nobuyo, I am so glad you asked that question, and, Brian, I am so glad you gave such a comprehensive answer to it. I have been wondering for a long time how to pronounce CHILDES. It seems, initially, most people said CHILDS, but then in recent years, it seems to me that I have heard CHILDES more often - with a long "e". I don't like the latter version, but thought it might be the correct one - not being a native English speaker. I have occasionally asked native speakers, but mostly the answer was a shoulder shrug. And with English pronounciation and English spelling bearing what - to me - is an inscrutable relation, I just remained confused. Thanks to Brian's explanation, I can continue saying CHILDS now - which is the version I like much better. Best wishes, Gisela On Sun, Nov 6, 2011 at 5:54 PM, Brian MacWhinney wrote: > Dear Nobuyo (and Info-CHILDES), > > Does CHILDES have one or two syllables? This is a question I have > often been asked. For me, either pronunciation is really fine. > Personally, I always use the one-syllable version. I like the sort of > crazy idea that it is the children themselves that own the database. I > guess, in my mind, it is really CHILD'S and I am thinking of "child" as a > generic for all children, as in "the layman's guide to X" or "the child's > database". > I try to further defend this somewhat idiosyncratic pronunciation > through reference to the medieval term "childe" as in Childe Harold's > Pilgrimage by Lord Byron where the final "e" is just silent. That form > meant "a young man who is a candidate for knighthood" and my understanding > of Middle English pronunciation is very weak and it is possible that this > final -e is not silent after all. > The alternative two-syllable pronunciation might seem plausible to > some. Here, there are two options. The form I have usually heard rhymes > with "Candace". For example, the name "Candace" has a final syllable of > this type. But the spelling of "Candace", "jaundice", or "poultice" is so > radically different from CHILDES, that I find the two-syllable > pronunciation of a word ending -es a bit far-fetched. I have also > occasionally heard a two-syllabic pronunciation in which the final -es is > intended to parallel the final syllable of "churches". However, to my ear, > that version tends to violated English morphophonotactics. To my ear, the > weak -es ending is only licensed when the stem ends in a sibilant or > affricate. > > -- Brian MacWhinney > > On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: > > Dear Prof. MacWhinney,**** > ** ** > I am Nobuyo Fukaya and a member of IASCL.**** > ** ** > I would like to ask a trivial but important question.**** > I?m wondering how to pronounce the name ?CHILDES?.**** > An introductory book written in Japanese says that the pronunciation is > childs (like a regular plural form), but I have heard some lecturers > pronouncing it as ?---des?.**** > Now I am working on the development of English wh-questions, and am making > a presentation at the English Linguistic Society of Japan this month.**** > I would be happy, if you let me know the fixed pronunciation.**** > ** ** > ** ** > Sincerely yours,**** > ** ** > Nobuyo Fukaya**** > nobuyo96 at green@ocn.ne.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. > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cynth.core at gmail.com Mon Nov 7 03:10:25 2011 From: cynth.core at gmail.com (Cynthia Core) Date: Sun, 6 Nov 2011 19:10:25 -0800 Subject: Faculty Position - The George Washington University Message-ID: Dear Colleagues, The GWU Speech and Hearing Science department is recruiting for an assistant/associate professor. Areas of preferred expertise include: aural rehabilitation, augmentative and alternative communication, language and literacy across the lifespan, and/or dysphagia. Please see attached position announcement. Please share with any appropriate potential candidates. Thank you! -------------- Assistant/Associate Professor: The Department of Speech and Hearing Science at the George Washington University in Washington DC invites applications for a tenure track position starting August 15, 2012. Primary responsibilities include developing and maintaining an independent program of research in the candidate?s area of expertise, teaching undergraduate and graduate courses, and participating in departmental and university service. Basic Qualifications: At the time of hire, applicants must have a Ph.D. in speech and hearing sciences, cognitive sciences, or closely related area. ABD candidates will be considered and must have the Ph.D. completed by August 1, 2012. Evidence of, or potential for, excellence in scholarship (via peer-reviewed publications and/or works in progress) and teaching (via summaries of course evaluations, peer observations of teaching and/or summary of teaching philosophy) is also required. Preferred Qualifications: Expertise in one or more of the following areas: aural rehabilitation, augmentative and alternative communication, language and language disorders across the lifespan, and/or dysphagia. The CCC and DC licensure eligibility are preferred. To Apply: Please send 1) a letter containing a statement regarding how you match the basic and preferred qualifications for the position, 2) a statement of your research agenda and teaching philosophy, 3) a curriculum vita, 4) at least three letters of reference to: Shelley Brundage, Chair Search Committee, Department of Speech and Hearing Science, 214 Hall of Government, 2115 G. Street NW, Washington, DC 20052 (202) 994-5008; e-mail: brundage at gwu.edu. The review of applications will begin December 9, 2011 and continue until the position is filled. Only completed applications will be considered. The George Washington University is an Equal Employment Opportunity/ Affirmative Action employer. The University and the department seek to attract an active, culturally and academically diverse faculty of the highest caliber. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Mon Nov 7 10:13:44 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 7 Nov 2011 10:13:44 +0000 Subject: Inquiry about CHILDES In-Reply-To: Message-ID: I pronounce it Child-es, but not to rhyme with Candace (which for me has a full /a/ in the second syllable) but rather as the plural of "child-e", where the final vowel is as in something like Spanish "triste". So being a plural of a word ending in a vowel, it ends in /z/ not /s/. I know English words can't end in that vowel, but it still sounds more natural to me. From: Gisela Szagun > Reply-To: "info-childes at googlegroups.com" > Date: Sun, 6 Nov 2011 18:44:46 +0000 To: "info-childes at googlegroups.com" > Cc: Nobuyo Fukaya > Subject: Re: Inquiry about CHILDES Dear Nobuyo, dear Brian (and Info-CHILDES), Nobuyo, I am so glad you asked that question, and, Brian, I am so glad you gave such a comprehensive answer to it. I have been wondering for a long time how to pronounce CHILDES. It seems, initially, most people said CHILDS, but then in recent years, it seems to me that I have heard CHILDES more often - with a long "e". I don't like the latter version, but thought it might be the correct one - not being a native English speaker. I have occasionally asked native speakers, but mostly the answer was a shoulder shrug. And with English pronounciation and English spelling bearing what - to me - is an inscrutable relation, I just remained confused. Thanks to Brian's explanation, I can continue saying CHILDS now - which is the version I like much better. Best wishes, Gisela On Sun, Nov 6, 2011 at 5:54 PM, Brian MacWhinney > wrote: Dear Nobuyo (and Info-CHILDES), Does CHILDES have one or two syllables? This is a question I have often been asked. For me, either pronunciation is really fine. Personally, I always use the one-syllable version. I like the sort of crazy idea that it is the children themselves that own the database. I guess, in my mind, it is really CHILD'S and I am thinking of "child" as a generic for all children, as in "the layman's guide to X" or "the child's database". I try to further defend this somewhat idiosyncratic pronunciation through reference to the medieval term "childe" as in Childe Harold's Pilgrimage by Lord Byron where the final "e" is just silent. That form meant "a young man who is a candidate for knighthood" and my understanding of Middle English pronunciation is very weak and it is possible that this final -e is not silent after all. The alternative two-syllable pronunciation might seem plausible to some. Here, there are two options. The form I have usually heard rhymes with "Candace". For example, the name "Candace" has a final syllable of this type. But the spelling of "Candace", "jaundice", or "poultice" is so radically different from CHILDES, that I find the two-syllable pronunciation of a word ending -es a bit far-fetched. I have also occasionally heard a two-syllabic pronunciation in which the final -es is intended to parallel the final syllable of "churches". However, to my ear, that version tends to violated English morphophonotactics. To my ear, the weak -es ending is only licensed when the stem ends in a sibilant or affricate. -- Brian MacWhinney On Nov 6, 2011, at 4:29 AM, Nobuyo Fukaya wrote: Dear Prof. MacWhinney, I am Nobuyo Fukaya and a member of IASCL. I would like to ask a trivial but important question. I?m wondering how to pronounce the name ?CHILDES?. An introductory book written in Japanese says that the pronunciation is childs (like a regular plural form), but I have heard some lecturers pronouncing it as ?---des?. Now I am working on the development of English wh-questions, and am making a presentation at the English Linguistic Society of Japan this month. I would be happy, if you let me know the fixed pronunciation. Sincerely yours, Nobuyo Fukaya nobuyo96 at green@ocn.ne.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. -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vvvstudents at gmail.com Mon Nov 7 17:00:20 2011 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Mon, 7 Nov 2011 09:00:20 -0800 Subject: Inquiry about CHILDES In-Reply-To: <3537B035-D37E-4BA7-90E8-27742D921D56@cmu.edu> Message-ID: chile-dez (chile as in honey chile, dez as in anglicized mirandez) Jus' sayin'. Virginia Valian -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From bpearson at research.umass.edu Mon Nov 7 17:05:58 2011 From: bpearson at research.umass.edu (Barbara Pearson) Date: Mon, 7 Nov 2011 12:05:58 -0500 Subject: Inquiry about CHILDES In-Reply-To: Message-ID: Yes! And I'm always tempted to say Info-Chiles (as in Honey Chiles) There, now I've said it. :) Barbara Pearson On Nov 7, 2011, at 12:00 PM, vvvstudents at gmail.com wrote: > chile-dez (chile as in honey chile, dez as in anglicized mirandez) > > Jus' sayin'. > > Virginia Valian > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nitya12345 at gmail.com Mon Nov 7 18:16:12 2011 From: nitya12345 at gmail.com (Nitya Sethuraman) Date: Mon, 7 Nov 2011 13:16:12 -0500 Subject: Early-learned verbs in Arabic Message-ID: Hello, I am starting a new project to compare verb learning in English and Arabic and in order to develop my stimuli properly, I need to know what verbs are learned early in these languages. I have a copy of the MacArthur-Bates CDI for English but have been unsuccessful at obtaining a copy of the Arabic CDI. Does anyone have a copy of the Arabic CDI and could share with me the verbs/action words section? Or could anyone point me to research looking at early verb learning in Arabic that could help me develop my own list of early-learned verbs in Arabic? Thanks so much for any suggestions, Nitya Sethuraman Assistant Professor Behavioral Sciences-Psychology University of Michigan-Dearborn -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 k.aljenaie at gmail.com Tue Nov 8 15:36:55 2011 From: k.aljenaie at gmail.com (Khawla Aljenaie) Date: Tue, 8 Nov 2011 18:36:55 +0300 Subject: Digest for info-childes@googlegroups.com - 3 Messages in 2 Topics In-Reply-To: <90e6ba6e8df6b19b3204b138a7b9@google.com> Message-ID: Dear Nitya To answer your questions regarding the early-learned verbs in Arabic, there are studies that investigated the acquisition of verb inflections which could be useful. Aljenaie, K. (2001). The emergence of tense and agreement in Kuwaiti children speaking Arabic. PhD thesis, University of Reading, UK. Aljenaie, K. (2010). Verbal inflection in the acquisition of Kuwaiti Arabic. *Journal of Child Language,* 37 (4), 841?863. Basaffar, F. (2008). A Psycholinguistic Study of the Acquisition of Verb Inflections in Hijazi Arabic as a First Language. PhD thesis King Abdulaziz University, Kingdom of Saudi Arabia. As for the Arabic CDI, to my knowledge Dr. Sabah Safi is working on this version. Best wishes, Khawla Khawla Aljenaie Assistant Professor Department of Communication Science and Languages College for Women Kuwait University P.O. Box 5969 Safat 13060 Kuwait Email: khawla.aljenaie at ku.edu.kw k.aljenaie at gmail.com On Tue, Nov 8, 2011 at 3:53 PM, wrote: > Today's Topic Summary > > Group: http://groups.google.com/group/info-childes/topics > > - Early-learned verbs in Arabic[1 Update] > - Inquiry about CHILDES[2 Updates] > > Early-learned verbs in Arabic > > Nitya Sethuraman Nov 07 01:16PM -0500 > > Hello, > > I am starting a new project to compare verb learning in English and > Arabic > and in order to develop my stimuli properly, I need to know what verbs > are > learned early in these languages. I have a copy of the MacArthur-Bates > CDI > for English but have been unsuccessful at obtaining a copy of the > Arabic > CDI. > > Does anyone have a copy of the Arabic CDI and could share with me the > verbs/action words section? Or could anyone point me to research > looking > at early verb learning in Arabic that could help me develop my own > list of > early-learned verbs in Arabic? > > Thanks so much for any suggestions, > > Nitya Sethuraman > > Assistant Professor > Behavioral Sciences-Psychology > University of Michigan-Dearborn > > > > Inquiry about CHILDES > > "vvvstudents at gmail.com" Nov 07 09:00AM -0800 > > chile-dez (chile as in honey chile, dez as in anglicized mirandez) > > Jus' sayin'. > > Virginia Valian > > > > > Barbara Pearson Nov 07 12:05PM -0500 > > Yes! > And I'm always tempted to say Info-Chiles > (as in Honey Chiles) > > There, now I've said it. :) > Barbara Pearson > > . > > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en > > . > > ************************************************ > Barbara Zurer Pearson, Ph.D. > Research Associate, Depts of Linguistics and Communication Disorders > c/o 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_indexold.htm > http://www.zurer.com/pearson > > > > You received this message because you are subscribed to the Google Group > info-childes. > You can post via email . > To unsubscribe from this group, sendan empty message. > For more options, visitthis group. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Best, Khawla -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Wed Nov 9 18:49:12 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Wed, 9 Nov 2011 11:49:12 -0700 Subject: Position in Linguistics at the University of Alberta Message-ID: Chair, Department of Linguistics University of Alberta, Edmonton, Canada Competition No. - A107315909 Closing Date - Will remain open until filled. The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for the position of Department Chair with tenure at the associate or full professor level. The Department consists of eleven full-time, continuing faculty members and currently is home to 40 graduate students at the Masters and PhD level. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research and its members conduct investigations in phonetics, the morphosyntax and semantics of Amerindian languages, child bilingual acquisition, child language impairment, corpus linguistics, psycholinguistics, phonology, cognitive linguistics, child and adult 2nd language acquisition, language documentation and revitalization, computational historical linguistics, and sociolinguistics. More information about the Department can be found at http://www.linguistics.ualberta.ca/. The Chair will be someone with a strong sense of collaborative leadership and a clear commitment to continuing to develop the Department?s standing within the University, within Canada, and internationally on the cutting edge of data-centered approaches to the study of human language and linguistic development. The Chair will support a culture of grantsmanship and will contribute to the development of graduate and undergraduate programmes in the Department and will foster the activities of the in-house research facilities?the Centre for Comparative Psycholinguistics, the Language Documentation Research Cluster, Alberta Phonetics Lab, and the Language Acquisition Lab; an active participation in one or more of these groups would be expected. Candidates with demonstrated administrative experience will be preferred, and must hold the PhD, together with a distinguished record in university teaching and research (including a strong track record of appropriate grant activity) in areas of interest to the Department. The successful candidate should have strong interpersonal communication skills and a commitment to excellence in teaching and research, as well as a scholarly track record suitable for appointment at a senior rank. The University of Alberta, one of Canada?s largest and most accomplished research universities, is situated in Edmonton, a metropolitan area of over one million with a vibrant artistic community and excellent standard of living. Established in 1908 as a board-governed public institution, the University of Alberta has earned the reputation of being one of the top five universities in Canada based on its strengths in teaching, research and service. The University of Alberta serves over 38,000 students in more than 200 undergraduate and 170 graduate programs (http://www.ualberta.ca/). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (http://www.arts.ualberta.ca/). Salary is negotiable and will be commensurate with experience. This competition will remain open until a suitable candidate is found. The selection committee will begin consideration of candidates December 31, 2011. To receive consideration, applications (including an up-to-date curriculum vitae and the names of at least three referees), nominations, or expressions of interest should be submitted in confidence to: Dean Lesley B. Cormack Faculty of Arts University of Alberta 6-33 Humanities Centre Edmonton, Alberta Canada T6G 2E5 How to Apply Email lesley.cormack at ualberta.ca All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Thu Nov 10 22:52:58 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Thu, 10 Nov 2011 15:52:58 -0700 Subject: position for professor in quantitative linguistics Message-ID: Professor in Quantitative Linguistics Department of Linguistics, University of Alberta Application deadline: 13 January 2012 The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for a tenured position in Quantitative Linguistics at the Full Professor level. The successful candidate will be exceptionally well qualified with an outstanding research record in the application of quantitative, statistically-based techniques to the study of language, particularly in the areas of morphosyntax, language processing, and corpus linguistics. Responsibilities will include maintaining an active research program, teaching/supervision in both our undergraduate and graduate linguistics programs, and administrative service. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. The Department consists of eleven full-time, continuing faculty members pursuing research projects in experimental phonetics, phonology, morphosyntax and semantics of Amerindian languages, cognitive linguistics, corpus linguistics, language documentation and revitalization, bilingual 1st and 2nd language acquisition and language impairment, psycholinguistics, computational/historical linguistics, and sociolinguistics. We usually have approximately 40 students in our graduate program at any given time, of which roughly one quarter are pursuing the MSc while the majority are working towards the PhD. More information about the Department can be found at www.linguistics.ualberta.ca. Established in 1908 as a board-governed, public institution, the University of Alberta has earned the reputation of being one of the best universities in Canada based on our strengths in teaching, research, and services. The University of Alberta serves over 38,000 students in more than 200 undergraduate programs and 170 graduate programs (www.ualberta.ca). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.foa.ualberta.ca). The University?s main campus is located in Edmonton, the vibrant, cosmopolitan capital of the province of Alberta. The Edmonton metropolitan area is the sixth largest in the country with a population of approximately one million. Edmonton is located only a few hours drive from Banff and Jasper National Parks, which offer skiing in winter and excellent hiking and sightseeing in summer. How to Apply Applicants should send curriculum vitae, a letter describing their areas of research interest, samples of publications, and, if available, a teaching dossier and evaluations of teaching performance to: Dr Sally Rice, Interim Chair Department of Linguistics University of Alberta Edmonton, AB, CANADA T6G 2E7 Tel: (780) 492-5500 Fax: (780) 492-0806 Email: sally.rice at ualberta.ca Applicants must also arrange for three letters of reference to be sent in confidence to the Chair. The closing deadline is 13 January 2012. The effective date of employment will be 1 July 2012. Salary is negotiable and will be commensurate with qualifications and experience. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. If suitable Canadian citizens or permanent residents cannot be found, other individuals will be considered. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pm at sfsu.edu Fri Nov 11 23:27:53 2011 From: pm at sfsu.edu (Philip Prinz) Date: Fri, 11 Nov 2011 15:27:53 -0800 Subject: Research on Second Language Acquisition, Bilingualism and /or Language Disability in Cuba Message-ID: Dear Colleagues, I am interested in contacting researchers conducting research on second language acquisition, bilingualism and/or language disability in Cuba. If you have names and e-mail addresses can you please send these to: Dr. Philip Prinz San Francisco State University email: pm at sfsu.edu Thank you! -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From roeper at linguist.umass.edu Wed Nov 16 15:48:54 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 16 Nov 2011 10:48:54 -0500 Subject: Handbook for Acquisition Message-ID: ---------- Forwarded message ---------- From: Tom Roeper Date: Sat, Nov 12, 2011 at 10:19 AM Subject: book ad To: Jill Devilliers Dear Childes info, We are very proud to announce the publication of our new: Handbook for Generative Approaches to Language Acquisition. It contains a set of essays by authors deeply involved in each area and summarizes, we hope, much of the accomplishments of the last 40 years in the field. We hope, as well, it provides stimulus and ideas for many new projects. Here is the Table of Contents: Version:1.0 StartHTML:0000000105 EndHTML:0000008494 StartFragment:0000002774 EndFragment:0000008458 * Contents: * *Introduction *..................................................................................................... 1 Jill de Villiers and Tom Roeper * * *Missing Subjects in Early Child Language *.................................................. 13 Nina Hyams * * *Grammatical Computation in the Optional Infi nitive Stage *...................... 53 Ken Wexler * * *Computational Models of Language Acquisition*......................................... 119 Charles Yang * * *The Acquisition of the Passive *....................................................................... 155 Kamil Ud Deen * * *The Acquisition Path for Wh-Questions *....................................................... 189 Tom Roeper and Jill de Villiers * * *Binding and Coreference: Views from Child Language *.............................. 247 Cornelia Hamann * * *Universal Grammar and the Acquisition of Japanese Syntax *.................... 291 Koji Sugisaki and Yukio Otsu * * *Studying Language Acquisition through the Prism of Isomorphism*......... 319 Julien Musolino * * *Acquiring Knowledge of Universal Quantifi cation *...................................... 351 William Philip The volume is in the Studies in Theoretical Psycholinguistics from Springer. It is available in hardback and paperback---with a restriction we want to explain to you. Springer has developed a new system for paperback and electronic versions of their publications which allows anyone associated with a library that carries the series to obtain the book electronically or to obtain a MyCopy version for $25. One must go to the library database and seek Sprinkerlink, from which one can obtain a electronic copy, or one goes to Springerlink directly online where, with your library ID you can order a copy. We hope the volume will be useful not only for research but for teaching at the graduate and advanced undergraduate level. We would be happy to hear comments. Jill deVliiiers and Tom Roeper -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From leher.singh at gmail.com Fri Nov 18 15:36:13 2011 From: leher.singh at gmail.com (Leher Singh) Date: Fri, 18 Nov 2011 23:36:13 +0800 Subject: Effect sizes in monolingual and bilingual infants on speech perception/word learning tasks Message-ID: Dear all, I am interested in finding out if effect sizes are generally weaker for bilingual infants as compared with monolingual infants on experimental tasks involving speech perception and word learning. I am wondering if anyone has compared effect sizes associated with monolinguals and bilinguals infants on the same task (preferably tasks that don't favor one group over the other) and if group differences are observed. Any information on this topic would be greatly appreciated! Sincerely, Leher Singh -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 yrose at mun.ca Fri Nov 18 16:14:43 2011 From: yrose at mun.ca (Yvan Rose) Date: Fri, 18 Nov 2011 12:44:43 -0330 Subject: Effect sizes in monolingual and bilingual infants on speech perception/word learning tasks In-Reply-To: Message-ID: Dear Leher, While your question transcends my area of expertise, I would like to suggest that you look at recent work by Christopher Fennell (and colleagues) on the topic. Chris presented evidence at the latest BUCLD conference which suggests that bilingual toddlers are not at a disadvantage in online tasks as long as the experimental setting offers them some indication of what language is relevant to a given form (e.g. a language-appropriate carrier sentence). I hope you find this useful. Best regards, Yvan On 2011-11-18, at 12:06, Leher Singh wrote: > Dear all, > > I am interested in finding out if effect sizes are generally weaker for bilingual infants as compared with monolingual infants on experimental tasks involving speech perception and word learning. I am wondering if anyone has compared effect sizes associated with monolinguals and bilinguals infants on the same task (preferably tasks that don't favor one group over the other) and if group differences are observed. Any information on this topic would be greatly appreciated! > > Sincerely, > Leher Singh > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2011.php -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lofa4 at hotmail.com Sun Nov 20 15:19:38 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 16:19:38 +0100 Subject: semantic pragmatic language impairment In-Reply-To: <92d76f3a-de8e-4ac6-871d-97507def9319@p11g2000yqe.googlegroups.com> Message-ID: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, V?ronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sun Nov 20 16:05:53 2011 From: barriere.isa at gmail.com (isa barriere) Date: Sun, 20 Nov 2011 11:05:53 -0500 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: > Hello everyone, > > Would you please happen to know about recent work (published articles) > concerning that type of SLI in young children (4 year-old) who seem to be > outside the autism spectrum (I feel like i'm walking on eggs here) ? > > Kind regards, > > V?ronique lofa Devianne > Paris > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > 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 Sun Nov 20 16:13:46 2011 From: dalep at unm.edu (Philip Dale) Date: Sun, 20 Nov 2011 09:13:46 -0700 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Dorothy Bishop has several very interesting papers on this population (and classification question). She has used the term PLI for ?pragmatic language impairment?. Philip Dale _____ From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Sunday, November 20, 2011 9:06 AM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, V?ronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 lofa4 at hotmail.com Sun Nov 20 20:21:58 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 21:21:58 +0100 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Thank you very much. I will keep looking for her work on the subject. I already read a 1989 piece by her (chapter 2 in a book). Kind regards, V?ronique Devianne From: Philip Dale Sent: Sunday, November 20, 2011 5:13 PM To: info-childes at googlegroups.com Subject: RE: semantic pragmatic language impairment Dorothy Bishop has several very interesting papers on this population (and classification question). She has used the term PLI for ?pragmatic language impairment?. Philip Dale -------------------------------------------------------------------------------- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of isa barriere Sent: Sunday, November 20, 2011 9:06 AM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, V?ronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to mailto:info-childes%2Bunsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lofa4 at hotmail.com Sun Nov 20 20:22:34 2011 From: lofa4 at hotmail.com (lofa) Date: Sun, 20 Nov 2011 21:22:34 +0100 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Thank you very much or should I write Merci beaucoup Kind regards, V?ronique Devianne From: isa barriere Sent: Sunday, November 20, 2011 5:05 PM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, V?ronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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: wlEmoticon-winkingsmile[1].png Type: image/png Size: 1130 bytes Desc: not available URL: From K.Abbot-Smith at kent.ac.uk Mon Nov 21 11:10:43 2011 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Mon, 21 Nov 2011 11:10:43 +0000 Subject: semantic pragmatic language impairment In-Reply-To: Message-ID: Hi Veronique, If you do find any published studies on semantic-pragmatic disorder, pragmatic language impairment or social communication disorder in preschool children, I would be absolutely delighted if you could share this. I'm pretty sure (thanks to much discussion and guidance from Shula Chiat) that this type of label is the best 'fit' for the type of language impairment which my younger son has. He has just turned four and has been diagnosed in the UK as having severe receptive SLI (and he doesn't meet the criteria even for mild ASD according to the particular assessments that were used). I have found quite a bit of published research on primary-school-age children with pragmatic language impairment. In addition to the names mentioned by other members of infochildes, there is a great deal of research by Cathy Adams at the University of Manchester (some of which is in collaboration with Dorothy Bishop) and Nicola Botting at City uni (some of which is in collaboration with Gina Conti-Ramsden). But a key difficulty is clearly the changes in language profile with development (see Conti-Ramsden & Botting's (1999) longitudinal follow-up of the Conti-Ramsden, Botting & Crutchley (1997) analysis of sub-groups of SLI). Another interesting study in this regard is one by Law, Tomblin & Zhang (2008 in JSLHR). The only mention of preschool language profiles for kids with pragmatic langauge impairment which I found so far are: a) in the description of the clinical histories of two case-study children in a Adams, C. (2001). Clinical diagnostic and intervention studies of children with semantic?pragmatic language disorder. int. j. lang. comm. dis., 2001, vol. 36, no. 3, 289?305 b) in a book used by some speech therapists in the UK called 'Semantic-pragmatic disorder' (Charlotte Firth and Katherine Venkatesh) which is basically a set of developmental checklist (starting in infancy!) as well as a set of intervention ideas for this group of children. I found some of the therapy ideas very useful indeed but was never able to establish what the empirical basis for the developmental checklists was. All the best, Kirsten P.S. I'm sure you've come across Rapin and Allen's (1987) work on this topic? ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of lofa [lofa4 at hotmail.com] Sent: 20 November 2011 20:22 To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Thank you very much or should I write Merci beaucoup [cid:BCDD7F1A4C9F45009A53EDC3A2DBC84D at vsdPC] Kind regards, V?ronique Devianne From: isa barriere Sent: Sunday, November 20, 2011 5:05 PM To: info-childes at googlegroups.com Subject: Re: semantic pragmatic language impairment Hi, I think Gina Conti-Ramsden and Eva Leinonen are two of the auhors who come to my mind. Hope this helps, Yours, Isabelle Barriere, PhD On Sun, Nov 20, 2011 at 10:19 AM, lofa > wrote: Hello everyone, Would you please happen to know about recent work (published articles) concerning that type of SLI in young children (4 year-old) who seem to be outside the autism spectrum (I feel like i'm walking on eggs here) ? Kind regards, V?ronique lofa Devianne Paris -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From britta.lintfert at ims.uni-stuttgart.de Mon Nov 21 11:36:51 2011 From: britta.lintfert at ims.uni-stuttgart.de (Britta Lintfert) Date: Mon, 21 Nov 2011 12:36:51 +0100 Subject: Definition of pause Message-ID: Dear All, for calculating articulation rate excluding pauses for CDS, ADS as well as children speech, the question arose how long a silence needs to be in order to be regarded as pause. Has anybody some suggestions? Thanks a lot! -- Dr. Britta Lintfert Institut f?r Maschinelle Sprachverarbeitung Universit?t Stuttgart +49 711 - 685 81372 http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From marilyn.vihman at york.ac.uk Mon Nov 21 15:45:54 2011 From: marilyn.vihman at york.ac.uk (Marilyn Vihman) Date: Mon, 21 Nov 2011 15:45:54 +0000 Subject: Definition of pause In-Reply-To: <4ECA37D3.3070600@ims.uni-stuttgart.de> Message-ID: Dear Britta, I can tell you that Fernald et al. 1989 used 300ms pauses to identify isolated words; we used the same criterion to find isolated words in adult input to one-year-olds (Vihman et al., 2006 - Lab Phonology). -marilyn vihman On 21 Nov 2011, at 11:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as > well > as children speech, the question arose how long a silence needs to > be in > order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut f?r Maschinelle Sprachverarbeitung > Universit?t Stuttgart > +49 711 - 685 81372 > http://www.ims.uni-stuttgart.de/~lintfeba > > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . > Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. 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URL: From aliyah.morgenstern at gmail.com Mon Nov 21 22:54:47 2011 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Mon, 21 Nov 2011 23:54:47 +0100 Subject: CONF: Call for papers JET AFLICO 2012 Message-ID: 1st CALL for PAPERS The AFLiCo (http://www.aflico.fr/ Association Fran?ais de Linguistique Cognitive) in collaboration with PRISMES (Sorbonne Nouvelle University) and the CoLaJE project (communication langagi?re chez le jeune enfant http://colaje.risc.cnrs.fr/) is organizing a workshop on MULTIMODALITY AND CORPUS March 23rd and 24th 2012 The aim of the workshop is to bring together scientists from different fields (Corpus Linguistics, Discourse Analysis, Conversation analysis, Gesture Studies, language acquisition,...) who use multimodal or "multi linguistic level" analyses (syntax, phonology, prosody, pragmatics, semantics....) and confront various approaches, in order to initiate stimulating discussions. Keynote speaker: Alan Cienki (Vrije Universiteit Amsterdam) http://www.let.vu.nl/staf/a.cienki Organizing committee Guillaume Desagulier, Aliyah Morgenstern, Bertrand Richet Scientific committee Line Argoud, Dominique Boutet, Marion Blondel, Dylan Glynn, Jean-R?mi Lapaire, Maarten Lemmens, Diana Lewis, Christophe Parisse, Paul Sambre, St?phane Robert, Caroline Rossi. Location: Great amphitheater, Institut du Monde Anglophone, Sorbonne Nouvelle - Paris 3 5 rue de l'Ecole de M?decine, 75006 Paris. Languages: French, English Registration fee including coffee breaks, cocktail, one year of membership to AFLICO: 20 euros. Students: 10 euros. Abstracts of 400 words (without references). Each abstract must include a statement of the research question or hypothesis, an explanation of the method of analysis, a description of the data examined, a summary of the (expected) results, a list of the principal references. All abstracts focussing on Multimodality and Corpus are welcome but we will be particularly interested in presentations on spontaneous data that lead to methodological and theoretical questions about multimodal and "multi linguistic level" analyses. Submission deadline: January 5th 2012 Acceptance: January 31st 2012 Please send a message with the title of your presentation, your name(s) , affiliation(s) and your ANONYMOUS abstract both as a word or open office document AND a pdf document to Aliyah.Morgenstern at univ-paris3.fr Aliyah Morgenstern Professor of linguistics Sorbonne Nouvelle - Paris 3 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 r.zwitserlood at gmail.com Tue Nov 22 14:26:09 2011 From: r.zwitserlood at gmail.com (RobbyZ) Date: Tue, 22 Nov 2011 06:26:09 -0800 Subject: Definition of pause In-Reply-To: <4ECA37D3.3070600@ims.uni-stuttgart.de> Message-ID: Dear Britta, A lot of people take 250ms as a cut-off point. Pauses shorter than that could reflect breathing patterns and articulatory movements. They all base this choice on work by Goldman-Eisler: Goldman-Eisler, F., 1968. Psycholinguistics: experiments in spontaneous speech. London: New York, Academic Press. Goldman-Eisler, F., 1968. Pauses, clauses, sentences. Language and Speech, 15, 1030-113 Best, Rob Zwitserlood On 21 nov, 12:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as well > as children speech, the question arose how long a silence needs to be in > order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut f r Maschinelle Sprachverarbeitung > Universit t Stuttgart > +49 711 - 685 81372http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Florence.Chenu at univ-lyon2.fr Tue Nov 22 15:49:33 2011 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 22 Nov 2011 16:49:33 +0100 Subject: Definition of pause In-Reply-To: <3a41a158-1d13-40a6-81ba-536083165494@w15g2000yqc.googlegroups.com> Message-ID: Dear Britta, I have the same comment as Rob Switserlood and I would add B. Zellner-Keller's work : Zellner, B. (1994). Pauses and the Temporal Structure of Speech. In E. Keller (Ed.), Fundamentals of speech synthesis and speech recognition (pp. 41-62). Chichester: John Wiley. Florence. -----Message d'origine----- De?: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] De la part de RobbyZ Envoy??: mardi 22 novembre 2011 15:26 ??: Info-CHILDES Objet?: Re: Definition of pause Dear Britta, A lot of people take 250ms as a cut-off point. Pauses shorter than that could reflect breathing patterns and articulatory movements. They all base this choice on work by Goldman-Eisler: Goldman-Eisler, F., 1968. Psycholinguistics: experiments in spontaneous speech. London: New York, Academic Press. Goldman-Eisler, F., 1968. Pauses, clauses, sentences. Language and Speech, 15, 1030-113 Best, Rob Zwitserlood On 21 nov, 12:36, Britta Lintfert wrote: > Dear All, > > for calculating articulation rate excluding pauses for CDS, ADS as > well as children speech, the question arose how long a silence needs > to be in order to be regarded as pause. Has anybody some suggestions? > > Thanks a lot! > > -- > Dr. Britta Lintfert > Institut f r Maschinelle Sprachverarbeitung Universit t Stuttgart > +49 711 - 685 81372http://www.ims.uni-stuttgart.de/~lintfeba -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From hkasuya at gmail.com Tue Nov 22 16:54:33 2011 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Wed, 23 Nov 2011 01:54:33 +0900 Subject: JSLS2012 Call for Papers Message-ID: The Japanese Society for Language Sciences (JSLS) invites proposals for our Fourteenth Annual International Conference (JSLS2012). JSLS2012 will be held at Nagoya University, Japan. Nagoya University is conveniently located with an on-campus subway station, Nagoya University (Nagoya Daigaku) station on the Meijo Line (about 25 minutes from JR Nagoya Station). We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Conference Dates: June 30th (Sat.) and July 1st (Sun.), 2012 Note: We will have pre-conference talks in the afternoon on June 29th (Fri.). Venue: Nagoya University (Higashiyama Campus): http://www.nagoya-u.ac.jp/en/global-info/access-map/higashiyama/ Our plenary speakers will be Prof. Colin Phillips (University of Maryland, USA) Prof. Niels Schiller (Leiden University, the Netherlands) Prof. Mutsumi Imai (Keio University, Japan) The deadline for abstract submissions is February 10th (Fri.), 2012 (Japan Standard Time) For more detailed information on the submission process, please visit the conference webpage, JSLS2012 http://www.jslsweb.sakura.ne.jp/jsls2012/ JSLS2012 Conference Committee Chair Katsuo Tamaoka (Nagoya University, Japan) For inquiries, please contact us at jsls2012 at googlegroups.com JSLS: http://www.jsls.jpn.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 t.marinis at reading.ac.uk Sat Nov 26 18:37:08 2011 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Sat, 26 Nov 2011 18:37:08 +0000 Subject: Job opening: Lecturer (Assistant Professor), Department of Clinical Language Sciences, University of Reading Message-ID: An HTML attachment was scrubbed... URL: From Evan.J.Kidd at manchester.ac.uk Mon Nov 28 13:25:22 2011 From: Evan.J.Kidd at manchester.ac.uk (Evan Kidd) Date: Mon, 28 Nov 2011 13:25:22 +0000 Subject: Book announcement: New TiLAR volume Message-ID: Dear List members, The latest volume of the Trends in Language Acquisition Research (TiLAR) book series has just been published. Edited by myself, the book's title is The Acquisition of Relative Clauses: Processing, Typology and Function. More information can be found on the John Benjamins website (http://www.benjamins.com/#catalog/books/tilar.8). Best wishes, Evan _________________________ Dr Evan Kidd Senior Lecturer in Psychology School of Psychological Sciences The University of Manchester Oxford Road M13 9PL Manchester UK Ph: +44 161 275 2688 web: http://www.psych-sci.manchester.ac.uk/staff/108727 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 theres.gruter at mail.mcgill.ca Mon Nov 28 23:30:13 2011 From: theres.gruter at mail.mcgill.ca (Theres) Date: Mon, 28 Nov 2011 15:30:13 -0800 Subject: 2 positions in Second Language Acquisition, University of Hawai'i Message-ID: Assistant Professor, with specialization in second language acquisition, two positions (position numbers 82418 and 82462), University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai'i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges and places high value on extramural funding. Duties and responsibilities: The Department seeks to hire two faculty members at the assistant professor level in the area of second language acquisition to teach courses at the undergraduate and graduate levels in the area of SLA, with opportunities to teach in other areas of the Department's curriculum as appropriate. Of particular interest are candidates whose research focuses on one or more of the following areas: acquisition of SL phonology bilingualism in social and cognitive contexts cognitive, sociocultural, neurological and ecological perspectives in SL learning heritage language learners identity and SLA individual differences in SLA instructed SLA multilingual literacy development technology and SLA young learners. Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication. Annual 9-month salary range: Commensurate with qualifications and experience To apply: Send cover letter describing research and teaching interests and experience, a CV, a research statement, a teaching statement (including a list of courses taught), sample publications, and a summary of teaching evaluations. In addition, letters of reference should be submitted directly by three recommenders. All application materials should be sent as email attachments to: slschair at hawaii.edu. Please do not specify position number; application for one implies application for both. E-mail inquiries: Dr. James D. Brown brownj at hawaii.edu Dr. Graham Crookes crookes at hawaii.edu Closing date: December 31, 2011 Conditional on availability of position and of funding. The University of Hawaii is an equal opportunities and affirmative action employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 theres.gruter at mail.mcgill.ca Mon Nov 28 23:32:26 2011 From: theres.gruter at mail.mcgill.ca (Theres) Date: Mon, 28 Nov 2011 15:32:26 -0800 Subject: Position in Second Language Education, University of Hawai'i Message-ID: Assistant Professor, with specialization in second language education (position number 85017) University of Hawai'i at Manoa College of Languages, Linguistics and Literature, full-time, tenure track. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai'i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges and places high value on extramural funding. Duties and responsibilities: The Department seeks an to hire an assistant professor level in the area of second language education to teach courses at the undergraduate and graduate levels in the area of SL education, with opportunities to teach in other areas of the Department's curriculum as appropriate. Of particular interest are candidates whose research focuses on one or more of the following areas: k-16 second language education language-in-education policies and planning multilingual/plurilingual/heritage language and literacies development second language curriculum (e.g., TBLT, inquiry- based approaches, evaluation, critical pedagogy) second language reading, writing, listening and speaking sociocognitive, sociocultural, and ecological perspectives teaching practicum technology and second language education. Minimum qualifications: Doctorate in second language studies, applied linguistics, or closely related field by August 2012. Demonstrated ability to carry out research in the applicant's major areas of specialization, as evidenced by publication; experience in second/foreign language teaching. Annual 9-month salary range: Commensurate with qualifications and experience To apply: Send cover letter describing research and teaching interests and experience, a CV, a research statement, a teaching statement (including a list of courses taught), sample publications, and a summary of teaching evaluations. In addition, letters of reference should be submitted directly by three recommenders. All application materials should be sent as email attachments to: slschair at hawaii.edu. E-mail inquiries: Dr. James D. Brown brownj at hawaii.edu Dr. Graham Crookes crookes at hawaii.edu Closing date: December 31, 2011 Conditional on availability of position and of funding. The University of Hawaii is an equal opportunities and affirmative action employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From k.j.alcock at lancaster.ac.uk Tue Nov 29 11:44:22 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Tue, 29 Nov 2011 11:44:22 +0000 Subject: Position in Language Acquisition at Lancaster Message-ID: LAEL at Lancater is advertising a Senior Lecturer position in the area of Language Acquisition, as one of a group of four new posts: https://hr-jobs.lancs.ac.uk/vacancies.aspx?cat=248&type=6 and specifically https://hr-jobs.lancs.ac.uk/Vacancy.aspx?ref=A310S The short description is that we are looking for someone with ?a strong research track-record in First Language Acquisition, and general knowledge/expertise in Psycholinguistics, preferably from a usage-based perspective?. The long version is available at the link above. The deadline for applications is 15th December 2011. (Please note this is my university but not my department so enquiries should be directed to the email in the ad) Katie Alcock Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 4YF Tel 01524 593833 Fax 01524 593744 Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.