From jordan.j.foster at gmail.com Sat Oct 1 14:45:17 2011 From: jordan.j.foster at gmail.com (alamontreal2012) Date: Sat, 1 Oct 2011 07:45:17 -0700 Subject: Call For Papers- Conference of the Association for Language Awareness Message-ID: Hello, Please find information below regarding the Call for Papers for 11th international Conference of the Association for Language Awareness to be held July 2012 at Concordia University in Montreal. We hope you are able to distribute this Call for Papers to staff or members of your organization. If you would like further information on the ALA 2012 conference please visit our website at http://doe.concordia.ca/ala2012/ or email us at ALA2012 at education.concordia.ca. Thank you, Jordan Foster Assistant Conference Coordinator 2012 ALA Conference, Concordia University ALA 2012 - Call for Papers Submission deadline: January 9, 2012 Annonce en français à la suite. >From July 8-11, 2012, the Department of Education at Concordia University in Montreal will host the 11th international Conference of the Association for Language Awareness. This year’s theme is Language Awareness for our Multicultural World. Conference website: http://doe.concordia.ca/ala2012/ Conference email: ALA2012 at education.concordia.ca Keynote Speakers: Patsy Lightbown, Distinguished Professor Emeritus, Concordia University Patricia Lamarre, Université de Montréal Roy Lyster, McGill University Carmen Muñoz, Universitat de Barcelona Proposals are welcome in any of the following topic strands • Language Awareness in Language Learning and Language Teaching • Language Awareness in the Workplace and Other Settings • Language Awareness and the Use of Media/Technology • Language Awareness and Literacy • Intercultural Awareness in Language Learning and Language Teaching • Intercultural Awareness in the Workplace and Other Settings • Intercultural Awareness and the Use of Media/Technology • Critical Language Awareness We welcome proposals in English or French for • paper presentations (30 minutes) • colloquia (90 minutes) • workshops (60 minutes) • posters PAPERS: Papers are presented by one or more authors within a twenty- minute period, with an additional ten minutes for discussion. COLLOQUIA: Colloquia are presented in 90-minute blocks. Colloquium organizers should allocate time for opening and closing remarks, presentations, discussants (if included), and extensive audience response. WORKSHOPS: Workshops are presented in 60-minute blocks. Workshop leaders share a practice which relates to the conference theme. They should ensure extensive audience participation. POSTERS: Posters are for one-on-one discussion of research. Posters are especially effective if data and results can be presented visually (e.g. charts, graphs, tables). A block of time will be designated when presenters are available to discuss their posters. Submission guidelines Proposals should be submitted via the conference website: http://doe.concordia.ca/ala2012/index.html Presenter details: If more than one presenter is involved, the lead presenter should be listed as the first author. Contact details of all presenters should be provided: name, affiliation, valid email address. Format of proposals All proposals must adhere to the word limit and must contain no references to the presenter(s). • Title (12 words maximum) • Abstract (250 - 300 words) outlining: o The main aim and the question being addressed. o The reason for/usefulness of this aim/question, and its relation to the conference theme. o How the paper/colloquium/workshop/poster seeks to achieve the aim/ address the question (e.g. what kind of research approach, what kind of data and from where, what kind of analysis, what kind of theoretical approach). o Main finding/s or conclusion/s, and its/their significance. o Only for workshops: The rationale for the practice(s), and the relationship to the conference theme. How the practice(s) will be shared with workshop participants. o Language of the abstract (i.e. English or French) indicates the language used for the presentation o Note that only .doc (Microsoft Word) file format is accepted for uploading Evaluation of Proposals Proposals for papers and posters are evaluated by a team of reviewers for: • Appropriateness and significance of the topic • Clearly stated questions, context, data sources, data collection procedures, and analytic/theoretical approaches • Manner of presentation (indicating a clear and well-organized presentation) Proposals for colloquia are evaluated by a team of reviewers for: • Appropriateness and significance of the topic • Presentation of original research studies OR differing or dissenting perspectives on an important issue • Coherence and complementarity of the papers • Manner of presentation (indicating careful planning for the implementation of the colloquium, especially ample time for audience discussion of the presentations) Proposals for workshops are evaluated by a team of reviewers for: • Appropriateness and significance of the topic • Clearly stated practice and rationale • Credible and detailed approach to sharing practice • Manner of presentation (indicating careful planning for the implementation of the workshop, especially ample time for audience participation) Key dates • Abstract submission deadline: January 9, 2012 • Notification of reviewers’ decision: February 20, 2012 • Presenters’ registration deadline: March 26, 2012 • Conference: July 8-11, 2012 Publication A selection of the papers presented at the conference will be published in a special issue of the Language Awareness journal. Further information will be available in due course. ALA 2012 – Appel de communications Date limite de proposition : 9 janvier 2012 Du 8 au 11 juillet 2012, le Département des sciences de l’éducation de l’Université Concordia accueillera à Montréal le 11e Colloque international de l’Association for Language Awareness. Cette année, les participants aborderont le thème suivant : la conscience linguistique dans notre monde multiculturel. Site du colloque: http://doe.concordia.ca/ala2012/ Adresse électronique: ALA2012 at education.concordia.ca Conférenciers d’honneur: Mme Patsy Lightbown, professeure émérite distinguée, Université Concordia Mme Patricia Lamarre, Université de Montréal M. Roy Lyster, Université McGill Mme Carmen Muñoz, Université de Barcelone Nous étudierons toute proposition de communication en lien avec l’un ou l’autre de ces sujets. • La conscience linguistique dans l’apprentissage et l’enseignement des langues • La conscience linguistique en milieu de travail et dans d’autres contextes • La conscience linguistique et l’utilisation des médias et de la technologie • La conscience linguistique et la littératie • La conscience interculturelle dans l’apprentissage et l’enseignement des langues • La conscience interculturelle en milieu de travail et dans d’autres contextes • La conscience interculturelle et l’utilisation des médias et de la technologie • La conscience linguistique critique Les communications, en français ou en anglais, pourront prendre diverses formes. • Exposé (30 minutes) • Conférence (90 minutes) • Atelier (60 minutes) • Présentation par affiches EXPOSÉ : Il donne la parole à un ou plusieurs auteurs. Sa durée est de 20 minutes, auxquelles s’ajoutent 10 minutes réservées à la discussion. CONFÉRENCE : Dans un bloc de 90 minutes, le ou les organisateurs doivent prévoir du temps pour le mot d’ouverture, les présentations, la table ronde (le cas échéant), le mot de la fin et la participation active des auditeurs. ATELIER : Dans un bloc de 60 minutes, le ou les animateurs partagent une expérience pratique en lien avec le thème du colloque. Ils s’assurent par ailleurs de la participation active des auditeurs. PRÉSENTATION PAR AFFICHES : Favorisant les face à face portant sur la recherche, elle est d’autant plus efficace si des données et des résultats sont représentés à l’aide de tableaux, de graphiques, de diagrammes, etc. Quand un présentateur est disponible pour expliquer son travail, un bloc de temps lui est assigné. Directives relatives à la proposition des communications Toute proposition doit être soumise par l’intermédiaire du site Web du colloque : http://doe.concordia.ca/ala2012/index.html. Coordonnées : Si une activité réunit plus d’un animateur, le présentateur en chef est désigné à titre d’auteur principal. En outre, les coordonnées – nom, affiliation et adresse électronique – de chaque présentateur doivent être fournies. Forme des propositions Les propositions doivent respecter les exigences quant au nombre limite de mots. De plus, elles ne doivent d’aucune façon faire mention du ou des présentateurs. • Titre (12 mots au maximum) • Résumé (de 250 à 300 mots) précisant : o l’objectif principal de la communication (exposé, conférence, atelier ou présentation par affiches) et la question qui y sera abordée; o la raison d’être ou le bien-fondé de cet objectif et de cette question, et leur lien avec le thème du colloque; o la façon dont la communication atteindra l’objectif fixé ou traitera la question soulevée (par exemple : méthode de recherche, type et origine des données, modèle d’analyse, nature de l’approche théorique); o les principales découvertes ou conclusions et leur importance; o dans le cas des ateliers : l’exposé raisonné de la ou des expériences pratiques et leur lien avec le thème du colloque ainsi que la formule de partage de cette ou ces expériences avec les participants. o Remarque : La langue utilisée dans le résumé (soit le français ou l’anglais) sera aussi celle de la présentation. o Remarque : Seuls les fichiers Microsoft Word (extension « .doc ») seront acceptés en téléchargement. Évaluation des propositions Les présentations par affiches et les exposés proposés seront évalués par une équipe d’examinateurs sur des points précis. • Pertinence et importance du sujet traité • Précision de l’énoncé des questions, du contexte, des sources d’information, des modalités de collecte des données et des approches analytique et théorique • Mode de présentation (y compris sa clarté et sa structuration) Les conférences proposées seront évaluées par une équipe d’examinateurs sur des points précis. • Pertinence et importance du sujet traité • Aspect inédit des études de recherche OU divergence ou dissidence de vues sur une question d’intérêt • Cohérence et complémentarité des exposés • Mode de présentation (y compris la planification minutieuse de la mise en place de la conférence et notamment la prévision d’un laps de temps amplement suffisant pour permettre aux auditeurs de débattre des présentations) Les ateliers proposés seront évalués par une équipe d’examinateurs sur des points précis. • Pertinence et importance du sujet traité • Clarté de l’exposé raisonné et de l’expérience pratique • Crédibilité et précision de la formule de partage des expériences pratiques • Mode de présentation (y compris la planification minutieuse de la mise en place de l’atelier et notamment la prévision d’un laps de temps amplement suffisant réservé à la participation de l’auditoire) Dates importantes • Date limite de présentation des résumés : 9 janvier 2012 • Annonce des décisions des examinateurs : 20 février 2012 • Date limite d’inscription des présentateurs : 26 mars 2012 • Colloque : du 8 au 11 juillet 2012 Publication Une sélection des exposés présentés dans le cadre du colloque paraîtra dans un numéro de la revue Language Awareness. Un complément d’information sera fourni en temps opportun. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Mon Oct 3 08:47:09 2011 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Mon, 3 Oct 2011 09:47:09 +0100 Subject: rehabilitation of children with CI in Serbia Message-ID: Dear All, I have had an enquiry about rehabilitation of young children with a cochlear implant in Serbia. Does anyone know how deaf children who received a cochlear implant are rehabilitated in Serbia? What is the situation regarding speech therapy? Best wishes, Gisela -- 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 editor.iascl.clbulletin at gmail.com Tue Oct 4 10:37:22 2011 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 4 Oct 2011 03:37:22 -0700 Subject: BUCLD 36 Pre-Registration Now Open Message-ID: ***Message on behalf of BUCLD 36 organizers*** We are pleased to announce that pre-registration for BUCLD 36 is now available at: http://www.bu.edu/bucld/conference-info/registration/ The 36th Annual Boston University Conference on Language Development will be held at Boston University, on November 4 to November 6. Our invited speakers are: Keynote Speaker: Sandra Waxman, Northwestern University “What’s in a word? Links between linguistic and conceptual organization in infants and young children” Plenary Speaker: Cornelia Hamann, University of Oldenburg “Bilingual development and language assessment” Lunch Symposium: “Morphology in second language acquisition and processing” Harald Clahsen, University of Essex/University of Potsdam Holger Hopp, University of Mannheim Donna Lardiere, Georgetown University Silvina Montrul, University of Illinois at Urbana-Champaign The full conference schedule is available at: http://www.bu.edu/bucld/conference-info/schedule/ The Society for Language Development will hold their Annual Symposium on November 3. Please check their webpage for the most current information at: http://www.bcs.rochester.edu/sld/symposium.html REMINDER TO STUDENT PRESENTERS: The Paula Menyuk Student Travel Award 2011 will be given to about 20 student presenters (Bachelor, Master’s or PhD). The award entails the reimbursement of travel costs of up to $300. For detailed requirements and more information please see our website and fill out our application (http://www.bu.edu/bucld/travel-hotel/travel-award/). The deadline for receiving applications is October 7, 2011. More information about BUCLD, including information about accommodations in the area, is available at our website: http://www.bu.edu/bucld We look forward to seeing you at BUCLD 36! Sincerely, Alia Biller, Esther Chung, and Amelia Kimball, BUCLD 36 Co-organizers -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 annalisaburke at gmail.com Tue Oct 4 17:57:43 2011 From: annalisaburke at gmail.com (Annalisa Burke) Date: Tue, 4 Oct 2011 12:57:43 -0500 Subject: Vocabulary Reference Book/List Message-ID: Hello all, I am looking for a standard reference book or list that outlines the vocabulary appropriate for children ages 3- to 4-years-old. Any recommendations would be greatly appreciated. Thank you. -- Annalisa Burke University of Chicago Urban Education Institute 1313 E. 60th Street Chicago, IL 60637 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mgood at cambridge.org Wed Oct 5 09:44:50 2011 From: mgood at cambridge.org (Melissa Good) Date: Wed, 5 Oct 2011 02:44:50 -0700 Subject: New issue of Journal of Child Language is available on Cambridge Journals Online Message-ID: ISSN: 1469-7602, EISSN: 0305-0009 Journal of Child Language http://journals.cambridge.org/JCL Volume 38 / Issue 05, November 2011, pp 933 - 1141 Also see FirstView article(s) - articles available online ahead of being assigned to an issue. Published Online on 04th October 2011 Table of Contents Articles Mutual exclusivity and phonological novelty constrain word learning at 16 months EMILY MATHER, KIM PLUNKETT Journal of Child Language, Volume 38, Issue 05, November 2011, pp 933 - 950 doi: 10.1017/S0305000910000401 (About doi) Published Online on 22nd November 2010 [ abstract ] Contributions of phonetic token variability and word-type frequency to phonological representations PETER RICHTSMEIER, LOUANN GERKEN, DIANE OHALA Journal of Child Language, Volume 38, Issue 05, November 2011, pp 951 - 978 doi: 10.1017/S0305000910000371 (About doi) Published Online on 03rd December 2010 [ abstract ] Investigating the effects of syllable complexity in Russian-speaking children with SLI DARYA KAVITSKAYA, MARIA BABYONYSHEV, THEODORE WALLS, ELENA GRIGORENKO Journal of Child Language, Volume 38, Issue 05, November 2011, pp 979 - 998 doi: 10.1017/S0305000910000413 (About doi) Published Online on 11th February 2011 [ abstract ] Children with Specific Language Impairment in Finnish: the use of tense and agreement inflections SARI KUNNARI, TUULA SAVINAINEN-MAKKONEN, LAURENCE B. LEONARD, LEENA MÄKINEN, ANNA-KAISA TOLONEN, MIRJA LUOTONEN, EEVA LEINONEN Journal of Child Language, Volume 38, Issue 05, November 2011, pp 999 - 1027 doi: 10.1017/S0305000910000528 (About doi) Published Online on 01st February 2011 [ abstract ] Infants' gestures influence mothers' provision of object, action and internal state labels JANET OLSON, ELISE FRANK MASUR Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1028 - 1054 doi: 10.1017/S0305000910000565 (About doi) Published Online on 09th February 2011 [ abstract ] Tuning information packaging: intonational realization of topic and focus in child Dutch AOJU CHEN Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1055 - 1083 doi: 10.1017/S0305000910000541 (About doi) Published Online on 04th March 2011 [ abstract ] Brief Research Reports A case-marking cue for filler–gap dependencies in children's relative clauses in Japanese TAKAAKI SUZUKI Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1084 - 1095 doi: 10.1017/S0305000910000553 (About doi) Published Online on 09th February 2011 [ abstract ] Contending with foreign accent in early word learning* RACHEL SCHMALE, GEORGE HOLLICH, AMANDA SEIDL Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1096 - 1108 doi: 10.1017/S0305000910000619 (About doi) Published Online on 11th February 2011 [ abstract ] Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task MIRIAM DITTMAR, KIRSTEN ABBOT-SMITH, ELENA LIEVEN, MICHAEL TOMASELLO Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1109 - 1123 doi: 10.1017/S0305000910000747 (About doi) Published Online on 01st April 2011 [ abstract ] Emotional state talk and emotion understanding: a training study with preschool children ILARIA GRAZZANI GAVAZZI, VERONICA ORNAGHI Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1124 - 1139 doi: 10.1017/S0305000910000772 (About doi) Published Online on 23rd March 2011 [ abstract ] Miscellaneous REVIEWERS 2011 Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1140 - 1141 doi: 10.1017/S0305000911000353 (About doi) Published Online on 04th October 2011 [ abstract ] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 msyonata at huji.ac.il Wed Oct 5 16:19:55 2011 From: msyonata at huji.ac.il (Yonata Levy) Date: Wed, 5 Oct 2011 18:19:55 +0200 Subject: job openning Message-ID: The Department of Psychology at The Hebrew University of Jerusalem invites applications for a tenure-track faculty position (rank commensurate with qualifications and experience) in developmental psychology. Candidates should have a Ph.D. in developmental psychology or a closely related field, the ability to teach courses in developmental psychology at both the undergraduate and graduate levels, and an excellent record of publication in leading journals. Candidates with expertise in cognitive development are especially encouraged to apply. We expect the position to start in the academic year of 2012-2013. Opening the position is subject to budgetary considerations. The Department of Psychology at The Hebrew University of Jerusalem is at the forefront of psychological research in Israel. Please view the department’s research profile at http://psychology.huji.ac.il/en/ Interested candidates should submit their curriculum vitae and a formal letter addressing qualifications and describing research plans and teaching plans (including the courses they can offer) to *Ariel Knafo at **msarielk at huji.ac.il* *. *Review of applications will begin on November 15, 2011, but applications will be considered until the position is filled. -- *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 macw at cmu.edu Fri Oct 7 02:16:51 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 6 Oct 2011 22:16:51 -0400 Subject: Protections for Research Subjects and Data-Sharing Message-ID: Dear Info-CHILDES, Some of you may have already received a message from NIH regarding a request for comments on proposed changes in their policies regarding Human Subjects protection. Recently Peggy McCardle, Chief of the Child Development and Behavior Branch, sent out a copy of this announcement and I am copying it here. Earlier, I had provided comments and they did in fact reply to my input. I said that, in the interest of scientific progress, it would be important not to impose excessive restrictions on the sharing of data, particularly in the context of this segment of the proposed changes: "4. Establishment of mandatory data security and information protection standards for all studies that involve identifiable or potentially identifiable data (Section V);" Peggy pointed out to me that the more letters they receive on this issue, the more likely that they will respond positively. Instructions on how to provide input are given in Peggy's letter which is attached. -- Brian MacWhinney On Oct 6, 2011, at 3:09 PM, McCardle, Peggy (NIH/NICHD) [E] wrote: Dear Colleague: HHS has announced a proposal to change Human Subject Research rules & policies and thereby improve the protection of human research subjects. Your comments are sought. Changes under consideration would ensure the highest standards of protections for human subjects involved in research, while enhancing effectiveness of oversight The U.S. Department of Health and Human Services announced that the federal government is contemplating various ways of enhancing the regulations overseeing research on human subjects. Before making changes to the regulations – which have been in place since 1991 and are often referred to as the Common Rule – the government is seeking the public’s input on an array of issues related to the ethics, safety, and oversight of human research. The changes under consideration can be found in an Advance Notice of Proposed Rulemaking (ANPRM), Human Subjects Research Protections: Enhancing Protections for Research Subjects and Reducing Burden, Delay, and Ambiguity for Investigators, published in the July 25 Federal Register. The proposed changes are designed to strengthen protections for human research subjects, but may also impact the conduct and design of your future research. See http://www.hhs.gov/ohrp/humansubjects/anprm2011page.html for ANPRM details and http://www.hhs.gov/ohrp/humansubjects/anprm2011page.html for how to comment. Peggy Peggy McCardle, Ph.D., MPH Chief, Child Development & Behavior Branch, Center for Research for Mothers & Children -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kuehn.nadja at googlemail.com Fri Oct 7 11:59:16 2011 From: kuehn.nadja at googlemail.com (Nadja Kuehn) Date: Fri, 7 Oct 2011 04:59:16 -0700 Subject: Nadja Kuehn m=?ISO-8859-1?Q?=F6chte_?=chatten Message-ID: ----------------------------------------------------------------------- Nadja Kuehn möchte einige der neuen Google-Produkte verwenden, um mit Ihnen besser in Kontakt zu bleiben. Wenn Sie schon Google Mail oder Google Talk verwenden, besuchen Sie: http://mail.google.com/mail/b-11a420cf9d-93740e3c8d-UNtQYGUeTBOONKT80N9ttwyKA18 Klicken Sie auf diesen Link, um mit Nadja Kuehn chatten zu können. Um Google Mail - ein kostenloses E-Mail-Konto von Google mit mehr als 2800 Megabyte Speicherplatz - zu erhalten und mit Nadja Kuehn zu chatten, besuchen Sie: http://mail.google.com/mail/a-11a420cf9d-93740e3c8d-UNtQYGUeTBOONKT80N9ttwyKA18 Google Mail bietet: - Instant Messaging direkt in Google Mail - Leistungsstarken Spamschutz - Integrierte Suche nach E-Mails und praktische Möglichkeiten, E-Mails in "Konversationen" zu ordnen - Keine Pop-up-Anzeigen oder nicht zielgerichtete Banner - nur Textanzeigen und Informationen, die für den Inhalt Ihrer E-Mails relevant sind Alle diese Funktionen erhalten Sie kostenlos. Aber das ist noch nicht alles! Wenn Sie sich für ein Google Mail-Konto registrieren, erhalten Sie auch Zugriff auf Google Talk, den Instant Messaging-Dienst von: http://www.google.com/talk/intl/de/ Google Talk bietet: - Einen webbasierten Chat, den Sie überall verwenden können, ohne dass ein Download erforderlich ist - Eine mit Ihrem Google Mail-Konto synchronisierte Kontaktliste - Kostenlose, qualitativ hochwertige Sprachanrufe von Computer zu Computer, wenn Sie den Google Talk-Client herunterladen Von Zeit zu Zeit fügen wir immer wieder neue Funktionen zu Google Talk hinzu und nehmen weitere Verbesserungen vor, weshalb wir Sie möglicherweise regelmäßig um Kommentare und Vorschläge bitten. Wir danken Ihnen für Ihre Hilfe bei der Optimierung unserer Produkte! Vielen Dank! Ihr Google Team Weitere Informationen zu Google Mail und Google Talk erhalten Sie unter: http://mail.google.com/mail/help/intl/de/about.html http://www.google.com/talk/intl/de/about.html Wenn das Klicken auf die URLs in dieser E-Mail nicht funktioniert, kopieren Sie sie und fügen Sie sie in die Adressleiste Ihres Browsers ein. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 10 11:59:52 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 10 Oct 2011 11:59:52 +0000 Subject: Audio demos (or actually video would do)? Message-ID: Does anyone know of a good source for linguistic/psycholinguistic audio demos to use in lectures? I'm particularly looking for audio or video demos of the following: 1. Non-speech categorical perception stimuli (e.g. the Rosner pluck/bow stimuli) 2. Prosody (emotional or linguistic, ideally also audio or video to demonstrate deficits in this following RH damage) Thanks 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 lablab.uw at gmail.com Mon Oct 10 18:21:15 2011 From: lablab.uw at gmail.com (Rita Kaushanskaya) Date: Mon, 10 Oct 2011 11:21:15 -0700 Subject: job opening in child language at UW-Madison Message-ID: Tenure-track ASSISTANT PROFESSOR position in the Department of Communicative Disorders at the UNIVERSITY OF WISCONSIN-MADISON to start August 27, 2012. Position requires a PhD in communication sciences and disorders or related field. Candidates will be considered who have expertise in any area of language, speech, or hearing, with a preference for expertise in child language disorders and/or literacy. Salary is competitive and commensurate with credentials. To ensure full consideration, applications must be received by January 3, 2012. Application materials should be sent to Professor Susan Ellis Weismer, Search Chair, Dept. of Communicative Disorders, 1975 Willow Drive, Madison, WI, 53706. Finalists cannot be guaranteed confidentiality. A criminal background check may be required prior to employment. The University of Wisconsin-Madison is an affirmative action employer and encourages women and minorities to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From htagerf at bu.edu Mon Oct 10 18:41:43 2011 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Mon, 10 Oct 2011 14:41:43 -0400 Subject: Faculty Position in Developmental Psychology at Boston University Message-ID: The Department of Psychology at Boston University invites applicants for a tenure-track position at the Assistant Professor level in the area of DEVELOPMENTAL PSYCHOLOGY, to begin in the academic year 2012-13. This position is affiliated with our new program in Developmental Science, and is part of a general expansion in the department in the broad area of childhood and adolescence. We are seeking candidates with a doctorate in developmental psychology, whose research focuses on early moral/social development or language/cognitive development. We are especially interested in applicants whose work complements the current strengths of our program. The successful candidate will be expected to teach 3 courses per year and engage in research training at both the undergraduate and graduate level. Courses could include Introductory Psychology, Developmental Psychology, Social development, Moral development, Social psychology, Developmental psychology. Salary will be commensurate with experience. Applicants should provide a curriculum vitae, a statement of teaching experience and interests, a statement of research interests, copies of representative scholarly papers, and three letters of reference. Boston University is an Equal Opportunity/Affirmative Action Employer. The deadline for applications is November 1st, 2011. Inquiries may be directed to Julie McCann, Psychology Department, Boston University, 64 Cummington Street, Boston, MA 02215. Applications will only be accepted through AcademicJobsOnline.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From suneetin at yahoo.com Mon Oct 10 21:02:34 2011 From: suneetin at yahoo.com (Suneeti Nathani) Date: Mon, 10 Oct 2011 14:02:34 -0700 Subject: Assistant Professor Position in Child Language at the University of Georgia Message-ID: The rapidly-growing Department of Communication Sciences and Special Education at the University of Georgia invites applications for a tenure-track Assistant Professor position with a promising research program in school-age language to start in Fall 2012.   Qualificationsinclude a PhD in speech-language pathology or related field, expertise in school-age language issues, and demonstrated potential for scholarly productivity and external funding. Other areas of interest include but are not limited to augmentative and alternative communication, literacy, autism, bilingualism, pediatric dysphagia, and related pediatric communication issues. CCC-SLP and eligibility for GA licensure are preferred.     Responsibilitiesinclude conducting a program of research, teaching at the undergraduate and graduate level in Communication Sciences and Disorders, obtaining external funding, mentoring and advising students, and participating in service-related activities.   Application Procedures: Applicants should submit a letter of intent delineating research focus, curriculum vitae, official transcripts, and three letters of recommendation to: Suneeti Nathani Iyer, PhD, Chair Search Committee, 564 Aderhold Hall, Athens, GA 30602, snathani at uga.edu.   Closing Date: Review of applications will begin November 15, 2011, and continue until the position is filled.  Position is contingent on funding.   The Communication Sciences and Disorders program is the only ASHA-accredited program in the state that offers a doctoral degree in communication sciences and disorders. For more information about the program and department, visit www.coe.uga.edu/csse/The University of Georgia, a land-grant and sea-grant university, is the state's oldest, most comprehensive, and most diversified institution of higher education. For more information about the University of Georgia, visit www.uga.edu, and for Athens and Georgia, visit www.visitathensga.comand www.georgia.gov UGA is an EEO/AA employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Oct 12 18:22:39 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 12 Oct 2011 14:22:39 -0400 Subject: job In-Reply-To: Message-ID: ---------- Forwarded message ---------- From: Tom Roeper Date: Wed, Oct 12, 2011 at 10:21 AM Subject: job To: info-childes at googlegroups.com The Department of Linguistics and the Commonwealth Honors College of the University of Massachusetts Amherst has posted a joint tenure-track Language Acquisition position. The job description follows below. Please see the attachment for a pdf of the job description to post or visit http://www.umass.edu/linguist for a link to the online application. ______________________________________________________________________________________________________________________________________ *Tenure Track Position in Language Acquisition, University of Massachusetts Amherst* The Linguistics Department of the University of Massachusetts Amherst and Commonwealth Honors College invite applications for a joint tenure-track position for a theoretical linguist with a specialization in language acquisition at the assistant professor level, starting September 1, 2012. The position will involve advising and teaching at the graduate and undergraduate levels as well as participating in initiatives to enrich the offerings of Commonwealth Honors College. Commonwealth Honors College is the undergraduate honors college at UMass Amherst, and as such half of the teaching load for this position will be undergraduate honors courses offered by the Linguistics Department. We seek applicants who can develop and supervise experimental studies and whose research interests complement those of the current Linguistics faculty. Qualifications: Ph.D. in linguistics or related field by August 31, 2012 strongly preferred; but firm expectation of ABD by August 31, 2012 will be considered. Salary commensurate with qualifications and experience. The standard teaching load is two courses per semester. Applicants should submit a letter of application, statement of research and teaching interests, curriculum vitae, copies of research papers, and evidence of teaching ability, and they should arrange for three letters of reference to be sent. Materials can be submitted online to: https://academicjobsonline.org/ajo/jobs/1107 Electronic submissions preferred. If unable to submit application online, applications can be mailed to: Acquisition Search Committee Department of Linguistics 226 South College University of Massachusetts 150 Hicks Way Amherst MA 01003 U.S.A. Questions about the application process may be directed to the Search Administrator, Sarah Vega-Liros, sarahv at linguist.umass.edu, (413) 545-0885<%28413%29%20545-0885>. Review of applications will begin on December 2, 2011 and continue until the position is filled. UMass Amherst is a member of the Academic Career Network, a resource for dual-career couples (http://acn.fivecollege.edu) and a member of the Five College Consortium along with Amherst, Hampshire, Smith and Mt. Holyoke Colleges. The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer. The Linguistics Department is committed to increasing the diversity of the faculty, student body, and curriculum. Women and members of minority groups are strongly encouraged to apply. -- 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 martina.bredenbroecker at uni-potsdam.de Thu Oct 13 06:07:13 2011 From: martina.bredenbroecker at uni-potsdam.de (Martina =?iso-8859-1?b?QnJlZGVuYnL2Y2tlcg==?=) Date: Thu, 13 Oct 2011 08:07:13 +0200 Subject: new email address Message-ID: Good morning, my email address has changed. The new one is: bredenbr at mail.uni-paderborn.de Could you please change that? Thank you very much. Best regards, Martina Bredenbröcker Englische Sprache der Gegenwart Institut für Anglistik und Amerikanistik Universität Potsdam Am Neuen Palais 10 14469 Potsdam Telefon: 0331/977-1062 Telefax: 0331/977-1605 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ppeleclercq at free.fr Thu Oct 13 20:54:01 2011 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Thu, 13 Oct 2011 22:54:01 +0200 Subject: Workshop on L2 Proficiency Assessment - call for papers In-Reply-To: <9D763930C7D84B38B9911DB78C474017@pascale> Message-ID: Dear colleagues, Please find our second (amended) call for papers. 'Second (amended) call for papers' Workshop on L2 proficiency assessment February 24/25th 2012 EMMA - Université Paul Valéry Montpellier 3 https://sites.google.com/site/l2proficiency/home Scroll down for French version. Version française plus bas. This bilingual French/English workshop seeks to bring together linguists interested in the assessment of proficiency in second language (L2) use. Generally, the workshop aims to identify reliable methods to assess L2 learner proficiency so as to enhance comparability across Second Language Acquisition (SLA) research results. Traditionally, Second Language Acquisition (SLA) research focuses on: - defining how learners' source and target languages influence their interlanguage (Hickmann et al. 1998, Hendricks et al. 2008, Lambert, et al. 2008, Perdue 1993, Slobin 2004); - determining stages of L2 acquisition (Perdue 1993, Bartning and Schlyter 1997, 2004, Hawkins and Buttery 2009); and - identifying cognitive mechanisms common to learners' native language (L1) and their L2 (Watorek 2004, Lenart 2006). Independently of their line of investigation, SLA studies tend to rely on learners whose proficiency level in L2 is yet to be clearly assessed. Although such assessment is essential to reach accurate and meaningful interpretations of research results (Thomas 1994, Pallotti 2009), a range of proficiency measures remain to be identified to ensure consistent assessment of L2 learners' levels of proficiency. In addition, and beyond research purposes, identifying proficiency measures will directly benefit second language teachers who need reliable tests to assess students' language skills through exams or language certificates (e.g. TOEFL, Cambridge and Oxford language tests, CLES in France …). Questions we are currently exploring, and which we would like to submit to discussion are: - what morpho-syntactic and lexical criteria can be used to determine learners' stage of acquisition? - What psycholinguistic indicators can be used to determine learners' proficiency level? (e.g. processing speed?) - what kind of language test is appropriate to assess L2 learners' production and comprehension skills? Submissions for paper and poster presentations are welcome in French and in English and we particularly welcome submissions on the topics of: - the acquisition of French and English as a second language; - the assessment of tense, aspect and modality in SLA; - language certificates as a way to assess language skills Interested researchers are invited to send a 500-word abstract (excluding references) in French or in English to L2proficiency at gmail.com before 30th October 2011. A publication of the conference proceedings is envisaged. Language policy: presentations in French or in English are accepted. All speakers will be asked to provide a handout or a power point presentation in English. Plenary speakers : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Organizing committee : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti (EMMA - Université Montpellier 3) 2ème appel à communication (modifié) Atelier sur l’évaluation du niveau des apprenants d’une L2 24-25 février 2012 EMMA - Université Paul Valéry Montpellier 3 https://sites.google.com/site/l2proficiency/home Ce colloque bilingue français/anglais vise à l’identification de méthodes fiables de mesure du niveau des apprenants d’une langue seconde, pour une meilleure comparabilité des résultats de la recherche, et pour une meilleure évaluation des apprenants en contexte pédagogique. Les études sur l’acquisition des langues secondes poursuivent généralement les objectifs suivants : - rechercher l’influence de la langue source et de la langue cible dans l’interlangue des apprenants (Hickmann et al, 1998, Hendriks et al. 2008, Lambert, Carroll, von Stutterheim 2008, Perdue 1993, Slobin 2004) ; - déterminer des stades d’acquisition de la L2, indépendamment des paires de langues en présence (Perdue 1993, Bartning & Schlyter 1997, 2004, Hawkins & Buttery 2009) ; - rechercher les procédés cognitifs communs à l’acquisition de la langue maternelle et des langues étrangères (Watorek 2004, Lenart 2006). Quelle que soit leur optique théorique, ces études se basent sur l’analyse d’une ou de plusieurs populations d’apprenants, dont le niveau dans la langue cible doit être clairement défini (Ellis 2009, Pallotti 2009). La définition du niveau de langue des apprenants est toutefois loin d’être aisée et l’identification d’un nombre restreint de mesures de niveau fiables serait un véritable atout pour la recherche sur l’acquisition des langues secondes et permettrait une meilleure comparabilité des résultats de la recherche (Thomas 1994, Pallotti 2009). La question de l’évaluation du niveau des apprenants se pose également de manière très forte pour les enseignants de langue, qui doivent évaluer les compétences de leurs apprenants, soit à l’occasion des examens, soit pour certifier leur niveau de langue (TOEFL, tests de Cambridge ou d’Oxford, CLES en France…) Les pistes d’analyse sont les suivantes : - quels critères morphosyntaxiques et lexicaux utiliser pour déterminer le stade d’acquisition des apprenants ? - quels indicateurs psycholinguistiques pour déterminer le niveau des apprenants ? (rapidité de traitement de l’information, capacité de mémorisation…) - quel type de test pour évaluer les compétences de production et de compréhension ? (volet didactique) Nous accueillerons toutes les propositions de communication orales ou poster, en français ou en anglais, explorant par exemple : - l’acquisition de l’anglais ou du français ; - la production (écrite/orale) des apprenants ; - le domaine verbal (temps/espace, aspect, modalité) en L2 ; - l’évaluation des compétences en langue par l’intermédiaire des certifications. Les chercheurs intéressés sont invités à envoyer un résumé de 500 mots maximum (bibliographie non comprise), à envoyer avant le 30 octobre 2011 à L2proficiency at gmail.com . Une publication est envisagée à l’issue du colloque. Langues de l’atelier : les communications pourront se faire en français ou en anglais. Tous les participants seront priés de fournir un support en anglais pendant leur présentation. Conférencières invitées : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Comité d’organisation : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti (EMMA - Université Montpellier 3) References / Bibliographie Bartning, Inge (1997), “L’apprenant dit avancé et son acquisition d’une langue étrangère. Tour d’horizon et esquisse d’une caractérisation de la variété avancée,“ in AILE 9:9-50 . Bartning, Inge, Schlyter, Suzanne (2004). “Itinéraires acquisitionnels et stades de développement en français L2,“ in Journal of French Language Studies 14:281-299. Ellis, Rod (2009). “The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production,” in Applied Linguistics, 30 (4): 474-509. Hawkins, John A., Buttery, Paula, (2009). “Using learner language from corpora to profile levels of proficiency: Insights from the English Profile Programme,” in Studies in Language Testing: The Social and Educational Impact of Language Assessment. Cambridge University Press. Hendriks, Henriëtte, Hickmann, Maya & Demagny, Annie-Claude (2008). “How adult English learners of French express caused motion: a comparison with English and French natives,” in AILE 27: 15-41. Lambert, Monique, Carroll, Mary, von Stutterheim, Christiane (2008). “Acquisition en L2 des principes d’organisation de récits spécifiques aux langues,“ in AILE 26: 11-29. Lenart, Ewa (2006). Acquisition des procédures de détermination nominale dans le récit en français et polonais L1, et en français L2. Étude comparative de deux types d'apprenant : enfant et adulte. Saint Denis, Université Paris 8, Thèse de doctorat. Pallotti, Gabriele (2009). “CAF: defining, refining and differentiating constructs,” in Applied Linguistics 30 (4): 590-601. Perdue, Clive (ed.) (1993). Adult language acquisition: cross-linguistic perspectives, 2 vols. Cambridge University Press. Slobin, Dan I. (2004). “The many ways to search for a frog: Linguistic typology and the expression of motion events.” In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative: Vol. 2. Typological and contextual perspectives. Mahwah, NJ: Lawrence Erlbaum Associates: 219-257. Thomas, Margaret (1994)."Assessment of L2 proficiency in second language acquisition,” in Language Learning Vol. 44 Number 2: 307-336. Watorek, M. (ed.) (2004). “Construction du discours par des enfants et des apprenants adultes,“ in Langages 155: 3-13. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vvvstudents at gmail.com Fri Oct 14 16:51:12 2011 From: vvvstudents at gmail.com (Virginia Valian) Date: Fri, 14 Oct 2011 12:51:12 -0400 Subject: adult-adult conversation, Santa Barbara corpus Message-ID: Dear Colleagues, I sent a query about sources of adult-adult conversations earlier this year. My thanks to those of you who responded. Here is a follow-up about what we did. We settled on the Santa Barbara of spoken American English corpus (SBCSAE), but we are also looking into the Buckeye corpus. Information about the SBCSAE can be found here: http://www.linguistics.ucsb.edu/research/sbcorpus.html And here: Du Bois, John W., Chafe, Wallace L., Meyer, Charles, and Thompson, Sandra A. 2000. Santa Barbara corpus of spoken American English, Part 1. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-164-7. Du Bois, John W., Chafe, Wallace L., Meyer, Charles, Thompson,Sandra A., and Martey, Nii. 2003. Santa Barbara corpus of spoken American English, Part 2. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-272-4. Du Bois, John W., and Englebretson, Robert. 2004. Santa Barbara corpus of spoken American English, Part 3. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-308-9. Du Bois, John W., and Englebretson, Robert. 2005. Santa Barbara corpus of spoken American English, Part 4. Philadelphia: Linguistic Data Consortium. ISBN: 158563-348-8. There were various glitches in the Santa Barbara files that prevented us from using them as they were. We had to clean them. The 60 cleaned cha and XML tagged Santa Barbara files that we used are here, if people want to access them: http://www.hunter.cuny.edu/littlelinguist/data/SBCSAE/ Paul Feitzinger, the excellent computer scientist in the Language Acquisition Research Center who cleaned the files, has this to say about how he proceeded: - We wanted to quickly tag the SBCSAE and convert it to XML, using Chatter so that we could run custom analysis scripts on it. - We removed all occurrences of "ʔ", trailing and compound-joining "-", and trailing " ' " before tagging. - After running MOR and POST, we converted all instances of word|? into word|unk. An appearance of "?" would cause the file to fail CHECK and break Chatter. - After some hand disambiguation, the files passed CHECK and could run through Chatter. - There was an issue in a couple of spots (e.g., 40.cha: lines 673, 1124) where a "." on the main tier would be represented on the MOR tier with "none", which CHECK and Chatter rejected. There are conceptual issues about which examples of adult-adult speech should be compared with adult-child speech. We have not addressed that directly. Our comparisons are on-going, but in our *syntactic* analyses of part-of-speech bigrams, we see little difference between adults talking to adults and adults talking to children, per our poster at AMLaP in September of this year: Quirk, E., Feitzinger, P., Richter, C., Zeitlin, M., Chodorow, M., & Valian, V. (2011, September). A computational analysis of grammar change and grammar similarity. Poster presented at AMLaP, Paris, France. Best wishes, VVV -- Virginia Valian Distinguished Professor Department of Psychology, Hunter College PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center vvvstudents at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfeck at crl.ucsd.edu Fri Oct 14 18:08:22 2011 From: wulfeck at crl.ucsd.edu (Beverly Wulfeck) Date: Fri, 14 Oct 2011 11:08:22 -0700 Subject: SDSU/UCSD Doctoral program 2012 Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Program Directors: Vic Ferreira (UCSD) and Beverly Wulfeck (SDSU) APPLICATION DEADLINE for FALL, 2012: JANUARY 20, 2012 To obtain admission information and to download our application for Fall 2012 visit our website at: http://slhs.sdsu.edu/phdmain.php The doctoral program in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. Our interdisciplinary program, the only program of its kind in California, provides training in normal (spoken and signed) language, language disorders, multilingualism, and in the neural bases of language learning, use, and loss. It is designed to educate a new generation of scientists who are interested in applying state-of-the-art research skills to the study of communicative disorders. We are very proud of our program, students and faculty. Our doctoral program ranked fourth on the Faculty Scholarly Productivity Index rankings compiled by Academic Analytics and released by The Chronicle of Higher Education in 2007. The National Research Council (NRC) ranked our doctoral program among the top ten in the nation in their most recent rankings (2010). The majority of our graduates hold faculty positions in universities or research scientist positions in labs here in the US and abroad. GOALS: 1. To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. 2. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. 3. To prepare Ph.D.-level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. 4. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism. ASHA CLINICAL CERTIFICATION: Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology may do so concurrently with their doctoral studies as our program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). We also have a means for students wishing to complete their CFY while enrolled in our program. RESOURCES AND SUPPORT: In fall 2008 our program at SDSU moved into a new clinical, research, and academic building with state-of-the-art Speech-Language and Audiology clinics, wonderful high-tech labs, and great new instructional facilities. These resources, combined with the outstanding facilities at UCSD, provide doctoral students with the best possible training environment. Several different funding sources are used to support doctoral students including program scholarships, Graduate assistantships, in-state and out-of-state fee support, and faculty grants. Our NIH doctoral training grant “Neurocognitive Approaches to Communication Disorders” was just renewed for five years of funding (http://slhs.sdsu.edu/phdgrant.php). This funding, along with other institutional and grant funding, provides us with resources to support our doctoral students. Contact Dr. Lew Shapiro (shapiro at mail.sdsu.edu) for more information regarding this training grant. ASHA CONVENTION 2011: Doctoral faculty will be attending ASHA in San Diego in November. Interested students planning on attending are invited to contact us and meet us at the Graduate Fair November 17-18, 2011. SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Oct 14 18:49:17 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 14 Oct 2011 14:49:17 -0400 Subject: adult-adult conversation, Santa Barbara corpus In-Reply-To: Message-ID: Dear Virginia, Thanks for your feedback on the SBCSAE corpus. Right now, I am still working on remapping some of the SBCSAE comment fields to the traditional CA codes. After that, I agree that it would be interesting to tag the corpus using MOR and POST. I may end up retracing a few of Paul's steps when I do that. In general, we probably should be doing a bit more application of MOR and POST to these various adult corpora in order to facilitate interesting comparative analyses of the type you are running. -- Brian MacWhinney On Oct 14, 2011, at 12:51 PM, Virginia Valian wrote: > Dear Colleagues, > > I sent a query about sources of adult-adult conversations earlier this year. My thanks to those of you who responded. Here is a follow-up about what we did. We settled on the Santa Barbara of spoken American English corpus (SBCSAE), but we are also looking into the Buckeye corpus. > > Information about the SBCSAE can be found here: http://www.linguistics.ucsb.edu/research/sbcorpus.html > > And here: > Du Bois, John W., Chafe, Wallace L., Meyer, Charles, and Thompson, Sandra A. 2000. Santa Barbara corpus of spoken American English, Part 1. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-164-7. > > Du Bois, John W., Chafe, Wallace L., Meyer, Charles, Thompson,Sandra A., and Martey, Nii. 2003. Santa Barbara corpus of spoken > American English, Part 2. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-272-4. > > Du Bois, John W., and Englebretson, Robert. 2004. Santa Barbara corpus of spoken American English, Part 3. Philadelphia: Linguistic > Data Consortium. ISBN 1-58563-308-9. > > Du Bois, John W., and Englebretson, Robert. 2005. Santa Barbara corpus of spoken American English, Part 4. Philadelphia: Linguistic > Data Consortium. ISBN: 158563-348-8. > > There were various glitches in the Santa Barbara files that prevented us from using them as they were. We had to clean them. > > The 60 cleaned cha and XML tagged Santa Barbara files that we used are here, if people want to access them: > http://www.hunter.cuny.edu/littlelinguist/data/SBCSAE/ > > Paul Feitzinger, the excellent computer scientist in the Language Acquisition Research Center who cleaned the files, has this to say about how he proceeded: > We wanted to quickly tag the SBCSAE and convert it to XML, using Chatter so that we could run custom analysis scripts on it. > We removed all occurrences of "ʔ", trailing and compound-joining "-", and trailing " ' " before tagging. > After running MOR and POST, we converted all instances of word|? into word|unk. An appearance of "?" would cause the file to fail CHECK and break Chatter. > After some hand disambiguation, the files passed CHECK and could run through Chatter. > There was an issue in a couple of spots (e.g., 40.cha: lines 673, 1124) where a "." on the main tier would be represented on the MOR tier with "none", which CHECK and Chatter rejected. > There are conceptual issues about which examples of adult-adult speech should be compared with adult-child speech. We have not addressed that directly. Our comparisons are on-going, but in our *syntactic* analyses of part-of-speech bigrams, we see little difference between adults talking to adults and adults talking to children, per our poster at AMLaP in September of this year: > > Quirk, E., Feitzinger, P., Richter, C., Zeitlin, M., Chodorow, M., & Valian, V. (2011, September). A computational analysis of grammar change and grammar similarity. Poster presented at AMLaP, Paris, France. > > Best wishes, > > VVV > -- > Virginia Valian > Distinguished Professor > Department of Psychology, Hunter College > PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center > vvvstudents at gmail.com > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 meredithrowe at yahoo.com Mon Oct 17 15:31:43 2011 From: meredithrowe at yahoo.com (Meredith Rowe) Date: Mon, 17 Oct 2011 08:31:43 -0700 Subject: Graduate training fellowships at U of Maryland Message-ID: NIH GRADUATE TRAINING IN SOCIAL DEVELOPMENT UNIVERSITY OF MARYLAND DEPARTMENT OF HUMAN DEVELOPMENT AND QUANTITATIVE METHODOLOGY 2011-2016 The Department of Human Development and Quantitative Methodology at the University of Maryland has a National Institutes of Health (NIH) Graduate Training Program in Social Development. This award provides predoctoral support for graduate training in the area of social development, and funding to help with the infrastructure of the training. The purposes of graduate training in social development in the department are to contribute to basic knowledge, to the synthesis of knowledge, and to the integration of knowledge in research, practice, and policy in the multi-disciplinary field of human development. Included in this area of training is a basic understanding of social-affective, social-cognitive, social-neuroscience, social-relational, and social-cultural processes in normal and clinical populations. Dr. Meredith Rowe is accepting entering doctoral students for this program to begin training in the fall of 2012 (application deadline Dec 2011). Students interested in studying social influences on language development should contact Dr. Rowe for more information at: mrowe at umd.edu. For more general information about the NIH Graduate Training Program and other participating faculty contact Dr. Melanie Killen (Director) at: mkillen at umd.edu -- Meredith Rowe, Ed.D. Assistant Professor Department of Human Development and Quantitative Methodology 3304T Benjamin Building University of Maryland College Park, MD 20742 (301)405-3604 mrowe at umd.edu http://www.education.umd.edu/EDHD/faculty2/Rowe -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vogt.pa at gmail.com Wed Oct 19 09:56:53 2011 From: vogt.pa at gmail.com (Paul Vogt) Date: Wed, 19 Oct 2011 11:56:53 +0200 Subject: Call for Participation Message-ID: [Apologies for cross-posting - please distribute to others who might be interested] Call for Participation Workshop: Socio-cognitive mechanisms of symbolic communication Venue: Tilburg University Date: 26 January 2012 from 9:00 until 18:30 hours. In contrast to other species, humans have the capacity to communicate symbolically (i.e. using forms that are either arbitrary or conventionalised) in an open fashion (i.e. with a very large repertoire of symbols, which in turn can be strung together according to some conventions and rules). It is widely accepted that our ability to communicate symbolically has both cognitive and social roots. In recent years, traditional approaches from humanities to study symbolic communication, such as linguistics and psychology, have been complemented by computational approaches. However, interactions between researchers from the humanities with computer modellers have been few and far between, perhaps due to a lack of mutual understanding of what each field can contribute to the other. This workshop inaugurates the ‘Socio-cognitive mechanisms of symbolic communication’ project, funded by the Netherlands Organisation for Scientific Research (NWO) within the Internationalisation of the Humanities programme. The objective of this project is to set up an open structural research network, which brings together researchers from various disciplines who investigate the socio-cognitive nature of symbolic communication. The objective of the network is to improve cross-fertilization between researchers from different disciplines by exchanging knowledge and experiences, and join forces to study communication multidisciplinary. This way, we aim to improve each other’s research methods and investigate unifying properties of the socio-cognitive mechanisms underlying symbolic communication. At the workshop, the partners in this project and two keynote speakers will present about their research. If you wish to attend the workshop, register by sending an email to socog.symcom at gmail.com. Registration fee is € 25 for regular participants, € 15 for students (to be paid in cash at the workshop). Seating is limited, so please register soon. Keynote speakers: Aylin Küntay (Koç University, Istanbul) Luc Steels (Vrije Universiteit Brussel / Sony Computer Science Laboratory, Paris) Invited speakers: Tony Belpaeme (University of Plymouth) Pierre-Yves Oudeyer (INRIA, Bordeaux) Asli Özyürek (Radbout Universiteit Nijmegen / MPI Nijmegen) Linda Smith (Indiana University) Paul Vogt (Tilburg University) Tentative programme (details TBA): 8:30 – 9:00 Registration 9:00 – 9:15 Welcome 9:15 – 10:15 Keynote lecture 10:15 – 10:45 Coffee break 10:45 – 12:15 Presentations invited speakers 12:15 – 13:15 Lunch break 13:15 – 15:30 Presentations invited speakers 15:30 – 16:00 Coffee break 16:00 – 17:00 Keynote lecture 17:00 – 17:30 Panel discussion 17:30 – 18:30 Reception For more information, consult http://ilk.uvt.nl/~paul/scmsc/ or contact Paul Vogt (socog.symcom at gmail.com). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pgordon at tc.edu Wed Oct 19 17:42:08 2011 From: pgordon at tc.edu (Gordon, Peter) Date: Wed, 19 Oct 2011 13:42:08 -0400 Subject: Summer Internships In-Reply-To: Message-ID: Hi Kathy, It was nice to see you at NYU last week, I really enjoyed your talk -- an learned a lot! Could you send me a copy of the powerpoint?, it would be a great addition to my lectures to include this material. Thanks Peter -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 19 18:48:53 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Wed, 19 Oct 2011 14:48:53 -0400 Subject: Summer Internships In-Reply-To: Message-ID: Wrong address? On Wed, Oct 19, 2011 at 1:42 PM, Gordon, Peter wrote: > > Hi Kathy, > > It was nice to see you at NYU last week, I really enjoyed your talk -- an > learned a lot! > > Could you send me a copy of the powerpoint?, it would be a great addition > to my lectures to include this material. > > Thanks > > Peter > > -- > Peter Gordon, Associate Professor > 1155 Thorndike Hall > Teachers College, Columbia University, Box 180 > 525 W120th St. > New York, NY 10027 > Phone: 212 678-8162 > Fax: 212 678-8233 > E-mail: pgordon at tc.edu > Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 KNelson at gc.cuny.edu Wed Oct 19 20:04:15 2011 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Wed, 19 Oct 2011 16:04:15 -0400 Subject: Summer Internships In-Reply-To: Message-ID: What talk did I miss? Katherine Nelson ________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Gordon, Peter [pgordon at tc.edu] Sent: Wednesday, October 19, 2011 1:42 PM To: info-childes at googlegroups.com Subject: Re: Summer Internships Hi Kathy, It was nice to see you at NYU last week, I really enjoyed your talk -- an learned a lot! Could you send me a copy of the powerpoint?, it would be a great addition to my lectures to include this material. Thanks Peter -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pul8 at psu.edu Wed Oct 19 21:42:13 2011 From: pul8 at psu.edu (Ping Li) Date: Wed, 19 Oct 2011 17:42:13 -0400 Subject: Postdoc Opportunity at Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science (CLS) at Pennsylvania State University (* http://cls.psu.edu/*) invites applications for an anticipated postdoctoral position. We are seeking a candidate who has extensive language neuroscience experience, particularly with fMRI methods, and who would like to develop expertise on bilingual language processing. The position will include interaction with CLS faculty and students and the larger Penn State neuroscience community (see* http://www.imaging.psu.edu* and* http://www.huck.psu.edu/education/neuroscience*) towards developing fMRI expertise among students and faculty and creating potential collaborative projects. The successful candidate will benefit from a highly interactive group of faculty whose interests include bilingual language processing, second language acquisition in children and adults, and language contact. Applicants with interests in these topics and with an interest in extending their expertise within experimental psycholinguistics and cognitive neuroscience are particularly welcome to apply. There is no expectation that applicants will have had prior experience in research on bilingualism but previous fMRI expertise is critical. The CLS is home to a cross-disciplinary research program that includes a new NSF training program, Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience. The program provides training in research on bilingualism that includes an international perspective and that exploits opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Tarragona), The Netherlands (Nijmegen), Sweden (Lund) and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs and the VL2 Science of Learning Center at Gallaudet University. The successful postdoctoral candidate will have an opportunity to engage in collaborative research within the Center's international network. Questions about faculty research interests may be directed to relevant core training faculty:* Psychology*: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss;* Spanish*: Rena Torres Cacoullos, Giuli Dussias, Chip Gerfen, John Lipski, and Karen Miller;* Linguistics*: Nola Stephens;* Communication Sciences and Disorders*: Carol Miller;* German*: Carrie Jackson, Mike Putnam, and Richard Page. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: * jfk7 at psu.edu*. More information about the Center for Language Science (CLS), about the PIRE program, and faculty research programs can be found at* http://cls.psu.edu*or * http://cls.psu.edu/PIRE*. The initial appointment will be for one year, with a strong possibility of renewal for the next year. Salary and benefits follow NSF/NIH guidelines. The search is open to all eligible candidates regardless of citizenship. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including previous fMRI experience and directions in which the candidate would like to develop his/her expertise in the language science of bilingualism. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to* pirepostdoc at gmail.com*. For fullest consideration, all materials should be received by December 1, 2011. The appointment can begin any time between February 1, 2012 and June 1, 2012. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 20 01:04:42 2011 From: mromski at gsu.edu (Maryann Romski) Date: Thu, 20 Oct 2011 01:04:42 +0000 Subject: Faculty positions at Georgia State University Message-ID: [X] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pgordon at tc.edu Thu Oct 20 13:03:23 2011 From: pgordon at tc.edu (Gordon, Peter) Date: Thu, 20 Oct 2011 09:03:23 -0400 Subject: Sorry, Please ignore last email Message-ID: Everyone Please ignore the last email on childes, it was just meant for Kathy, I didn't realize the original message had come through CHILDES. Peter Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sophie.kern at univ-lyon2.fr Tue Oct 25 11:23:16 2011 From: sophie.kern at univ-lyon2.fr (Kern, Sophie) Date: Tue, 25 Oct 2011 04:23:16 -0700 Subject: PHD opportunity in Lyon France Message-ID: INFLUENCE DE L’INPUT SUR LE DEVELOPPEMENT DES PREMIERS LEXIQUES PRODUCTIFS ET RECEPTIFS CHEZ L’ENFANT TYPIQUE ET ATYPIQUE Date limite de candidature : 13 novembre 2011 Formation du candidat Cette proposition de thèse s’adresse principalement à des étudiants titulaires d’un Master en sciences du langage ou en sciences cognitives (avec de préférence des connaissances en psycholinguistique développementale). Le candidat sélectionné devra être intéressé par l’acquisition du langage chez le très jeune enfant typique et atypique. Les candidatures étrangères sont recevables à condition que le candidat ait une excellente maîtrise du français, à l’oral comme à l’écrit. Cadre de la thèse Cette thèse, financée par le laboratoire d’excellence ASLAN (Advanced studies on language complexity), se déroulera au laboratoire DDL Dynamique Du Langage (UMR5596 CNRS – Université Lumière Lyon 2, Lyon, France) sous la direction de Sophie KERN (CR1 CNRS). Le financement est de l’ordre de 1 350 € net par mois. La thèse est prévue pour débuter en décembre 2011 ou janvier 2012. Description du projet La plupart des travaux en acquisition de la langue maternelle attribue un rôle important à l’input et plus particulièrement à la fréquence des mots lors des premières étapes du développement lexical. Plus souvent, un mot est entendu en contexte communicationnel, plus tôt il serait acquis. Néanmoins, les preuves de cette influence sont souvent indirectes. Mais, aucune étude à ce jour n’est en mesure d’expliquer l’ordre d’acquisition de mots spécifiques. De plus, la majorité de ces études s’intéresse à l’influence de la fréquence sur la production des mots sans envisager une influence possible sur leur compréhension. On remarque également que bien souvent, la fréquence des mots est déterminée à partir de corpus écrits ou de corpus oraux produits par des adultes pour des adultes, corpus qui peuvent présenter des caractéristiques bien différentes de celles d’un discours adressé à un enfant. Enfin, les études menées sont rarement des études longitudinales ce qui ne permet pas de mesurer la possible influence de la fréquence à travers le développement des sujets. Par ailleurs, un groupe d’enfants reste un mystère pour les chercheurs en psycholinguistique développementale ; il s’agit des « parleurs tardifs (late talkers) » qui présentent un vocabulaire expressif très faible, voire inexistant à l’âge de 24 mois. Parmi ces enfants, 2/3 vont finalement rentrer dans la norme alors que 1/3 d’entre eux continueront à se développer de manière atypique. Le pari consiste à montrer en quoi ces parleurs tardifs sont différents des enfants typiques mais également de montrer qu’il existe des sous-groupes au sein de cette population afin de prévenir des risques de pathologies langagières ultérieures. L’objectif de cette thèse sera donc de montrer la possible influence de l’input et plus particulièrement de la fréquence sur le développement des premiers mots en production et en compréhension chez des enfants francophones typiques et atypiques entre 12 et 24 mois. Deux méthodes de collectes de données sont envisagées. D’une part, des interactions d’une dizaine de dyades mères/enfants (1 heure tous les 15 jours) seront filmées entre 12 et 24 mois. Le vocabulaire des enfants sera également évalué mensuellement par le biais de l’Inventaire Français de Développement Communicatif. D’autre part, le vocabulaire d’un groupe de 40 enfants de 24 mois (+/- 1 mois) sera évalué par l’IFDC. Ce groupe sera composé de 20 enfants typiques et de 20 enfants présentant un vocabulaire inférieur à deux déviations standard par rapport à la norme. Contacts Pour candidater, merci d’envoyer un courriel à l’adresse : Sophie.Kern at univ-lyon2.fr accompagné : - d’un CV comportant notamment la liste des modules d’enseignements suivis et les notes obtenues en Master ; - du mémoire de recherche réalisé en deuxième année de Master. Date limite de candidature : 13 novembre 2011 Pour tout autre renseignement, contacter : Sophie.Kern at univ-lyon2.fr Dynamique Du Langage – UMR5596 CNRS – Université Lumière Lyon 2 Institut des Sciences de l’Homme 14 avenue Berthelot, Lyon 7ème arrondissement, France -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mromski at gsu.edu Tue Oct 25 21:41:35 2011 From: mromski at gsu.edu (Maryann Romski) Date: Tue, 25 Oct 2011 21:41:35 +0000 Subject: Faculty positions at Georgia State University In-Reply-To: Message-ID: Dear Colleagues; It appears that the content of my original email did not go through. I am resending it. Please share. Thanks in advance, MaryAnn Language and Literacy Positions at Georgia State University Georgia State University (www.gsu.edu) invites applications for up to two anticipated tenure-track Open Rank (Assistant, Associate, or Full Professor) faculty positions to contribute to its funded initiative: Research on the Challenges of Acquiring Language and Literacy. These anticipated positions are part of a major new initiative to enhance existing strengths in language and literacy at Georgia State. The focus of this initiative is research with children and adults, with or without disabilities, who face challenges in acquiring language and literacy. In this university-funded initiative, more than 40 faculty members from 10 departments in the Colleges of Arts & Sciences and Education come together to engage in interdisciplinary research. We encourage applicants whose program of research addresses basic or applied, conceptual or methodological issues concerning challenges in the acquisition of language and literacy with a particular interest in intervention research. Applicants must have a Ph.D. degree in one of the disciplines, including, but not limited to, communication disorders, psychology, educational psychology, or special education. Appointment will be made to a department in accordance to the individual's degree and area of expertise. Successful applicants will be individuals who are prepared to take advantage of the interdisciplinary collaborative research opportunities available within the Language & Literacy Program, have a strong record of programmatic research, obtain external grant support, and have a commitment to and experience in the instruction of undergraduate and graduate students. We are particularly interested in applicants whose research programs compliment other faculty within this initiative (www.researchlanglit.gsu.edu). Inquiries may be made to Dr. Rose Sevcik (rsevcik at gsu.edu) or Dr. Paul Alberto (palberto at gsu.edu). Submit curriculum vitae, a brief statement of professional goals and research interests, evidence related to teaching interests and effectiveness, and the names and three letters of reference either electronically to Keneé Stephens at kstephens at gsu.edu, with the subject line "Language & Literacy Faculty Search", or by mail to Attn. Ms. Keneé Stephens, Georgia State University, Language & Literacy Initiative, P.O. Box 5010, Atlanta, GA 30302-5010, USA. The review of applications will begin October 15, 2011 and will continue until positions are filled contingent on available funding. An offer of employment will be conditional on background verification. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From irmoonek at gmail.com Sun Oct 30 18:17:03 2011 From: irmoonek at gmail.com (Sam Sam) Date: Sun, 30 Oct 2011 13:17:03 -0500 Subject: Tenure-track assistant professor position Message-ID: University of Wisconsin - Eau Claire Department of Communication Sciences and Disorders * * *POSITION:* Probationary tenure track faculty position in the Department of Communication Sciences and Disorders at the rank of Assistant or Associate Professor beginning August 20, 2012. Summer employment is possible. *QUALIFICATIONS*: Doctorate in Communication Sciences and Disorders or a related field and CCC-SLP. ABD considered but completion of the doctorate will be required by June 1, 2013. Area of expertise is open. Prior university teaching experience will be considered an asset as will expertise in the area of fluency. Salary will be commensurate with qualifications and experience. Those interested in enhancing our efforts to address ethnic and cultural diversity issues are encouraged to apply. *RESPONSIBILITIES*: We are seeking an individual with a strong interest in the academic and clinical instruction of undergraduate and master’s students in our CAA accredited program in speech-language pathology. Other responsibilities include active participation in scholarly activity, student advising/mentoring, engagement in service to the university and community, and participation in department, college, and university committee work. *DEPARTMENT:* The department has six faculty, four clinical instructional staff members, approximately 150 undergraduate majors, and 36 master’s students. The department also has an active speech, language, and hearing clinic with 16 treatment rooms, observation areas, an AAC lab with observation room, a well-equipped voice/speech science lab, an audiology lab, and an instructional technology lab. *UNIVERSITY & EAU CLAIRE COMMUNITY:* The University of Wisconsin-Eau Claire campus community consists of 10,500 students and 700 faculty and administrative/professional staff. As the UW System's only Center of Excellence for faculty and undergraduate research, faculty and students regularly work side-by-side on original research. Often described as Wisconsin's most beautiful campus, UW-Eau Claire's campus spans the banks of the Chippewa River in the heart of Eau Claire, western Wisconsin's largest city. Eau Claire and the surrounding countryside have many scenic rivers, lakes, parks, bike trails and wooded areas where students and community members enjoy seasonal sports, camping and a variety of other recreational activities. A community of 60,000, Eau Claire is a safe, friendly, and affordable community with employment opportunities for family members and outstanding schools for children. Eau Claire is just 90 miles from Minneapolis-St. Paul, MN. *APPLICATION PROCEDURE*: Send a letter of application, a complete curriculum vita, official transcripts, and the names of three references who can comment on relevant clinical and/or academic teaching experience to: Dr. Vicki Samelson, Search Committee Chair Department of Communication Sciences and Disorders University of Wisconsin – Eau Claire Eau Claire, Wisconsin 54702-4004 samelsvm at uwec.edu * * To ensure consideration, completed applications must be received by *December 15, 2011. * However, screening may continue until the position is filled. The university reserves the right to contact additional references with notice given to the candidates at an appropriate time in the process. Applicants’ names are subject to public release unless confidentiality has been requested in writing. Names of all finalists must be released. A criminal background check is required prior to employment. UW-Eau Claire is an AA/EEO employer dedicated to enhancing diversity. To learn more, visit our Web site: http://www.uwec.edu/employment/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 csg at u.washington.edu Sun Oct 30 20:46:47 2011 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Sun, 30 Oct 2011 13:46:47 -0700 Subject: Faculty position, Speech & Hearing Sciences, U of Washington Message-ID: ASSISTANT or ASSOCIATE PROFESSOR The Department of Speech and Hearing Sciences at the University of Washington is searching for a full-time tenure-track assistant or associate professor with expertise in any area of speech/language development and disorders in children. Ph.D. or equivalent is required; duties for this position include undergraduate and graduate teaching, scholarly research, directing student research, and participating in service activities. The Department of Speech and Hearing Sciences has close ties with related units on campus, including the Departments of Linguistics and Psychology; the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center; the Autism Center; the Integrated Brain Imaging Center; and the Institute for Learning and Brain Sciences. A strong record of research productivity and potential for external funding are prerequisites for the job, as is evidence of teaching effectiveness. Base salary (nine-month academic year) is competitive and commensurate with qualifications and experience; a full range of fringe benefits is available. Send a letter of application including a statement of teaching and research interests, curriculum vitae, publication reprints, graduate transcripts, and three letters of recommendation to: Carol Stoel-Gammon, Ph.D., Search Committee Head, Department of Speech and Hearing Sciences, University of Washington, 1417 N.E. 42nd Street, Seattle, WA 98105-6246; phone: 206-543-7974; fax: 206-543-1093; e-mail: csg at u.washington.edu. Priority will be given to applications received before January 15, 2012; applications will be accepted until the position is filled. Employment begins September 16, 2012. The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. The University of Washington was a recipient of the 2006 Alfred P. Sloan award for Faculty Career Flexibility and is committed to supporting the work-life balance of its faculty. Additional information: http://depts.washington.edu/sphsc/ employment.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Mon Oct 31 15:55:58 2011 From: g.morgan at city.ac.uk (Gary Morgan) Date: Mon, 31 Oct 2011 08:55:58 -0700 Subject: postdoc opportunity London UK Message-ID: Research Associate: Executive Functions in Deaf Children Project http://www.dcal.ucl.ac.uk/Vacancies/vacancies_opp.html Cognitive Perceptual Brain Sciences, UCL Deafness, Cognition and Language Research Centre (DCAL) Hours: Full Time The post is funded for 3 years in the first instance commencing 1st March 2012 or as soon as possible thereafter. Salary (inclusive of London allowance): Grade 7, Ł31,905 – Ł38,594 per annum Duties and Responsibilities Executive function in deaf children is a project based at Deafness, Cognition and Language Research Centre (DCAL). This project studies how deafness and language learning experience (both sign and spoken modalities) impact on the function of EF, working memory and associated verbal and non verbal cognitive abilities. The aim of the project is to further elucidate the relationship between language and related cognitive skills within a developmental framework. The post-holder will manage the day-to-day running of the project, coordinate project meetings and all communication with the grant holders, researchers, technical and deaf liaison support workers, and lead on management of the budget and preparation of reports and publications. Closing Date 31 Dec 2011 Interview date 18th January 2012 Any offer of employment will be subject to a Criminal Record Bureau check. This appointment is subject to UCL Terms and Conditions of Service for Research and Support Staff. Key Requirements: The post-holder should hold a PhD or other earned doctorate in a relevant subject area such as psychology, psycholinguistics or cognitive neuroscience. Experience of experimental design, data collection with children, analysis of large data sets, and the ability to work independently as well as part of a team are essential. Excellent communication skills with Deaf and hearing colleagues and deaf and hearing children are also essential to this role. Please use this link to find out more about the UCL Terms and Conditions related to this job, employee benefits that we offer and further information about UCL. http://www.dcal.ucl.ac.uk/Vacancies/vacancies_opp.html If you have any queries regarding the vacancy or the application process, please contact Professor Gary Morgan; email: g.morgan at city.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From jordan.j.foster at gmail.com Sat Oct 1 14:45:17 2011 From: jordan.j.foster at gmail.com (alamontreal2012) Date: Sat, 1 Oct 2011 07:45:17 -0700 Subject: Call For Papers- Conference of the Association for Language Awareness Message-ID: Hello, Please find information below regarding the Call for Papers for 11th international Conference of the Association for Language Awareness to be held July 2012 at Concordia University in Montreal. We hope you are able to distribute this Call for Papers to staff or members of your organization. If you would like further information on the ALA 2012 conference please visit our website at http://doe.concordia.ca/ala2012/ or email us at ALA2012 at education.concordia.ca. Thank you, Jordan Foster Assistant Conference Coordinator 2012 ALA Conference, Concordia University ALA 2012 - Call for Papers Submission deadline: January 9, 2012 Annonce en fran?ais ? la suite. >From July 8-11, 2012, the Department of Education at Concordia University in Montreal will host the 11th international Conference of the Association for Language Awareness. This year?s theme is Language Awareness for our Multicultural World. Conference website: http://doe.concordia.ca/ala2012/ Conference email: ALA2012 at education.concordia.ca Keynote Speakers: Patsy Lightbown, Distinguished Professor Emeritus, Concordia University Patricia Lamarre, Universit? de Montr?al Roy Lyster, McGill University Carmen Mu?oz, Universitat de Barcelona Proposals are welcome in any of the following topic strands ? Language Awareness in Language Learning and Language Teaching ? Language Awareness in the Workplace and Other Settings ? Language Awareness and the Use of Media/Technology ? Language Awareness and Literacy ? Intercultural Awareness in Language Learning and Language Teaching ? Intercultural Awareness in the Workplace and Other Settings ? Intercultural Awareness and the Use of Media/Technology ? Critical Language Awareness We welcome proposals in English or French for ? paper presentations (30 minutes) ? colloquia (90 minutes) ? workshops (60 minutes) ? posters PAPERS: Papers are presented by one or more authors within a twenty- minute period, with an additional ten minutes for discussion. COLLOQUIA: Colloquia are presented in 90-minute blocks. Colloquium organizers should allocate time for opening and closing remarks, presentations, discussants (if included), and extensive audience response. WORKSHOPS: Workshops are presented in 60-minute blocks. Workshop leaders share a practice which relates to the conference theme. They should ensure extensive audience participation. POSTERS: Posters are for one-on-one discussion of research. Posters are especially effective if data and results can be presented visually (e.g. charts, graphs, tables). A block of time will be designated when presenters are available to discuss their posters. Submission guidelines Proposals should be submitted via the conference website: http://doe.concordia.ca/ala2012/index.html Presenter details: If more than one presenter is involved, the lead presenter should be listed as the first author. Contact details of all presenters should be provided: name, affiliation, valid email address. Format of proposals All proposals must adhere to the word limit and must contain no references to the presenter(s). ? Title (12 words maximum) ? Abstract (250 - 300 words) outlining: o The main aim and the question being addressed. o The reason for/usefulness of this aim/question, and its relation to the conference theme. o How the paper/colloquium/workshop/poster seeks to achieve the aim/ address the question (e.g. what kind of research approach, what kind of data and from where, what kind of analysis, what kind of theoretical approach). o Main finding/s or conclusion/s, and its/their significance. o Only for workshops: The rationale for the practice(s), and the relationship to the conference theme. How the practice(s) will be shared with workshop participants. o Language of the abstract (i.e. English or French) indicates the language used for the presentation o Note that only .doc (Microsoft Word) file format is accepted for uploading Evaluation of Proposals Proposals for papers and posters are evaluated by a team of reviewers for: ? Appropriateness and significance of the topic ? Clearly stated questions, context, data sources, data collection procedures, and analytic/theoretical approaches ? Manner of presentation (indicating a clear and well-organized presentation) Proposals for colloquia are evaluated by a team of reviewers for: ? Appropriateness and significance of the topic ? Presentation of original research studies OR differing or dissenting perspectives on an important issue ? Coherence and complementarity of the papers ? Manner of presentation (indicating careful planning for the implementation of the colloquium, especially ample time for audience discussion of the presentations) Proposals for workshops are evaluated by a team of reviewers for: ? Appropriateness and significance of the topic ? Clearly stated practice and rationale ? Credible and detailed approach to sharing practice ? Manner of presentation (indicating careful planning for the implementation of the workshop, especially ample time for audience participation) Key dates ? Abstract submission deadline: January 9, 2012 ? Notification of reviewers? decision: February 20, 2012 ? Presenters? registration deadline: March 26, 2012 ? Conference: July 8-11, 2012 Publication A selection of the papers presented at the conference will be published in a special issue of the Language Awareness journal. Further information will be available in due course. ALA 2012 ? Appel de communications Date limite de proposition : 9 janvier 2012 Du 8 au 11 juillet 2012, le D?partement des sciences de l??ducation de l?Universit? Concordia accueillera ? Montr?al le 11e Colloque international de l?Association for Language Awareness. Cette ann?e, les participants aborderont le th?me suivant : la conscience linguistique dans notre monde multiculturel. Site du colloque: http://doe.concordia.ca/ala2012/ Adresse ?lectronique: ALA2012 at education.concordia.ca Conf?renciers d?honneur: Mme Patsy Lightbown, professeure ?m?rite distingu?e, Universit? Concordia Mme Patricia Lamarre, Universit? de Montr?al M. Roy Lyster, Universit? McGill Mme Carmen Mu?oz, Universit? de Barcelone Nous ?tudierons toute proposition de communication en lien avec l?un ou l?autre de ces sujets. ? La conscience linguistique dans l?apprentissage et l?enseignement des langues ? La conscience linguistique en milieu de travail et dans d?autres contextes ? La conscience linguistique et l?utilisation des m?dias et de la technologie ? La conscience linguistique et la litt?ratie ? La conscience interculturelle dans l?apprentissage et l?enseignement des langues ? La conscience interculturelle en milieu de travail et dans d?autres contextes ? La conscience interculturelle et l?utilisation des m?dias et de la technologie ? La conscience linguistique critique Les communications, en fran?ais ou en anglais, pourront prendre diverses formes. ? Expos? (30 minutes) ? Conf?rence (90 minutes) ? Atelier (60 minutes) ? Pr?sentation par affiches EXPOS? : Il donne la parole ? un ou plusieurs auteurs. Sa dur?e est de 20 minutes, auxquelles s?ajoutent 10 minutes r?serv?es ? la discussion. CONF?RENCE : Dans un bloc de 90 minutes, le ou les organisateurs doivent pr?voir du temps pour le mot d?ouverture, les pr?sentations, la table ronde (le cas ?ch?ant), le mot de la fin et la participation active des auditeurs. ATELIER : Dans un bloc de 60 minutes, le ou les animateurs partagent une exp?rience pratique en lien avec le th?me du colloque. Ils s?assurent par ailleurs de la participation active des auditeurs. PR?SENTATION PAR AFFICHES : Favorisant les face ? face portant sur la recherche, elle est d?autant plus efficace si des donn?es et des r?sultats sont repr?sent?s ? l?aide de tableaux, de graphiques, de diagrammes, etc. Quand un pr?sentateur est disponible pour expliquer son travail, un bloc de temps lui est assign?. Directives relatives ? la proposition des communications Toute proposition doit ?tre soumise par l?interm?diaire du site Web du colloque : http://doe.concordia.ca/ala2012/index.html. Coordonn?es : Si une activit? r?unit plus d?un animateur, le pr?sentateur en chef est d?sign? ? titre d?auteur principal. En outre, les coordonn?es ? nom, affiliation et adresse ?lectronique ? de chaque pr?sentateur doivent ?tre fournies. Forme des propositions Les propositions doivent respecter les exigences quant au nombre limite de mots. De plus, elles ne doivent d?aucune fa?on faire mention du ou des pr?sentateurs. ? Titre (12 mots au maximum) ? R?sum? (de 250 ? 300 mots) pr?cisant : o l?objectif principal de la communication (expos?, conf?rence, atelier ou pr?sentation par affiches) et la question qui y sera abord?e; o la raison d??tre ou le bien-fond? de cet objectif et de cette question, et leur lien avec le th?me du colloque; o la fa?on dont la communication atteindra l?objectif fix? ou traitera la question soulev?e (par exemple : m?thode de recherche, type et origine des donn?es, mod?le d?analyse, nature de l?approche th?orique); o les principales d?couvertes ou conclusions et leur importance; o dans le cas des ateliers : l?expos? raisonn? de la ou des exp?riences pratiques et leur lien avec le th?me du colloque ainsi que la formule de partage de cette ou ces exp?riences avec les participants. o Remarque : La langue utilis?e dans le r?sum? (soit le fran?ais ou l?anglais) sera aussi celle de la pr?sentation. o Remarque : Seuls les fichiers Microsoft Word (extension ? .doc ?) seront accept?s en t?l?chargement. ?valuation des propositions Les pr?sentations par affiches et les expos?s propos?s seront ?valu?s par une ?quipe d?examinateurs sur des points pr?cis. ? Pertinence et importance du sujet trait? ? Pr?cision de l??nonc? des questions, du contexte, des sources d?information, des modalit?s de collecte des donn?es et des approches analytique et th?orique ? Mode de pr?sentation (y compris sa clart? et sa structuration) Les conf?rences propos?es seront ?valu?es par une ?quipe d?examinateurs sur des points pr?cis. ? Pertinence et importance du sujet trait? ? Aspect in?dit des ?tudes de recherche OU divergence ou dissidence de vues sur une question d?int?r?t ? Coh?rence et compl?mentarit? des expos?s ? Mode de pr?sentation (y compris la planification minutieuse de la mise en place de la conf?rence et notamment la pr?vision d?un laps de temps amplement suffisant pour permettre aux auditeurs de d?battre des pr?sentations) Les ateliers propos?s seront ?valu?s par une ?quipe d?examinateurs sur des points pr?cis. ? Pertinence et importance du sujet trait? ? Clart? de l?expos? raisonn? et de l?exp?rience pratique ? Cr?dibilit? et pr?cision de la formule de partage des exp?riences pratiques ? Mode de pr?sentation (y compris la planification minutieuse de la mise en place de l?atelier et notamment la pr?vision d?un laps de temps amplement suffisant r?serv? ? la participation de l?auditoire) Dates importantes ? Date limite de pr?sentation des r?sum?s : 9 janvier 2012 ? Annonce des d?cisions des examinateurs : 20 f?vrier 2012 ? Date limite d?inscription des pr?sentateurs : 26 mars 2012 ? Colloque : du 8 au 11 juillet 2012 Publication Une s?lection des expos?s pr?sent?s dans le cadre du colloque para?tra dans un num?ro de la revue Language Awareness. Un compl?ment d?information sera fourni en temps opportun. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 gisela.szagun at googlemail.com Mon Oct 3 08:47:09 2011 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Mon, 3 Oct 2011 09:47:09 +0100 Subject: rehabilitation of children with CI in Serbia Message-ID: Dear All, I have had an enquiry about rehabilitation of young children with a cochlear implant in Serbia. Does anyone know how deaf children who received a cochlear implant are rehabilitated in Serbia? What is the situation regarding speech therapy? Best wishes, Gisela -- 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 editor.iascl.clbulletin at gmail.com Tue Oct 4 10:37:22 2011 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Tue, 4 Oct 2011 03:37:22 -0700 Subject: BUCLD 36 Pre-Registration Now Open Message-ID: ***Message on behalf of BUCLD 36 organizers*** We are pleased to announce that pre-registration for BUCLD 36 is now available at: http://www.bu.edu/bucld/conference-info/registration/ The 36th Annual Boston University Conference on Language Development will be held at Boston University, on November 4 to November 6. Our invited speakers are: Keynote Speaker: Sandra Waxman, Northwestern University ?What?s in a word? Links between linguistic and conceptual organization in infants and young children? Plenary Speaker: Cornelia Hamann, University of Oldenburg ?Bilingual development and language assessment? Lunch Symposium: ?Morphology in second language acquisition and processing? Harald Clahsen, University of Essex/University of Potsdam Holger Hopp, University of Mannheim Donna Lardiere, Georgetown University Silvina Montrul, University of Illinois at Urbana-Champaign The full conference schedule is available at: http://www.bu.edu/bucld/conference-info/schedule/ The Society for Language Development will hold their Annual Symposium on November 3. Please check their webpage for the most current information at: http://www.bcs.rochester.edu/sld/symposium.html REMINDER TO STUDENT PRESENTERS: The Paula Menyuk Student Travel Award 2011 will be given to about 20 student presenters (Bachelor, Master?s or PhD). The award entails the reimbursement of travel costs of up to $300. For detailed requirements and more information please see our website and fill out our application (http://www.bu.edu/bucld/travel-hotel/travel-award/). The deadline for receiving applications is October 7, 2011. More information about BUCLD, including information about accommodations in the area, is available at our website: http://www.bu.edu/bucld We look forward to seeing you at BUCLD 36! Sincerely, Alia Biller, Esther Chung, and Amelia Kimball, BUCLD 36 Co-organizers -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 annalisaburke at gmail.com Tue Oct 4 17:57:43 2011 From: annalisaburke at gmail.com (Annalisa Burke) Date: Tue, 4 Oct 2011 12:57:43 -0500 Subject: Vocabulary Reference Book/List Message-ID: Hello all, I am looking for a standard reference book or list that outlines the vocabulary appropriate for children ages 3- to 4-years-old. Any recommendations would be greatly appreciated. Thank you. -- Annalisa Burke University of Chicago Urban Education Institute 1313 E. 60th Street Chicago, IL 60637 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mgood at cambridge.org Wed Oct 5 09:44:50 2011 From: mgood at cambridge.org (Melissa Good) Date: Wed, 5 Oct 2011 02:44:50 -0700 Subject: New issue of Journal of Child Language is available on Cambridge Journals Online Message-ID: ISSN: 1469-7602, EISSN: 0305-0009 Journal of Child Language http://journals.cambridge.org/JCL Volume 38 / Issue 05, November 2011, pp 933 - 1141 Also see FirstView article(s) - articles available online ahead of being assigned to an issue. Published Online on 04th October 2011 Table of Contents Articles Mutual exclusivity and phonological novelty constrain word learning at 16 months EMILY MATHER, KIM PLUNKETT Journal of Child Language, Volume 38, Issue 05, November 2011, pp 933 - 950 doi: 10.1017/S0305000910000401 (About doi) Published Online on 22nd November 2010 [ abstract ] Contributions of phonetic token variability and word-type frequency to phonological representations PETER RICHTSMEIER, LOUANN GERKEN, DIANE OHALA Journal of Child Language, Volume 38, Issue 05, November 2011, pp 951 - 978 doi: 10.1017/S0305000910000371 (About doi) Published Online on 03rd December 2010 [ abstract ] Investigating the effects of syllable complexity in Russian-speaking children with SLI DARYA KAVITSKAYA, MARIA BABYONYSHEV, THEODORE WALLS, ELENA GRIGORENKO Journal of Child Language, Volume 38, Issue 05, November 2011, pp 979 - 998 doi: 10.1017/S0305000910000413 (About doi) Published Online on 11th February 2011 [ abstract ] Children with Specific Language Impairment in Finnish: the use of tense and agreement inflections SARI KUNNARI, TUULA SAVINAINEN-MAKKONEN, LAURENCE B. LEONARD, LEENA M?KINEN, ANNA-KAISA TOLONEN, MIRJA LUOTONEN, EEVA LEINONEN Journal of Child Language, Volume 38, Issue 05, November 2011, pp 999 - 1027 doi: 10.1017/S0305000910000528 (About doi) Published Online on 01st February 2011 [ abstract ] Infants' gestures influence mothers' provision of object, action and internal state labels JANET OLSON, ELISE FRANK MASUR Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1028 - 1054 doi: 10.1017/S0305000910000565 (About doi) Published Online on 09th February 2011 [ abstract ] Tuning information packaging: intonational realization of topic and focus in child Dutch AOJU CHEN Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1055 - 1083 doi: 10.1017/S0305000910000541 (About doi) Published Online on 04th March 2011 [ abstract ] Brief Research Reports A case-marking cue for filler?gap dependencies in children's relative clauses in Japanese TAKAAKI SUZUKI Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1084 - 1095 doi: 10.1017/S0305000910000553 (About doi) Published Online on 09th February 2011 [ abstract ] Contending with foreign accent in early word learning* RACHEL SCHMALE, GEORGE HOLLICH, AMANDA SEIDL Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1096 - 1108 doi: 10.1017/S0305000910000619 (About doi) Published Online on 11th February 2011 [ abstract ] Children aged 2 ; 1 use transitive syntax to make a semantic-role interpretation in a pointing task MIRIAM DITTMAR, KIRSTEN ABBOT-SMITH, ELENA LIEVEN, MICHAEL TOMASELLO Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1109 - 1123 doi: 10.1017/S0305000910000747 (About doi) Published Online on 01st April 2011 [ abstract ] Emotional state talk and emotion understanding: a training study with preschool children ILARIA GRAZZANI GAVAZZI, VERONICA ORNAGHI Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1124 - 1139 doi: 10.1017/S0305000910000772 (About doi) Published Online on 23rd March 2011 [ abstract ] Miscellaneous REVIEWERS 2011 Journal of Child Language, Volume 38, Issue 05, November 2011, pp 1140 - 1141 doi: 10.1017/S0305000911000353 (About doi) Published Online on 04th October 2011 [ abstract ] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 msyonata at huji.ac.il Wed Oct 5 16:19:55 2011 From: msyonata at huji.ac.il (Yonata Levy) Date: Wed, 5 Oct 2011 18:19:55 +0200 Subject: job openning Message-ID: The Department of Psychology at The Hebrew University of Jerusalem invites applications for a tenure-track faculty position (rank commensurate with qualifications and experience) in developmental psychology. Candidates should have a Ph.D. in developmental psychology or a closely related field, the ability to teach courses in developmental psychology at both the undergraduate and graduate levels, and an excellent record of publication in leading journals. Candidates with expertise in cognitive development are especially encouraged to apply. We expect the position to start in the academic year of 2012-2013. Opening the position is subject to budgetary considerations. The Department of Psychology at The Hebrew University of Jerusalem is at the forefront of psychological research in Israel. Please view the department?s research profile at http://psychology.huji.ac.il/en/ Interested candidates should submit their curriculum vitae and a formal letter addressing qualifications and describing research plans and teaching plans (including the courses they can offer) to *Ariel Knafo at **msarielk at huji.ac.il* *. *Review of applications will begin on November 15, 2011, but applications will be considered until the position is filled. -- *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 macw at cmu.edu Fri Oct 7 02:16:51 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 6 Oct 2011 22:16:51 -0400 Subject: Protections for Research Subjects and Data-Sharing Message-ID: Dear Info-CHILDES, Some of you may have already received a message from NIH regarding a request for comments on proposed changes in their policies regarding Human Subjects protection. Recently Peggy McCardle, Chief of the Child Development and Behavior Branch, sent out a copy of this announcement and I am copying it here. Earlier, I had provided comments and they did in fact reply to my input. I said that, in the interest of scientific progress, it would be important not to impose excessive restrictions on the sharing of data, particularly in the context of this segment of the proposed changes: "4. Establishment of mandatory data security and information protection standards for all studies that involve identifiable or potentially identifiable data (Section V);" Peggy pointed out to me that the more letters they receive on this issue, the more likely that they will respond positively. Instructions on how to provide input are given in Peggy's letter which is attached. -- Brian MacWhinney On Oct 6, 2011, at 3:09 PM, McCardle, Peggy (NIH/NICHD) [E] wrote: Dear Colleague: HHS has announced a proposal to change Human Subject Research rules & policies and thereby improve the protection of human research subjects. Your comments are sought. Changes under consideration would ensure the highest standards of protections for human subjects involved in research, while enhancing effectiveness of oversight The U.S. Department of Health and Human Services announced that the federal government is contemplating various ways of enhancing the regulations overseeing research on human subjects. Before making changes to the regulations ? which have been in place since 1991 and are often referred to as the Common Rule ? the government is seeking the public?s input on an array of issues related to the ethics, safety, and oversight of human research. The changes under consideration can be found in an Advance Notice of Proposed Rulemaking (ANPRM), Human Subjects Research Protections: Enhancing Protections for Research Subjects and Reducing Burden, Delay, and Ambiguity for Investigators, published in the July 25 Federal Register. The proposed changes are designed to strengthen protections for human research subjects, but may also impact the conduct and design of your future research. See http://www.hhs.gov/ohrp/humansubjects/anprm2011page.html for ANPRM details and http://www.hhs.gov/ohrp/humansubjects/anprm2011page.html for how to comment. Peggy Peggy McCardle, Ph.D., MPH Chief, Child Development & Behavior Branch, Center for Research for Mothers & Children -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 kuehn.nadja at googlemail.com Fri Oct 7 11:59:16 2011 From: kuehn.nadja at googlemail.com (Nadja Kuehn) Date: Fri, 7 Oct 2011 04:59:16 -0700 Subject: Nadja Kuehn m=?ISO-8859-1?Q?=F6chte_?=chatten Message-ID: ----------------------------------------------------------------------- Nadja Kuehn m?chte einige der neuen Google-Produkte verwenden, um mit Ihnen besser in Kontakt zu bleiben. Wenn Sie schon Google Mail oder Google Talk verwenden, besuchen Sie: http://mail.google.com/mail/b-11a420cf9d-93740e3c8d-UNtQYGUeTBOONKT80N9ttwyKA18 Klicken Sie auf diesen Link, um mit Nadja Kuehn chatten zu k?nnen. Um Google Mail - ein kostenloses E-Mail-Konto von Google mit mehr als 2800 Megabyte Speicherplatz - zu erhalten und mit Nadja Kuehn zu chatten, besuchen Sie: http://mail.google.com/mail/a-11a420cf9d-93740e3c8d-UNtQYGUeTBOONKT80N9ttwyKA18 Google Mail bietet: - Instant Messaging direkt in Google Mail - Leistungsstarken Spamschutz - Integrierte Suche nach E-Mails und praktische M?glichkeiten, E-Mails in "Konversationen" zu ordnen - Keine Pop-up-Anzeigen oder nicht zielgerichtete Banner - nur Textanzeigen und Informationen, die f?r den Inhalt Ihrer E-Mails relevant sind Alle diese Funktionen erhalten Sie kostenlos. Aber das ist noch nicht alles! Wenn Sie sich f?r ein Google Mail-Konto registrieren, erhalten Sie auch Zugriff auf Google Talk, den Instant Messaging-Dienst von: http://www.google.com/talk/intl/de/ Google Talk bietet: - Einen webbasierten Chat, den Sie ?berall verwenden k?nnen, ohne dass ein Download erforderlich ist - Eine mit Ihrem Google Mail-Konto synchronisierte Kontaktliste - Kostenlose, qualitativ hochwertige Sprachanrufe von Computer zu Computer, wenn Sie den Google Talk-Client herunterladen Von Zeit zu Zeit f?gen wir immer wieder neue Funktionen zu Google Talk hinzu und nehmen weitere Verbesserungen vor, weshalb wir Sie m?glicherweise regelm??ig um Kommentare und Vorschl?ge bitten. Wir danken Ihnen f?r Ihre Hilfe bei der Optimierung unserer Produkte! Vielen Dank! Ihr Google Team Weitere Informationen zu Google Mail und Google Talk erhalten Sie unter: http://mail.google.com/mail/help/intl/de/about.html http://www.google.com/talk/intl/de/about.html Wenn das Klicken auf die URLs in dieser E-Mail nicht funktioniert, kopieren Sie sie und f?gen Sie sie in die Adressleiste Ihres Browsers ein. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 10 11:59:52 2011 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 10 Oct 2011 11:59:52 +0000 Subject: Audio demos (or actually video would do)? Message-ID: Does anyone know of a good source for linguistic/psycholinguistic audio demos to use in lectures? I'm particularly looking for audio or video demos of the following: 1. Non-speech categorical perception stimuli (e.g. the Rosner pluck/bow stimuli) 2. Prosody (emotional or linguistic, ideally also audio or video to demonstrate deficits in this following RH damage) Thanks 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 lablab.uw at gmail.com Mon Oct 10 18:21:15 2011 From: lablab.uw at gmail.com (Rita Kaushanskaya) Date: Mon, 10 Oct 2011 11:21:15 -0700 Subject: job opening in child language at UW-Madison Message-ID: Tenure-track ASSISTANT PROFESSOR position in the Department of Communicative Disorders at the UNIVERSITY OF WISCONSIN-MADISON to start August 27, 2012. Position requires a PhD in communication sciences and disorders or related field. Candidates will be considered who have expertise in any area of language, speech, or hearing, with a preference for expertise in child language disorders and/or literacy. Salary is competitive and commensurate with credentials. To ensure full consideration, applications must be received by January 3, 2012. Application materials should be sent to Professor Susan Ellis Weismer, Search Chair, Dept. of Communicative Disorders, 1975 Willow Drive, Madison, WI, 53706. Finalists cannot be guaranteed confidentiality. A criminal background check may be required prior to employment. The University of Wisconsin-Madison is an affirmative action employer and encourages women and minorities to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From htagerf at bu.edu Mon Oct 10 18:41:43 2011 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Mon, 10 Oct 2011 14:41:43 -0400 Subject: Faculty Position in Developmental Psychology at Boston University Message-ID: The Department of Psychology at Boston University invites applicants for a tenure-track position at the Assistant Professor level in the area of DEVELOPMENTAL PSYCHOLOGY, to begin in the academic year 2012-13. This position is affiliated with our new program in Developmental Science, and is part of a general expansion in the department in the broad area of childhood and adolescence. We are seeking candidates with a doctorate in developmental psychology, whose research focuses on early moral/social development or language/cognitive development. We are especially interested in applicants whose work complements the current strengths of our program. The successful candidate will be expected to teach 3 courses per year and engage in research training at both the undergraduate and graduate level. Courses could include Introductory Psychology, Developmental Psychology, Social development, Moral development, Social psychology, Developmental psychology. Salary will be commensurate with experience. Applicants should provide a curriculum vitae, a statement of teaching experience and interests, a statement of research interests, copies of representative scholarly papers, and three letters of reference. Boston University is an Equal Opportunity/Affirmative Action Employer. The deadline for applications is November 1st, 2011. Inquiries may be directed to Julie McCann, Psychology Department, Boston University, 64 Cummington Street, Boston, MA 02215. Applications will only be accepted through AcademicJobsOnline.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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From suneetin at yahoo.com Mon Oct 10 21:02:34 2011 From: suneetin at yahoo.com (Suneeti Nathani) Date: Mon, 10 Oct 2011 14:02:34 -0700 Subject: Assistant Professor Position in Child Language at the University of Georgia Message-ID: The rapidly-growing Department of Communication Sciences and Special Education at the University of Georgia invites applications for a tenure-track Assistant Professor position with a promising research program in school-age language to start in Fall 2012. ? Qualificationsinclude a PhD in speech-language pathology or related field, expertise in school-age language issues, and demonstrated potential for scholarly productivity and external funding. Other areas of interest include but are not limited to augmentative and alternative communication, literacy, autism, bilingualism, pediatric dysphagia, and related pediatric communication issues. CCC-SLP and eligibility for GA licensure are preferred. ? ? Responsibilitiesinclude conducting a program of research, teaching at the undergraduate and graduate level in Communication Sciences and Disorders, obtaining external funding, mentoring and advising students, and participating in service-related activities. ? Application Procedures: Applicants should submit a letter of intent delineating research focus, curriculum vitae, official transcripts, and three letters of recommendation to: Suneeti Nathani Iyer, PhD, Chair Search Committee, 564 Aderhold Hall, Athens, GA 30602, snathani at uga.edu. ? Closing Date: Review of applications will begin November 15, 2011, and continue until the position is filled. ?Position is contingent on funding. ? The Communication Sciences and Disorders program is the only ASHA-accredited program in the state that offers a doctoral degree in communication sciences and disorders. For more information about the program and department, visit www.coe.uga.edu/csse/The University of Georgia, a land-grant and sea-grant university, is the state's oldest, most comprehensive, and most diversified institution of higher education. For more information about the University of Georgia, visit www.uga.edu, and for Athens and Georgia, visit www.visitathensga.comand www.georgia.gov UGA is an EEO/AA employer. Women and minorities are encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Oct 12 18:22:39 2011 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 12 Oct 2011 14:22:39 -0400 Subject: job In-Reply-To: Message-ID: ---------- Forwarded message ---------- From: Tom Roeper Date: Wed, Oct 12, 2011 at 10:21 AM Subject: job To: info-childes at googlegroups.com The Department of Linguistics and the Commonwealth Honors College of the University of Massachusetts Amherst has posted a joint tenure-track Language Acquisition position. The job description follows below. Please see the attachment for a pdf of the job description to post or visit http://www.umass.edu/linguist for a link to the online application. ______________________________________________________________________________________________________________________________________ *Tenure Track Position in Language Acquisition, University of Massachusetts Amherst* The Linguistics Department of the University of Massachusetts Amherst and Commonwealth Honors College invite applications for a joint tenure-track position for a theoretical linguist with a specialization in language acquisition at the assistant professor level, starting September 1, 2012. The position will involve advising and teaching at the graduate and undergraduate levels as well as participating in initiatives to enrich the offerings of Commonwealth Honors College. Commonwealth Honors College is the undergraduate honors college at UMass Amherst, and as such half of the teaching load for this position will be undergraduate honors courses offered by the Linguistics Department. We seek applicants who can develop and supervise experimental studies and whose research interests complement those of the current Linguistics faculty. Qualifications: Ph.D. in linguistics or related field by August 31, 2012 strongly preferred; but firm expectation of ABD by August 31, 2012 will be considered. Salary commensurate with qualifications and experience. The standard teaching load is two courses per semester. Applicants should submit a letter of application, statement of research and teaching interests, curriculum vitae, copies of research papers, and evidence of teaching ability, and they should arrange for three letters of reference to be sent. Materials can be submitted online to: https://academicjobsonline.org/ajo/jobs/1107 Electronic submissions preferred. If unable to submit application online, applications can be mailed to: Acquisition Search Committee Department of Linguistics 226 South College University of Massachusetts 150 Hicks Way Amherst MA 01003 U.S.A. Questions about the application process may be directed to the Search Administrator, Sarah Vega-Liros, sarahv at linguist.umass.edu, (413) 545-0885<%28413%29%20545-0885>. Review of applications will begin on December 2, 2011 and continue until the position is filled. UMass Amherst is a member of the Academic Career Network, a resource for dual-career couples (http://acn.fivecollege.edu) and a member of the Five College Consortium along with Amherst, Hampshire, Smith and Mt. Holyoke Colleges. The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer. The Linguistics Department is committed to increasing the diversity of the faculty, student body, and curriculum. Women and members of minority groups are strongly encouraged to apply. -- 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 martina.bredenbroecker at uni-potsdam.de Thu Oct 13 06:07:13 2011 From: martina.bredenbroecker at uni-potsdam.de (Martina =?iso-8859-1?b?QnJlZGVuYnL2Y2tlcg==?=) Date: Thu, 13 Oct 2011 08:07:13 +0200 Subject: new email address Message-ID: Good morning, my email address has changed. The new one is: bredenbr at mail.uni-paderborn.de Could you please change that? Thank you very much. Best regards, Martina Bredenbr?cker Englische Sprache der Gegenwart Institut f?r Anglistik und Amerikanistik Universit?t Potsdam Am Neuen Palais 10 14469 Potsdam Telefon: 0331/977-1062 Telefax: 0331/977-1605 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From ppeleclercq at free.fr Thu Oct 13 20:54:01 2011 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Thu, 13 Oct 2011 22:54:01 +0200 Subject: Workshop on L2 Proficiency Assessment - call for papers In-Reply-To: <9D763930C7D84B38B9911DB78C474017@pascale> Message-ID: Dear colleagues, Please find our second (amended) call for papers. 'Second (amended) call for papers' Workshop on L2 proficiency assessment February 24/25th 2012 EMMA - Universit? Paul Val?ry Montpellier 3 https://sites.google.com/site/l2proficiency/home Scroll down for French version. Version fran?aise plus bas. This bilingual French/English workshop seeks to bring together linguists interested in the assessment of proficiency in second language (L2) use. Generally, the workshop aims to identify reliable methods to assess L2 learner proficiency so as to enhance comparability across Second Language Acquisition (SLA) research results. Traditionally, Second Language Acquisition (SLA) research focuses on: - defining how learners' source and target languages influence their interlanguage (Hickmann et al. 1998, Hendricks et al. 2008, Lambert, et al. 2008, Perdue 1993, Slobin 2004); - determining stages of L2 acquisition (Perdue 1993, Bartning and Schlyter 1997, 2004, Hawkins and Buttery 2009); and - identifying cognitive mechanisms common to learners' native language (L1) and their L2 (Watorek 2004, Lenart 2006). Independently of their line of investigation, SLA studies tend to rely on learners whose proficiency level in L2 is yet to be clearly assessed. Although such assessment is essential to reach accurate and meaningful interpretations of research results (Thomas 1994, Pallotti 2009), a range of proficiency measures remain to be identified to ensure consistent assessment of L2 learners' levels of proficiency. In addition, and beyond research purposes, identifying proficiency measures will directly benefit second language teachers who need reliable tests to assess students' language skills through exams or language certificates (e.g. TOEFL, Cambridge and Oxford language tests, CLES in France ?). Questions we are currently exploring, and which we would like to submit to discussion are: - what morpho-syntactic and lexical criteria can be used to determine learners' stage of acquisition? - What psycholinguistic indicators can be used to determine learners' proficiency level? (e.g. processing speed?) - what kind of language test is appropriate to assess L2 learners' production and comprehension skills? Submissions for paper and poster presentations are welcome in French and in English and we particularly welcome submissions on the topics of: - the acquisition of French and English as a second language; - the assessment of tense, aspect and modality in SLA; - language certificates as a way to assess language skills Interested researchers are invited to send a 500-word abstract (excluding references) in French or in English to L2proficiency at gmail.com before 30th October 2011. A publication of the conference proceedings is envisaged. Language policy: presentations in French or in English are accepted. All speakers will be asked to provide a handout or a power point presentation in English. Plenary speakers : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Organizing committee : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti (EMMA - Universit? Montpellier 3) 2?me appel ? communication (modifi?) Atelier sur l??valuation du niveau des apprenants d?une L2 24-25 f?vrier 2012 EMMA - Universit? Paul Val?ry Montpellier 3 https://sites.google.com/site/l2proficiency/home Ce colloque bilingue fran?ais/anglais vise ? l?identification de m?thodes fiables de mesure du niveau des apprenants d?une langue seconde, pour une meilleure comparabilit? des r?sultats de la recherche, et pour une meilleure ?valuation des apprenants en contexte p?dagogique. Les ?tudes sur l?acquisition des langues secondes poursuivent g?n?ralement les objectifs suivants : - rechercher l?influence de la langue source et de la langue cible dans l?interlangue des apprenants (Hickmann et al, 1998, Hendriks et al. 2008, Lambert, Carroll, von Stutterheim 2008, Perdue 1993, Slobin 2004) ; - d?terminer des stades d?acquisition de la L2, ind?pendamment des paires de langues en pr?sence (Perdue 1993, Bartning & Schlyter 1997, 2004, Hawkins & Buttery 2009) ; - rechercher les proc?d?s cognitifs communs ? l?acquisition de la langue maternelle et des langues ?trang?res (Watorek 2004, Lenart 2006). Quelle que soit leur optique th?orique, ces ?tudes se basent sur l?analyse d?une ou de plusieurs populations d?apprenants, dont le niveau dans la langue cible doit ?tre clairement d?fini (Ellis 2009, Pallotti 2009). La d?finition du niveau de langue des apprenants est toutefois loin d??tre ais?e et l?identification d?un nombre restreint de mesures de niveau fiables serait un v?ritable atout pour la recherche sur l?acquisition des langues secondes et permettrait une meilleure comparabilit? des r?sultats de la recherche (Thomas 1994, Pallotti 2009). La question de l??valuation du niveau des apprenants se pose ?galement de mani?re tr?s forte pour les enseignants de langue, qui doivent ?valuer les comp?tences de leurs apprenants, soit ? l?occasion des examens, soit pour certifier leur niveau de langue (TOEFL, tests de Cambridge ou d?Oxford, CLES en France?) Les pistes d?analyse sont les suivantes : - quels crit?res morphosyntaxiques et lexicaux utiliser pour d?terminer le stade d?acquisition des apprenants ? - quels indicateurs psycholinguistiques pour d?terminer le niveau des apprenants ? (rapidit? de traitement de l?information, capacit? de m?morisation?) - quel type de test pour ?valuer les comp?tences de production et de compr?hension ? (volet didactique) Nous accueillerons toutes les propositions de communication orales ou poster, en fran?ais ou en anglais, explorant par exemple : - l?acquisition de l?anglais ou du fran?ais ; - la production (?crite/orale) des apprenants ; - le domaine verbal (temps/espace, aspect, modalit?) en L2 ; - l??valuation des comp?tences en langue par l?interm?diaire des certifications. Les chercheurs int?ress?s sont invit?s ? envoyer un r?sum? de 500 mots maximum (bibliographie non comprise), ? envoyer avant le 30 octobre 2011 ? L2proficiency at gmail.com . Une publication est envisag?e ? l?issue du colloque. Langues de l?atelier : les communications pourront se faire en fran?ais ou en anglais. Tous les participants seront pri?s de fournir un support en anglais pendant leur pr?sentation. Conf?renci?res invit?es : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Comit? d?organisation : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti (EMMA - Universit? Montpellier 3) References / Bibliographie Bartning, Inge (1997), ?L?apprenant dit avanc? et son acquisition d?une langue ?trang?re. Tour d?horizon et esquisse d?une caract?risation de la vari?t? avanc?e,? in AILE 9:9-50 . Bartning, Inge, Schlyter, Suzanne (2004). ?Itin?raires acquisitionnels et stades de d?veloppement en fran?ais L2,? in Journal of French Language Studies 14:281-299. Ellis, Rod (2009). ?The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production,? in Applied Linguistics, 30 (4): 474-509. Hawkins, John A., Buttery, Paula, (2009). ?Using learner language from corpora to profile levels of proficiency: Insights from the English Profile Programme,? in Studies in Language Testing: The Social and Educational Impact of Language Assessment. Cambridge University Press. Hendriks, Henri?tte, Hickmann, Maya & Demagny, Annie-Claude (2008). ?How adult English learners of French express caused motion: a comparison with English and French natives,? in AILE 27: 15-41. Lambert, Monique, Carroll, Mary, von Stutterheim, Christiane (2008). ?Acquisition en L2 des principes d?organisation de r?cits sp?cifiques aux langues,? in AILE 26: 11-29. Lenart, Ewa (2006). Acquisition des proc?dures de d?termination nominale dans le r?cit en fran?ais et polonais L1, et en fran?ais L2. ?tude comparative de deux types d'apprenant : enfant et adulte. Saint Denis, Universit? Paris 8, Th?se de doctorat. Pallotti, Gabriele (2009). ?CAF: defining, refining and differentiating constructs,? in Applied Linguistics 30 (4): 590-601. Perdue, Clive (ed.) (1993). Adult language acquisition: cross-linguistic perspectives, 2 vols. Cambridge University Press. Slobin, Dan I. (2004). ?The many ways to search for a frog: Linguistic typology and the expression of motion events.? In S. Str?mqvist & L. Verhoeven (Eds.), Relating events in narrative: Vol. 2. Typological and contextual perspectives. Mahwah, NJ: Lawrence Erlbaum Associates: 219-257. Thomas, Margaret (1994)."Assessment of L2 proficiency in second language acquisition,? in Language Learning Vol. 44 Number 2: 307-336. Watorek, M. (ed.) (2004). ?Construction du discours par des enfants et des apprenants adultes,? in Langages 155: 3-13. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vvvstudents at gmail.com Fri Oct 14 16:51:12 2011 From: vvvstudents at gmail.com (Virginia Valian) Date: Fri, 14 Oct 2011 12:51:12 -0400 Subject: adult-adult conversation, Santa Barbara corpus Message-ID: Dear Colleagues, I sent a query about sources of adult-adult conversations earlier this year. My thanks to those of you who responded. Here is a follow-up about what we did. We settled on the Santa Barbara of spoken American English corpus (SBCSAE), but we are also looking into the Buckeye corpus. Information about the SBCSAE can be found here: http://www.linguistics.ucsb.edu/research/sbcorpus.html And here: Du Bois, John W., Chafe, Wallace L., Meyer, Charles, and Thompson, Sandra A. 2000. Santa Barbara corpus of spoken American English, Part 1. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-164-7. Du Bois, John W., Chafe, Wallace L., Meyer, Charles, Thompson,Sandra A., and Martey, Nii. 2003. Santa Barbara corpus of spoken American English, Part 2. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-272-4. Du Bois, John W., and Englebretson, Robert. 2004. Santa Barbara corpus of spoken American English, Part 3. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-308-9. Du Bois, John W., and Englebretson, Robert. 2005. Santa Barbara corpus of spoken American English, Part 4. Philadelphia: Linguistic Data Consortium. ISBN: 158563-348-8. There were various glitches in the Santa Barbara files that prevented us from using them as they were. We had to clean them. The 60 cleaned cha and XML tagged Santa Barbara files that we used are here, if people want to access them: http://www.hunter.cuny.edu/littlelinguist/data/SBCSAE/ Paul Feitzinger, the excellent computer scientist in the Language Acquisition Research Center who cleaned the files, has this to say about how he proceeded: - We wanted to quickly tag the SBCSAE and convert it to XML, using Chatter so that we could run custom analysis scripts on it. - We removed all occurrences of "?", trailing and compound-joining "-", and trailing " ' " before tagging. - After running MOR and POST, we converted all instances of word|? into word|unk. An appearance of "?" would cause the file to fail CHECK and break Chatter. - After some hand disambiguation, the files passed CHECK and could run through Chatter. - There was an issue in a couple of spots (e.g., 40.cha: lines 673, 1124) where a "." on the main tier would be represented on the MOR tier with "none", which CHECK and Chatter rejected. There are conceptual issues about which examples of adult-adult speech should be compared with adult-child speech. We have not addressed that directly. Our comparisons are on-going, but in our *syntactic* analyses of part-of-speech bigrams, we see little difference between adults talking to adults and adults talking to children, per our poster at AMLaP in September of this year: Quirk, E., Feitzinger, P., Richter, C., Zeitlin, M., Chodorow, M., & Valian, V. (2011, September). A computational analysis of grammar change and grammar similarity. Poster presented at AMLaP, Paris, France. Best wishes, VVV -- Virginia Valian Distinguished Professor Department of Psychology, Hunter College PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center vvvstudents at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfeck at crl.ucsd.edu Fri Oct 14 18:08:22 2011 From: wulfeck at crl.ucsd.edu (Beverly Wulfeck) Date: Fri, 14 Oct 2011 11:08:22 -0700 Subject: SDSU/UCSD Doctoral program 2012 Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Program Directors: Vic Ferreira (UCSD) and Beverly Wulfeck (SDSU) APPLICATION DEADLINE for FALL, 2012: JANUARY 20, 2012 To obtain admission information and to download our application for Fall 2012 visit our website at: http://slhs.sdsu.edu/phdmain.php The doctoral program in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. Our interdisciplinary program, the only program of its kind in California, provides training in normal (spoken and signed) language, language disorders, multilingualism, and in the neural bases of language learning, use, and loss. It is designed to educate a new generation of scientists who are interested in applying state-of-the-art research skills to the study of communicative disorders. We are very proud of our program, students and faculty. Our doctoral program ranked fourth on the Faculty Scholarly Productivity Index rankings compiled by Academic Analytics and released by The Chronicle of Higher Education in 2007. The National Research Council (NRC) ranked our doctoral program among the top ten in the nation in their most recent rankings (2010). The majority of our graduates hold faculty positions in universities or research scientist positions in labs here in the US and abroad. GOALS: 1. To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. 2. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. 3. To prepare Ph.D.-level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. 4. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism. ASHA CLINICAL CERTIFICATION: Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology may do so concurrently with their doctoral studies as our program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). We also have a means for students wishing to complete their CFY while enrolled in our program. RESOURCES AND SUPPORT: In fall 2008 our program at SDSU moved into a new clinical, research, and academic building with state-of-the-art Speech-Language and Audiology clinics, wonderful high-tech labs, and great new instructional facilities. These resources, combined with the outstanding facilities at UCSD, provide doctoral students with the best possible training environment. Several different funding sources are used to support doctoral students including program scholarships, Graduate assistantships, in-state and out-of-state fee support, and faculty grants. Our NIH doctoral training grant ?Neurocognitive Approaches to Communication Disorders? was just renewed for five years of funding (http://slhs.sdsu.edu/phdgrant.php). This funding, along with other institutional and grant funding, provides us with resources to support our doctoral students. Contact Dr. Lew Shapiro (shapiro at mail.sdsu.edu) for more information regarding this training grant. ASHA CONVENTION 2011: Doctoral faculty will be attending ASHA in San Diego in November. Interested students planning on attending are invited to contact us and meet us at the Graduate Fair November 17-18, 2011. SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From macw at cmu.edu Fri Oct 14 18:49:17 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 14 Oct 2011 14:49:17 -0400 Subject: adult-adult conversation, Santa Barbara corpus In-Reply-To: Message-ID: Dear Virginia, Thanks for your feedback on the SBCSAE corpus. Right now, I am still working on remapping some of the SBCSAE comment fields to the traditional CA codes. After that, I agree that it would be interesting to tag the corpus using MOR and POST. I may end up retracing a few of Paul's steps when I do that. In general, we probably should be doing a bit more application of MOR and POST to these various adult corpora in order to facilitate interesting comparative analyses of the type you are running. -- Brian MacWhinney On Oct 14, 2011, at 12:51 PM, Virginia Valian wrote: > Dear Colleagues, > > I sent a query about sources of adult-adult conversations earlier this year. My thanks to those of you who responded. Here is a follow-up about what we did. We settled on the Santa Barbara of spoken American English corpus (SBCSAE), but we are also looking into the Buckeye corpus. > > Information about the SBCSAE can be found here: http://www.linguistics.ucsb.edu/research/sbcorpus.html > > And here: > Du Bois, John W., Chafe, Wallace L., Meyer, Charles, and Thompson, Sandra A. 2000. Santa Barbara corpus of spoken American English, Part 1. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-164-7. > > Du Bois, John W., Chafe, Wallace L., Meyer, Charles, Thompson,Sandra A., and Martey, Nii. 2003. Santa Barbara corpus of spoken > American English, Part 2. Philadelphia: Linguistic Data Consortium. ISBN 1-58563-272-4. > > Du Bois, John W., and Englebretson, Robert. 2004. Santa Barbara corpus of spoken American English, Part 3. Philadelphia: Linguistic > Data Consortium. ISBN 1-58563-308-9. > > Du Bois, John W., and Englebretson, Robert. 2005. Santa Barbara corpus of spoken American English, Part 4. Philadelphia: Linguistic > Data Consortium. ISBN: 158563-348-8. > > There were various glitches in the Santa Barbara files that prevented us from using them as they were. We had to clean them. > > The 60 cleaned cha and XML tagged Santa Barbara files that we used are here, if people want to access them: > http://www.hunter.cuny.edu/littlelinguist/data/SBCSAE/ > > Paul Feitzinger, the excellent computer scientist in the Language Acquisition Research Center who cleaned the files, has this to say about how he proceeded: > We wanted to quickly tag the SBCSAE and convert it to XML, using Chatter so that we could run custom analysis scripts on it. > We removed all occurrences of "?", trailing and compound-joining "-", and trailing " ' " before tagging. > After running MOR and POST, we converted all instances of word|? into word|unk. An appearance of "?" would cause the file to fail CHECK and break Chatter. > After some hand disambiguation, the files passed CHECK and could run through Chatter. > There was an issue in a couple of spots (e.g., 40.cha: lines 673, 1124) where a "." on the main tier would be represented on the MOR tier with "none", which CHECK and Chatter rejected. > There are conceptual issues about which examples of adult-adult speech should be compared with adult-child speech. We have not addressed that directly. Our comparisons are on-going, but in our *syntactic* analyses of part-of-speech bigrams, we see little difference between adults talking to adults and adults talking to children, per our poster at AMLaP in September of this year: > > Quirk, E., Feitzinger, P., Richter, C., Zeitlin, M., Chodorow, M., & Valian, V. (2011, September). A computational analysis of grammar change and grammar similarity. Poster presented at AMLaP, Paris, France. > > Best wishes, > > VVV > -- > Virginia Valian > Distinguished Professor > Department of Psychology, Hunter College > PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center > vvvstudents at gmail.com > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 meredithrowe at yahoo.com Mon Oct 17 15:31:43 2011 From: meredithrowe at yahoo.com (Meredith Rowe) Date: Mon, 17 Oct 2011 08:31:43 -0700 Subject: Graduate training fellowships at U of Maryland Message-ID: NIH GRADUATE TRAINING IN SOCIAL DEVELOPMENT UNIVERSITY OF MARYLAND DEPARTMENT OF HUMAN DEVELOPMENT AND QUANTITATIVE METHODOLOGY 2011-2016 The Department of Human Development and Quantitative Methodology at the University of Maryland has a National Institutes of Health (NIH) Graduate Training Program in Social Development. This award provides predoctoral support for graduate training in the area of social development, and funding to help with the infrastructure of the training. The purposes of graduate training in social development in the department are to contribute to basic knowledge, to the synthesis of knowledge, and to the integration of knowledge in research, practice, and policy in the multi-disciplinary field of human development. Included in this area of training is a basic understanding of social-affective, social-cognitive, social-neuroscience, social-relational, and social-cultural processes in normal and clinical populations. Dr. Meredith Rowe is accepting entering doctoral students for this program to begin training in the fall of 2012 (application deadline Dec 2011). Students interested in studying social influences on language development should contact Dr. Rowe for more information at: mrowe at umd.edu. For more general information about the NIH Graduate Training Program and other participating faculty contact Dr. Melanie Killen (Director) at: mkillen at umd.edu -- Meredith Rowe, Ed.D. Assistant Professor Department of Human Development and Quantitative Methodology 3304T Benjamin Building University of Maryland College Park, MD 20742 (301)405-3604 mrowe at umd.edu http://www.education.umd.edu/EDHD/faculty2/Rowe -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 vogt.pa at gmail.com Wed Oct 19 09:56:53 2011 From: vogt.pa at gmail.com (Paul Vogt) Date: Wed, 19 Oct 2011 11:56:53 +0200 Subject: Call for Participation Message-ID: [Apologies for cross-posting - please distribute to others who might be interested] Call for Participation Workshop: Socio-cognitive mechanisms of symbolic communication Venue: Tilburg University Date: 26 January 2012 from 9:00 until 18:30 hours. In contrast to other species, humans have the capacity to communicate symbolically (i.e. using forms that are either arbitrary or conventionalised) in an open fashion (i.e. with a very large repertoire of symbols, which in turn can be strung together according to some conventions and rules). It is widely accepted that our ability to communicate symbolically has both cognitive and social roots. In recent years, traditional approaches from humanities to study symbolic communication, such as linguistics and psychology, have been complemented by computational approaches. However, interactions between researchers from the humanities with computer modellers have been few and far between, perhaps due to a lack of mutual understanding of what each field can contribute to the other. This workshop inaugurates the ?Socio-cognitive mechanisms of symbolic communication? project, funded by the Netherlands Organisation for Scientific Research (NWO) within the Internationalisation of the Humanities programme. The objective of this project is to set up an open structural research network, which brings together researchers from various disciplines who investigate the socio-cognitive nature of symbolic communication. The objective of the network is to improve cross-fertilization between researchers from different disciplines by exchanging knowledge and experiences, and join forces to study communication multidisciplinary. This way, we aim to improve each other?s research methods and investigate unifying properties of the socio-cognitive mechanisms underlying symbolic communication. At the workshop, the partners in this project and two keynote speakers will present about their research. If you wish to attend the workshop, register by sending an email to socog.symcom at gmail.com. Registration fee is ? 25 for regular participants, ? 15 for students (to be paid in cash at the workshop). Seating is limited, so please register soon. Keynote speakers: Aylin K?ntay (Ko? University, Istanbul) Luc Steels (Vrije Universiteit Brussel / Sony Computer Science Laboratory, Paris) Invited speakers: Tony Belpaeme (University of Plymouth) Pierre-Yves Oudeyer (INRIA, Bordeaux) Asli ?zy?rek (Radbout Universiteit Nijmegen / MPI Nijmegen) Linda Smith (Indiana University) Paul Vogt (Tilburg University) Tentative programme (details TBA): 8:30 ? 9:00 Registration 9:00 ? 9:15 Welcome 9:15 ? 10:15 Keynote lecture 10:15 ? 10:45 Coffee break 10:45 ? 12:15 Presentations invited speakers 12:15 ? 13:15 Lunch break 13:15 ? 15:30 Presentations invited speakers 15:30 ? 16:00 Coffee break 16:00 ? 17:00 Keynote lecture 17:00 ? 17:30 Panel discussion 17:30 ? 18:30 Reception For more information, consult http://ilk.uvt.nl/~paul/scmsc/ or contact Paul Vogt (socog.symcom at gmail.com). -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pgordon at tc.edu Wed Oct 19 17:42:08 2011 From: pgordon at tc.edu (Gordon, Peter) Date: Wed, 19 Oct 2011 13:42:08 -0400 Subject: Summer Internships In-Reply-To: Message-ID: Hi Kathy, It was nice to see you at NYU last week, I really enjoyed your talk -- an learned a lot! Could you send me a copy of the powerpoint?, it would be a great addition to my lectures to include this material. Thanks Peter -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 19 18:48:53 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Wed, 19 Oct 2011 14:48:53 -0400 Subject: Summer Internships In-Reply-To: Message-ID: Wrong address? On Wed, Oct 19, 2011 at 1:42 PM, Gordon, Peter wrote: > > Hi Kathy, > > It was nice to see you at NYU last week, I really enjoyed your talk -- an > learned a lot! > > Could you send me a copy of the powerpoint?, it would be a great addition > to my lectures to include this material. > > Thanks > > Peter > > -- > Peter Gordon, Associate Professor > 1155 Thorndike Hall > Teachers College, Columbia University, Box 180 > 525 W120th St. > New York, NY 10027 > Phone: 212 678-8162 > Fax: 212 678-8233 > E-mail: pgordon at tc.edu > Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 KNelson at gc.cuny.edu Wed Oct 19 20:04:15 2011 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Wed, 19 Oct 2011 16:04:15 -0400 Subject: Summer Internships In-Reply-To: Message-ID: What talk did I miss? Katherine Nelson ________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Gordon, Peter [pgordon at tc.edu] Sent: Wednesday, October 19, 2011 1:42 PM To: info-childes at googlegroups.com Subject: Re: Summer Internships Hi Kathy, It was nice to see you at NYU last week, I really enjoyed your talk -- an learned a lot! Could you send me a copy of the powerpoint?, it would be a great addition to my lectures to include this material. Thanks Peter -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pul8 at psu.edu Wed Oct 19 21:42:13 2011 From: pul8 at psu.edu (Ping Li) Date: Wed, 19 Oct 2011 17:42:13 -0400 Subject: Postdoc Opportunity at Penn State Message-ID: POSTDOCTORAL POSITION CENTER FOR LANGUAGE SCIENCE PENN STATE UNIVERSITY The Center for Language Science (CLS) at Pennsylvania State University (* http://cls.psu.edu/*) invites applications for an anticipated postdoctoral position. We are seeking a candidate who has extensive language neuroscience experience, particularly with fMRI methods, and who would like to develop expertise on bilingual language processing. The position will include interaction with CLS faculty and students and the larger Penn State neuroscience community (see* http://www.imaging.psu.edu* and* http://www.huck.psu.edu/education/neuroscience*) towards developing fMRI expertise among students and faculty and creating potential collaborative projects. The successful candidate will benefit from a highly interactive group of faculty whose interests include bilingual language processing, second language acquisition in children and adults, and language contact. Applicants with interests in these topics and with an interest in extending their expertise within experimental psycholinguistics and cognitive neuroscience are particularly welcome to apply. There is no expectation that applicants will have had prior experience in research on bilingualism but previous fMRI expertise is critical. The CLS is home to a cross-disciplinary research program that includes a new NSF training program, Partnerships for International Research and Education (PIRE): Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience. The program provides training in research on bilingualism that includes an international perspective and that exploits opportunities for collaborative research conducted with one of our international partner sites in the UK (Bangor, Wales), Germany (Leipzig), Spain (Granada and Tarragona), The Netherlands (Nijmegen), Sweden (Lund) and China (Hong Kong and Beijing) and in conjunction with our two domestic partner sites at Haskins Labs and the VL2 Science of Learning Center at Gallaudet University. The successful postdoctoral candidate will have an opportunity to engage in collaborative research within the Center's international network. Questions about faculty research interests may be directed to relevant core training faculty:* Psychology*: Judith Kroll, Ping Li, Janet van Hell, and Dan Weiss;* Spanish*: Rena Torres Cacoullos, Giuli Dussias, Chip Gerfen, John Lipski, and Karen Miller;* Linguistics*: Nola Stephens;* Communication Sciences and Disorders*: Carol Miller;* German*: Carrie Jackson, Mike Putnam, and Richard Page. Administrative questions can be directed to the Director of the Center for Language Science, Judith Kroll: * jfk7 at psu.edu*. More information about the Center for Language Science (CLS), about the PIRE program, and faculty research programs can be found at* http://cls.psu.edu*or * http://cls.psu.edu/PIRE*. The initial appointment will be for one year, with a strong possibility of renewal for the next year. Salary and benefits follow NSF/NIH guidelines. The search is open to all eligible candidates regardless of citizenship. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should indicate two or more core faculty members as likely primary and secondary mentors and should describe the candidate's goals for research and training during a postdoctoral position, including previous fMRI experience and directions in which the candidate would like to develop his/her expertise in the language science of bilingualism. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent electronically to* pirepostdoc at gmail.com*. For fullest consideration, all materials should be received by December 1, 2011. The appointment can begin any time between February 1, 2012 and June 1, 2012. We encourage applications from individuals of diverse backgrounds. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Oct 20 01:04:42 2011 From: mromski at gsu.edu (Maryann Romski) Date: Thu, 20 Oct 2011 01:04:42 +0000 Subject: Faculty positions at Georgia State University Message-ID: [X] -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 pgordon at tc.edu Thu Oct 20 13:03:23 2011 From: pgordon at tc.edu (Gordon, Peter) Date: Thu, 20 Oct 2011 09:03:23 -0400 Subject: Sorry, Please ignore last email Message-ID: Everyone Please ignore the last email on childes, it was just meant for Kathy, I didn't realize the original message had come through CHILDES. Peter Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 sophie.kern at univ-lyon2.fr Tue Oct 25 11:23:16 2011 From: sophie.kern at univ-lyon2.fr (Kern, Sophie) Date: Tue, 25 Oct 2011 04:23:16 -0700 Subject: PHD opportunity in Lyon France Message-ID: INFLUENCE DE L?INPUT SUR LE DEVELOPPEMENT DES PREMIERS LEXIQUES PRODUCTIFS ET RECEPTIFS CHEZ L?ENFANT TYPIQUE ET ATYPIQUE Date limite de candidature : 13 novembre 2011 Formation du candidat Cette proposition de th?se s?adresse principalement ? des ?tudiants titulaires d?un Master en sciences du langage ou en sciences cognitives (avec de pr?f?rence des connaissances en psycholinguistique d?veloppementale). Le candidat s?lectionn? devra ?tre int?ress? par l?acquisition du langage chez le tr?s jeune enfant typique et atypique. Les candidatures ?trang?res sont recevables ? condition que le candidat ait une excellente ma?trise du fran?ais, ? l?oral comme ? l??crit. Cadre de la th?se Cette th?se, financ?e par le laboratoire d?excellence ASLAN (Advanced studies on language complexity), se d?roulera au laboratoire DDL Dynamique Du Langage (UMR5596 CNRS ? Universit? Lumi?re Lyon 2, Lyon, France) sous la direction de Sophie KERN (CR1 CNRS). Le financement est de l?ordre de 1 350 ? net par mois. La th?se est pr?vue pour d?buter en d?cembre 2011 ou janvier 2012. Description du projet La plupart des travaux en acquisition de la langue maternelle attribue un r?le important ? l?input et plus particuli?rement ? la fr?quence des mots lors des premi?res ?tapes du d?veloppement lexical. Plus souvent, un mot est entendu en contexte communicationnel, plus t?t il serait acquis. N?anmoins, les preuves de cette influence sont souvent indirectes. Mais, aucune ?tude ? ce jour n?est en mesure d?expliquer l?ordre d?acquisition de mots sp?cifiques. De plus, la majorit? de ces ?tudes s?int?resse ? l?influence de la fr?quence sur la production des mots sans envisager une influence possible sur leur compr?hension. On remarque ?galement que bien souvent, la fr?quence des mots est d?termin?e ? partir de corpus ?crits ou de corpus oraux produits par des adultes pour des adultes, corpus qui peuvent pr?senter des caract?ristiques bien diff?rentes de celles d?un discours adress? ? un enfant. Enfin, les ?tudes men?es sont rarement des ?tudes longitudinales ce qui ne permet pas de mesurer la possible influence de la fr?quence ? travers le d?veloppement des sujets. Par ailleurs, un groupe d?enfants reste un myst?re pour les chercheurs en psycholinguistique d?veloppementale ; il s?agit des ? parleurs tardifs (late talkers) ? qui pr?sentent un vocabulaire expressif tr?s faible, voire inexistant ? l??ge de 24 mois. Parmi ces enfants, 2/3 vont finalement rentrer dans la norme alors que 1/3 d?entre eux continueront ? se d?velopper de mani?re atypique. Le pari consiste ? montrer en quoi ces parleurs tardifs sont diff?rents des enfants typiques mais ?galement de montrer qu?il existe des sous-groupes au sein de cette population afin de pr?venir des risques de pathologies langagi?res ult?rieures. L?objectif de cette th?se sera donc de montrer la possible influence de l?input et plus particuli?rement de la fr?quence sur le d?veloppement des premiers mots en production et en compr?hension chez des enfants francophones typiques et atypiques entre 12 et 24 mois. Deux m?thodes de collectes de donn?es sont envisag?es. D?une part, des interactions d?une dizaine de dyades m?res/enfants (1 heure tous les 15 jours) seront film?es entre 12 et 24 mois. Le vocabulaire des enfants sera ?galement ?valu? mensuellement par le biais de l?Inventaire Fran?ais de D?veloppement Communicatif. D?autre part, le vocabulaire d?un groupe de 40 enfants de 24 mois (+/- 1 mois) sera ?valu? par l?IFDC. Ce groupe sera compos? de 20 enfants typiques et de 20 enfants pr?sentant un vocabulaire inf?rieur ? deux d?viations standard par rapport ? la norme. Contacts Pour candidater, merci d?envoyer un courriel ? l?adresse : Sophie.Kern at univ-lyon2.fr accompagn? : - d?un CV comportant notamment la liste des modules d?enseignements suivis et les notes obtenues en Master ; - du m?moire de recherche r?alis? en deuxi?me ann?e de Master. Date limite de candidature : 13 novembre 2011 Pour tout autre renseignement, contacter : Sophie.Kern at univ-lyon2.fr Dynamique Du Langage ? UMR5596 CNRS ? Universit? Lumi?re Lyon 2 Institut des Sciences de l?Homme 14 avenue Berthelot, Lyon 7?me arrondissement, France -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From mromski at gsu.edu Tue Oct 25 21:41:35 2011 From: mromski at gsu.edu (Maryann Romski) Date: Tue, 25 Oct 2011 21:41:35 +0000 Subject: Faculty positions at Georgia State University In-Reply-To: Message-ID: Dear Colleagues; It appears that the content of my original email did not go through. I am resending it. Please share. Thanks in advance, MaryAnn Language and Literacy Positions at Georgia State University Georgia State University (www.gsu.edu) invites applications for up to two anticipated tenure-track Open Rank (Assistant, Associate, or Full Professor) faculty positions to contribute to its funded initiative: Research on the Challenges of Acquiring Language and Literacy. These anticipated positions are part of a major new initiative to enhance existing strengths in language and literacy at Georgia State. The focus of this initiative is research with children and adults, with or without disabilities, who face challenges in acquiring language and literacy. In this university-funded initiative, more than 40 faculty members from 10 departments in the Colleges of Arts & Sciences and Education come together to engage in interdisciplinary research. We encourage applicants whose program of research addresses basic or applied, conceptual or methodological issues concerning challenges in the acquisition of language and literacy with a particular interest in intervention research. Applicants must have a Ph.D. degree in one of the disciplines, including, but not limited to, communication disorders, psychology, educational psychology, or special education. Appointment will be made to a department in accordance to the individual's degree and area of expertise. Successful applicants will be individuals who are prepared to take advantage of the interdisciplinary collaborative research opportunities available within the Language & Literacy Program, have a strong record of programmatic research, obtain external grant support, and have a commitment to and experience in the instruction of undergraduate and graduate students. We are particularly interested in applicants whose research programs compliment other faculty within this initiative (www.researchlanglit.gsu.edu). Inquiries may be made to Dr. Rose Sevcik (rsevcik at gsu.edu) or Dr. Paul Alberto (palberto at gsu.edu). Submit curriculum vitae, a brief statement of professional goals and research interests, evidence related to teaching interests and effectiveness, and the names and three letters of reference either electronically to Kene? Stephens at kstephens at gsu.edu, with the subject line "Language & Literacy Faculty Search", or by mail to Attn. Ms. Kene? Stephens, Georgia State University, Language & Literacy Initiative, P.O. Box 5010, Atlanta, GA 30302-5010, USA. The review of applications will begin October 15, 2011 and will continue until positions are filled contingent on available funding. An offer of employment will be conditional on background verification. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From irmoonek at gmail.com Sun Oct 30 18:17:03 2011 From: irmoonek at gmail.com (Sam Sam) Date: Sun, 30 Oct 2011 13:17:03 -0500 Subject: Tenure-track assistant professor position Message-ID: University of Wisconsin - Eau Claire Department of Communication Sciences and Disorders * * *POSITION:* Probationary tenure track faculty position in the Department of Communication Sciences and Disorders at the rank of Assistant or Associate Professor beginning August 20, 2012. Summer employment is possible. *QUALIFICATIONS*: Doctorate in Communication Sciences and Disorders or a related field and CCC-SLP. ABD considered but completion of the doctorate will be required by June 1, 2013. Area of expertise is open. Prior university teaching experience will be considered an asset as will expertise in the area of fluency. Salary will be commensurate with qualifications and experience. Those interested in enhancing our efforts to address ethnic and cultural diversity issues are encouraged to apply. *RESPONSIBILITIES*: We are seeking an individual with a strong interest in the academic and clinical instruction of undergraduate and master?s students in our CAA accredited program in speech-language pathology. Other responsibilities include active participation in scholarly activity, student advising/mentoring, engagement in service to the university and community, and participation in department, college, and university committee work. *DEPARTMENT:* The department has six faculty, four clinical instructional staff members, approximately 150 undergraduate majors, and 36 master?s students. The department also has an active speech, language, and hearing clinic with 16 treatment rooms, observation areas, an AAC lab with observation room, a well-equipped voice/speech science lab, an audiology lab, and an instructional technology lab. *UNIVERSITY & EAU CLAIRE COMMUNITY:* The University of Wisconsin-Eau Claire campus community consists of 10,500 students and 700 faculty and administrative/professional staff. As the UW System's only Center of Excellence for faculty and undergraduate research, faculty and students regularly work side-by-side on original research. Often described as Wisconsin's most beautiful campus, UW-Eau Claire's campus spans the banks of the Chippewa River in the heart of Eau Claire, western Wisconsin's largest city. Eau Claire and the surrounding countryside have many scenic rivers, lakes, parks, bike trails and wooded areas where students and community members enjoy seasonal sports, camping and a variety of other recreational activities. A community of 60,000, Eau Claire is a safe, friendly, and affordable community with employment opportunities for family members and outstanding schools for children. Eau Claire is just 90 miles from Minneapolis-St. Paul, MN. *APPLICATION PROCEDURE*: Send a letter of application, a complete curriculum vita, official transcripts, and the names of three references who can comment on relevant clinical and/or academic teaching experience to: Dr. Vicki Samelson, Search Committee Chair Department of Communication Sciences and Disorders University of Wisconsin ? Eau Claire Eau Claire, Wisconsin 54702-4004 samelsvm at uwec.edu * * To ensure consideration, completed applications must be received by *December 15, 2011. * However, screening may continue until the position is filled. The university reserves the right to contact additional references with notice given to the candidates at an appropriate time in the process. Applicants? names are subject to public release unless confidentiality has been requested in writing. Names of all finalists must be released. A criminal background check is required prior to employment. UW-Eau Claire is an AA/EEO employer dedicated to enhancing diversity. To learn more, visit our Web site: http://www.uwec.edu/employment/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 csg at u.washington.edu Sun Oct 30 20:46:47 2011 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Sun, 30 Oct 2011 13:46:47 -0700 Subject: Faculty position, Speech & Hearing Sciences, U of Washington Message-ID: ASSISTANT or ASSOCIATE PROFESSOR The Department of Speech and Hearing Sciences at the University of Washington is searching for a full-time tenure-track assistant or associate professor with expertise in any area of speech/language development and disorders in children. Ph.D. or equivalent is required; duties for this position include undergraduate and graduate teaching, scholarly research, directing student research, and participating in service activities. The Department of Speech and Hearing Sciences has close ties with related units on campus, including the Departments of Linguistics and Psychology; the Eunice Kennedy Shriver Intellectual and Developmental Disabilities Research Center; the Autism Center; the Integrated Brain Imaging Center; and the Institute for Learning and Brain Sciences. A strong record of research productivity and potential for external funding are prerequisites for the job, as is evidence of teaching effectiveness. Base salary (nine-month academic year) is competitive and commensurate with qualifications and experience; a full range of fringe benefits is available. Send a letter of application including a statement of teaching and research interests, curriculum vitae, publication reprints, graduate transcripts, and three letters of recommendation to: Carol Stoel-Gammon, Ph.D., Search Committee Head, Department of Speech and Hearing Sciences, University of Washington, 1417 N.E. 42nd Street, Seattle, WA 98105-6246; phone: 206-543-7974; fax: 206-543-1093; e-mail: csg at u.washington.edu. Priority will be given to applications received before January 15, 2012; applications will be accepted until the position is filled. Employment begins September 16, 2012. The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. The University of Washington was a recipient of the 2006 Alfred P. Sloan award for Faculty Career Flexibility and is committed to supporting the work-life balance of its faculty. Additional information: http://depts.washington.edu/sphsc/ employment.htm -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Mon Oct 31 15:55:58 2011 From: g.morgan at city.ac.uk (Gary Morgan) Date: Mon, 31 Oct 2011 08:55:58 -0700 Subject: postdoc opportunity London UK Message-ID: Research Associate: Executive Functions in Deaf Children Project http://www.dcal.ucl.ac.uk/Vacancies/vacancies_opp.html Cognitive Perceptual Brain Sciences, UCL Deafness, Cognition and Language Research Centre (DCAL) Hours: Full Time The post is funded for 3 years in the first instance commencing 1st March 2012 or as soon as possible thereafter. Salary (inclusive of London allowance): Grade 7, ?31,905 ? ?38,594 per annum Duties and Responsibilities Executive function in deaf children is a project based at Deafness, Cognition and Language Research Centre (DCAL). This project studies how deafness and language learning experience (both sign and spoken modalities) impact on the function of EF, working memory and associated verbal and non verbal cognitive abilities. The aim of the project is to further elucidate the relationship between language and related cognitive skills within a developmental framework. The post-holder will manage the day-to-day running of the project, coordinate project meetings and all communication with the grant holders, researchers, technical and deaf liaison support workers, and lead on management of the budget and preparation of reports and publications. Closing Date 31 Dec 2011 Interview date 18th January 2012 Any offer of employment will be subject to a Criminal Record Bureau check. This appointment is subject to UCL Terms and Conditions of Service for Research and Support Staff. Key Requirements: The post-holder should hold a PhD or other earned doctorate in a relevant subject area such as psychology, psycholinguistics or cognitive neuroscience. Experience of experimental design, data collection with children, analysis of large data sets, and the ability to work independently as well as part of a team are essential. Excellent communication skills with Deaf and hearing colleagues and deaf and hearing children are also essential to this role. Please use this link to find out more about the UCL Terms and Conditions related to this job, employee benefits that we offer and further information about UCL. http://www.dcal.ucl.ac.uk/Vacancies/vacancies_opp.html If you have any queries regarding the vacancy or the application process, please contact Professor Gary Morgan; email: g.morgan at city.ac.uk -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.