From kuehn.nadja at googlemail.com Fri Sep 2 06:49:01 2011 From: kuehn.nadja at googlemail.com (Nadja Kuehn) Date: Fri, 2 Sep 2011 08:49:01 +0200 Subject: Reminder: Call Conference DICMA (Discourse cohesive means in acquisition) ZAS, Berlin, March 2012 Message-ID: Dear colleagues, this is the reminder for the conference on Discourse cohesive means in acquisition (DICMA, http://www.zas.gwz-berlin.de/workshop_dicma.html) in march 2012 (11. - 13.03) at ZAS, Berlin. Abstracts should be sent by the 19th of September 2011. Below you´ll find our call. Best, Dagmar Bittner&Nadja Kühn Full Title: Discourse cohesive means in acquisition Location: Centre for General Linguistics, Berlin, Germany Start Date: 11.-13.3.2012 Contact: Dagmar Bittner, Nadja Kuehn; dicma at zas.gwz-berlin.de Meeting Website: http://www.zas.gwz-berlin.de/workshop_dicma.html Meeting Description: Telling others about complex events, impressions, and thoughts in a coherent manner is a very demanding task for children up to their teenage years, and, though less obvious, understanding complex texts produced by others is just as demanding. The richness, diversity, and complexity of the pragmatic and linguistic devices that have to be followed in order to produce and comprehend a coherent discourse make this arguably one of the most challenging tasks in language acquisition. Children have to figure out the structure and content of the macro-parts, i.e. who is acting where and when, what happened and what follows from what happened. In addition, there is a broad range of linguistic means of discourse cohesion which are, at least partially, interacting with each other. Most of them are linked to pragmatic interpretations and to the internal non-linguistic knowledge and emotional states of the communication partner(s). The conference will address the micro-level of discourse structure and present current research on the acquisition of the various phenomena that ensure coherence in discourse. In order to open our eyes to the complexity of the domain and the possible interactions between the diverse phenomena, we invite papers investigating children’s development into discourse coherence from all angles and perspectives. Currently, the main body of research focuses on referential expressions with respect to e.g. the introduction and maintenance of referents, topic-sensitivity, and anaphoric capacity. More recently, the role of coherence relations expressed by different types of connectors and the impact of verb semantics in discourse continuation have become of interest. However, apart from the early studies from the 1980s, not much work has been done on time reference and tense/aspect chains in discourse. Little is known about the influence of epistemic, modal, and several other types of expressions. The same holds for the influence of context information, the impact of prosodic information, and the treatment of focus. The conference provides the opportunity to discuss the broad range of discourse cohesive means and the methods of their investigation from different theoretical perspectives. We especially encourage the presentation of papers focusing on the following aspects: - correlations and interactions between different types of discourse cohesive means - correlations between discourse cohesive means and non-linguistic phenomena such as emotional states, discourse context, etc. - the role of theory of mind - the acquisition of pragmatic implicatures in the use of discourse cohesive means - acquisitional milestones and paths in the development of discourse abilities - processing of discourse cohesive means - the interaction of discourse cohesive means with parameters of information structure - acquisition in mono- and bilingual children as well as in SLI children Invited speakers: Jacqueline Evers-Vermeul Juhani Järvikivi Tom Roeper Abstracts of max. 500 words (not including references) should be sent as a pdf-file by the 19th of September 2011 to dicma at zas.gwz-berlin.de. Please provide name(s) of author(s) and affiliation(s) in the text of the email and do not mention it in the abstract file. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Sat Sep 3 08:26:36 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Sat, 3 Sep 2011 11:56:36 +0330 Subject: I need your help Message-ID: Dear Childes members, Greetings, I am working on kids with special problems in language. One of the cases is 6 years old and diagnosed with autism. He has recently developed a Robotic language and although was not able to talk at all but at this age he started using very limited words concerning his need. His language is not creative though. Is there any way to help him to change his Robotic language to normal speech. Isn't it late for him to reach this end? I appreciate your help and advice in advance. Best, Parisa -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sep 9 14:59:34 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 Sep 2011 10:59:34 -0400 Subject: search for age-group In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: Dear Susanne, Have you read the database manuals and used the guide on the front page of each? They are located at http://childes.psy.cmu.edu/manuals/ -- Brian MacWhinney On Sep 9, 2011, at 10:26 AM, suse wrote: > hey there, > i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? > > greets, > Suse > > > ---- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From sgrass at gmx.net Fri Sep 9 14:26:30 2011 From: sgrass at gmx.net (suse) Date: Fri, 9 Sep 2011 16:26:30 +0200 Subject: search for age-group Message-ID: hey there, i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? greets, Suse ---- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 a.schueppert at rug.nl Fri Sep 9 15:18:39 2011 From: a.schueppert at rug.nl (A.Schuppert) Date: Fri, 9 Sep 2011 17:18:39 +0200 Subject: search for age-group In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: An HTML attachment was scrubbed... URL: From sgrass at gmx.net Fri Sep 9 15:11:49 2011 From: sgrass at gmx.net (suse) Date: Fri, 9 Sep 2011 17:11:49 +0200 Subject: search for age-group In-Reply-To: <61166F3E-600D-401C-94EE-C8C2F439527B@cmu.edu> Message-ID: thanks a lot! i only read the general introduction. but now i see that the tables are there for each language/language group separately. best, Suse Am 09-09-11 16:59, schrieb Brian MacWhinney: > Dear Susanne, > > Have you read the database manuals and used the guide on the front page of each? They > are located at http://childes.psy.cmu.edu/manuals/ > > -- Brian MacWhinney > > > On Sep 9, 2011, at 10:26 AM, suse wrote: > >> hey there, >> i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? >> >> greets, >> Suse >> >> >> ---- >> Susanne Grassmann >> University of Groningen >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> >> > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pdaftaryfard at gmail.com Tue Sep 13 23:40:31 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Wed, 14 Sep 2011 03:10:31 +0330 Subject: Robot like language Message-ID: Dear Childes members, Greetings This is my second request concerning language problems of autistic children. In Iran, unfortunately, research on child language does not suffice. I need your help and knowledge to help this poor kid. He is recognized as being autistic at the age of two. He has been exposed to English very early to "My Baby Channel" which only shows cartoons and songs before he has been recognized so. After being recognized so, he has passed ABA and many other therapies. Now at the age of six, he has started a kind of language which is somehow Robot like (he cannot connect voices fluently to say a word; instead he says words in syllabic form for example instead of saying Daddy he says ..\.Da...D.i\) He cannot say some consonant and when I listen to his speech I think he uses English sounds instead of Farsi; for example instead using dental /d/ he uses English d for both Farsi d and G (as in bridge). How would be possible to help this kid. As there is no pervasive research and researchers on this language difficulty in my country, your information can help us very much. you might not know how invaluable your comments would be. Please help us with your experience, knowledge and if possible any article I can use. Best regards, Parisa -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 bpearson at research.umass.edu Tue Sep 13 23:59:37 2011 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 13 Sep 2011 19:59:37 -0400 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: Dear Infochildes, I've had a question from a colleague that has me stumped. I hope you have some suggestions for her. Is there some formal measure of how verbose a preschool child is? She is doing sleep research and for a grant proposal is trying to follow up on a comment from teachers and parents that "some kids are highly verbal and they tend to be harder to get to sleep." "Highly verbal" in this case is not a value judgment about the child's language sophistication, just how *much* they talk. I suggested that Betty Hart's 2nd book, the "Social World of Children Learning to Talk" had graphs that quantified "voluble," "average," and "taciturn" levels for parents and child separately up to 36 months. Or I think she could use LENA to quantify the percentage of a fixed time a child talks-- But it's not the focus of the research: she doesn't want to record or transcribe. She was hoping there was a scale that she could give to teachers or parents; or possibly a short-term observation protocol that someone has codified. Any suggestions for her??! Thank you in advance. Best wishes, Barbara Pearson ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From suki at ibiblio.org Wed Sep 14 02:41:32 2011 From: suki at ibiblio.org (Susannah Kirby) Date: Tue, 13 Sep 2011 19:41:32 -0700 Subject: can bilinguals "replace" monolinguals in experimental data collection? Message-ID: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 marilyn.vihman at york.ac.uk Wed Sep 14 07:05:37 2011 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Wed, 14 Sep 2011 08:05:37 +0100 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one > possible solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in > my current location (Vancouver, BC), monolingual children are nearly > impossible to find! On the other hand, bilingual kids are extremely > easy to recruit. > > I'm wondering how methodologically unsound it would be to allow > bilingual children to participate (not mixed in with monolinguals, > but as their own participant group), and then to recruit slightly > older children. So for instance, my target age range for > monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or > even 5-6) year olds. I would also ask for parents to estimate what > percentage of the day the kids hear English input, and shoot for, > say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why > it might or might not work, but I'm almost at the end of my rope, in > terms of my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Wed Sep 14 08:26:24 2011 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Wed, 14 Sep 2011 08:26:24 +0000 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I agree with Marilyn that the solution is not to raise the age-level – the differences between bilingual and monolingual verb and grammar acquisition are too complex for this to be a workable solution. As far as I’m aware, there is no consensus about which (if any) aspects of syntax and morphology bilinguals develop more slowly. In theory, you could probably overcome some of the problems by finding a reliable way to assess how much of each language the children hear (Caroline Floccia at Plymouth here in the UK has a good scale for this), controlling for what the “other language” is and then doing fancy statistics to take account of these in regression analyses. However, I think you will have a more important problem in practice which is that you may find it virtually impossible to publish your findings. I can see reviewers raising a whole raft of objections to the idea of treating bilingual acquisition as equivalent to monolingual acquisition in this way. Sorry. What about embracing your population and trying to replicate some of the current influential monolingual studies with bilinguals? Because many current theories of acquisition see some role for input/exposure – though they differ in the exact role they attribute to exposure - they have interesting implications for bilingual acquisition. There you would be at a distinct advantage because you could look at things like amount of exposure to each language as part of your predictions, rather than as a confound. Caro From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of marilyn vihman Sent: 14 September 2011 08:06 To: info-childes at googlegroups.com Subject: Re: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Wed Sep 14 09:03:16 2011 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Wed, 14 Sep 2011 09:03:16 +0000 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: <3FF1F1F25A83534BB89EE788E44BC70B0624E268@BHEXMBX2.livad.liv.ac.uk> Message-ID: I think it depends exactly what the question is. Obviously anything where you are trying to collect norms or compare across different languages is out, but if you're looking at a very specific self-contained question within a particular language, I don't think it would be that big a problem. For example, suppose you wanted to investigate whether there's a correlation between the frequency of particular irregular English past-tense forms in some corpus and children's correct production of these forms (versus over-regularization errors). Suppose you found this pattern in English-dominant bilinguals. Of course, the other languages may well affect overall rates of correct performance/error and add some noise, but it would be very difficult to argue that this confound was responsible for the pattern of results and hence that the same pattern wouldn't be observed for monolinguals. Indeed, as long as you have access to some monolinguals, you could show that the same pattern holds for both (if it does). Having said that, I'm sure Caroline is right that the study would be very difficult to publish - if only because reviewers don't always think through whether or not any apparent confound is actually relevant to whatever claim is being made. Ben From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Rowland, Caroline Sent: 14 September 2011 09:26 To: info-childes at googlegroups.com Subject: RE: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I agree with Marilyn that the solution is not to raise the age-level - the differences between bilingual and monolingual verb and grammar acquisition are too complex for this to be a workable solution. As far as I'm aware, there is no consensus about which (if any) aspects of syntax and morphology bilinguals develop more slowly. In theory, you could probably overcome some of the problems by finding a reliable way to assess how much of each language the children hear (Caroline Floccia at Plymouth here in the UK has a good scale for this), controlling for what the "other language" is and then doing fancy statistics to take account of these in regression analyses. However, I think you will have a more important problem in practice which is that you may find it virtually impossible to publish your findings. I can see reviewers raising a whole raft of objections to the idea of treating bilingual acquisition as equivalent to monolingual acquisition in this way. Sorry. What about embracing your population and trying to replicate some of the current influential monolingual studies with bilinguals? Because many current theories of acquisition see some role for input/exposure - though they differ in the exact role they attribute to exposure - they have interesting implications for bilingual acquisition. There you would be at a distinct advantage because you could look at things like amount of exposure to each language as part of your predictions, rather than as a confound. Caro From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of marilyn vihman Sent: 14 September 2011 08:06 To: info-childes at googlegroups.com Subject: Re: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 k.j.alcock at lancaster.ac.uk Wed Sep 14 10:27:53 2011 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Wed, 14 Sep 2011 11:27:53 +0100 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: My impression is that these kids are not always highly verbal until it's bedtime and they want to stall.... Slightly flippant, but it might not be a reliable measure, depending on who's assessing it, as it could be situational. I guess it could be related to shyness, which is usually measured in a temperament measure? A quick search comes up with Reticent primary grade children and their more talkative peers: Verbal, nonverbal, and self-concept characteristics. Evans, Mary Ann Journal of Educational Psychology, Vol 88(4), Dec 1996, 739-749 which suggests many children move between "talkative" groups within a school year - suggesting it's not particularly stable. On 14 Sep 2011, at 00:59, Barbara Pearson wrote: > > > She is doing sleep research and for a grant proposal is trying to follow up on a comment from teachers and parents that "some kids are highly verbal and they > tend to be harder to get to sleep." > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 erikachoff at gmail.com Wed Sep 14 11:09:11 2011 From: erikachoff at gmail.com (Erika Hoff) Date: Wed, 14 Sep 2011 07:09:11 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: I think the question of subject selection is tied to the question of generalization. If it is clear who your subjects are, say children whose primary language is English and have a raw vocabulary score on some standardized test with a particular range, then you run those subjects and you know something about verbs in that group--which as has been pointed out is a large group. Depending on the task, it might also be important to look for differences associated with what the other language is. I do think it is important to assess their English knowledge in some way because whatever age you pick, the children English knowledge will vary a great deal depending on how much exposure to English they have. Also, with children that old, much of their exposure may be outside the home and the parents may not provide good estimates. Erika Hoff On Tue, Sep 13, 2011 at 10:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible > solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my > current location (Vancouver, BC), monolingual children are nearly impossible > to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual > children to participate (not mixed in with monolinguals, but as their own > participant group), and then to recruit slightly older children. So for > instance, my target age range for monolinguals is 3-4 years old; for > bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for > parents to estimate what percentage of the day the kids hear English input, > and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it > might or might not work, but I'm almost at the end of my rope, in terms of > my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mmillians at gmail.com Wed Sep 14 13:09:50 2011 From: mmillians at gmail.com (Molly Millians) Date: Wed, 14 Sep 2011 09:09:50 -0400 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: I wonder if the "talkativeness" is characteristic of children who have some diffiuclties with self-regulation that interfere with their calming to sleep. It might be benefical to look into the issues of self-regulation, talkativeness, and sleep. The Handbook of Self-Regulation: Reserach, Theory, and Applications edited by Roy Baumeister and Kathleen Vohs is a good reference. Molly Millians On Tue, Sep 13, 2011 at 7:59 PM, Barbara Pearson < bpearson at research.umass.edu> wrote: > Dear Infochildes, > > I've had a question from a colleague that has me stumped. I hope you have > some suggestions for her. > > Is there some formal measure of how verbose a preschool child is? > > She is doing sleep research and for a grant proposal is trying to follow up > on a comment from teachers and parents that "some kids are highly verbal and > they > tend to be harder to get to sleep." > > "Highly verbal" in this case is not a value judgment about the child's > language sophistication, just how *much* they talk. > > I suggested that Betty Hart's 2nd book, the "Social World of Children > Learning to Talk" had graphs that quantified "voluble," "average," and > "taciturn" levels for parents and child separately up to 36 months. Or I > think she could use LENA to quantify the percentage of a fixed time a child > talks-- > > But it's not the focus of the research: she doesn't want to record or > transcribe. > She was hoping there was a scale that she could give to teachers or > parents; or possibly a short-term observation protocol that someone has > codified. > > Any suggestions for her??! > > Thank you in advance. > > Best wishes, > > Barbara Pearson > > ************************************************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Depts of Linguistics and Communication Disorders > c/o 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_**indexold.htm > http://www.zurer.com/pearson > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Wed Sep 14 14:09:28 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 14 Sep 2011 10:09:28 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I agree with the concerns that the others have posted, and I would follow up on Caroline Rowland's idea to embrace the population. I have the same challenge of finding monolinguals in Toronto, so I am building bilingualism into the design using regression models. In your case, because you are looking at a specific feature of grammar, I would recommend trying to look at monolinguals and one or two homogenous bilingual groups. My groups in Toronto are always heterogeneous - a sample of 25 bilinguals may represent 15 languages. While you may find the same in Vancouver, there are also certain languages that are better represented there than others. For example, you could look at an east Asian language group based on a potential verb-bias in acquisition. You could even study this with English data only, although it would be obviously wonderful to have first language data, too. I hope this doesn't create more challenge than solution for you, but there is enough research to show differences in rate of acquisition as a function of when L1 and L2 were acquired, patterns of dominance, rate of usage, proficiency, etc., that including a bilingual group without special consideration within a monolingual group is problematic. Best, Kathleen Kathleen Peets Assistant Professor Ryerson University School of Early Childhood Education kpeets at ryerson.ca On Tue, Sep 13, 2011 at 10:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible > solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my > current location (Vancouver, BC), monolingual children are nearly impossible > to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual > children to participate (not mixed in with monolinguals, but as their own > participant group), and then to recruit slightly older children. So for > instance, my target age range for monolinguals is 3-4 years old; for > bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for > parents to estimate what percentage of the day the kids hear English input, > and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it > might or might not work, but I'm almost at the end of my rope, in terms of > my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Wed Sep 14 14:47:34 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Wed, 14 Sep 2011 08:47:34 -0600 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah I would like to echo the comments of my colleagues in saying that the extent to which bilingual development and monolingual development are similar or different is complex, and a simple change in the age of participants recruited for a study would not turn bilinguals into monolingual equivalents. I would also like to echo the comments my colleagues in encouraging you to see the potential in studying bilingual children for any research question in language acquisition. Understanding the type of bilingual children you are dealing with is a crucial first step. I imagine that in Vancouver, like Edmonton, the majority of bilingual children are English second language learners from immigrant and refugee families with diverse first language/cultural backgrounds, East and South Asian being the most numerous. I have worked extensively with ESL children aged 4-6 in Edmonton, and for the majority of them, English is not their dominant language at this age, but children do vary in how much English they have been exposed to and in what context. Obtaining information on individual children's exposure to English is vital to interpreting results; simply labelling them all as "bilingual" may not be sufficient to understand all the variation in the data. This information is most often obtained via parent questionnaire. If you are interested in the questionnaires we use in my lab, you can go to the Child ESL Centre website that we have just launched, and download them: http://www.chesl.ualberta.ca Please don't hesitate to get in touch if you have questions about working with ESL children and their families. Best wishes, Johanne On 2011-09-13, at 8:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From suki at ibiblio.org Fri Sep 16 01:09:11 2011 From: suki at ibiblio.org (Susannah Kirby) Date: Thu, 15 Sep 2011 18:09:11 -0700 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: <0686E5DE-124B-4067-8E74-DC186C2F86AD@ualberta.ca> Message-ID: Hi all, Thank you to everyone who responded with such interesting and helpful insights to my mono/bilingual question! The general consensus seems to be that my proposed solution is too complicated to work without significant background work (e.g. parental questionnaires) to assess the children's input/knowledge in English - and that even if it eventually did work, and I could do the stats correctly, I might still never get my results published. I think that ultimately I will start to incorporate bilingualism as a crucial part of what I look at. The problem at the moment is that I am already about one-third of the way through data collection to answer a "burning" question that has been haunting me for several years. I would hate to give up the data that I already have, and am hoping to (at some point) finally get the other monolinguals I need, to get an answer to this question. In case anyone is interested, the specific topic I'm examining is English-speaking children's acquisition of raising-to-object and object control structures - so somewhat complex, biclausal constructions. I am assuming that these structures take some time to learn, and that kids need to have enough experience with them, over time, in the input. I proposed raising the age for inclusion to allow kids who are getting less input in English (per day, as the day is split among languages) enough time to "catch up". Thanks again for all your suggestions and materials! Best, Susannah. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Fri Sep 16 01:33:25 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Thu, 15 Sep 2011 21:33:25 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Hi Susannah, nice to see you here since I can't see you at UNC anymore! What exactly do you mean by "learn"? That is not only what your acquisition measure is (à la Radford 1990), but also what does it mean to learn these structures? How well do adults know them anyway? And what is it exactly that adults know? With many of these "complex structures", it is far from clear adults have the clear-cut knowledge syntactic theory adscribes them (the example that comes to mind is basic binding theory, where adults who have not been trained in linguistics accept the craziest things--Randy Hendrick can talk to you about that). I think those are questions that sooner or later we'll have to answer too. Another issue is, you talk about learning "structures", but these things are learned (in my opinion and that of several others who've already posted here) very piecemeal, lexically-based perhaps. This is a very pressing question when it comes to "rare" structures. How sure can we be that there is such a thing as "raising-to-object" as a psychologically realistic syntactic construct? (I know people on this list will be able to illuminate that point, on both sides). Just more things to think about for the bigger picture... Bruno Bruno Estigarribia Assistant Professor of Spanish, Department of Romance Languages and Literatures Research Assistant Professor of Psychology, Cognitive Science Program Investigator, Carolina Institute for Developmental Disabilities Dey Hall, Room 332 University of North Carolina at Chapel Hill estigarr at email.unc.edu On Thu, Sep 15, 2011 at 9:09 PM, Susannah Kirby wrote: > Hi all, > > Thank you to everyone who responded with such interesting and helpful > insights to my mono/bilingual question! The general consensus seems to be > that my proposed solution is too complicated to work without significant > background work (e.g. parental questionnaires) to assess the children's > input/knowledge in English - and that even if it eventually did work, and I > could do the stats correctly, I might still never get my results published. > > I think that ultimately I will start to incorporate bilingualism as a > crucial part of what I look at. The problem at the moment is that I am > already about one-third of the way through data collection to answer a > "burning" question that has been haunting me for several years. I would hate > to give up the data that I already have, and am hoping to (at some point) > finally get the other monolinguals I need, to get an answer to this > question. > > In case anyone is interested, the specific topic I'm examining is > English-speaking children's acquisition of raising-to-object and object > control structures - so somewhat complex, biclausal constructions. I am > assuming that these structures take some time to learn, and that kids need > to have enough experience with them, over time, in the input. I proposed > raising the age for inclusion to allow kids who are getting less input in > English (per day, as the day is split among languages) enough time to "catch > up". > > Thanks again for all your suggestions and materials! > > Best, > Susannah. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Sat Sep 17 13:30:20 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Sat, 17 Sep 2011 17:00:20 +0330 Subject: I need your help In-Reply-To: <2EA6D63AE264BA4EA1CA3E63B8850AC25D26961ECF@MAPI.ad.kent.ac.uk> Message-ID: Thank you so much Kirsten and Lofa and Wallenius for your comments and help. I do appreciate those who are especially experienced such cases with me. Best, Parisa On Sat, Sep 17, 2011 at 4:23 PM, Kirsten Abbot-Smith < K.Abbot-Smith at kent.ac.uk> wrote: > Dear Parisa, > I am not an expert in this area at all: I work on grammatical development > in normally-developing pre-schoolers. However, this term I am required to > teach a couple of courses on preschoolers with specific language impairment > (NOT autism spectrum disorder) and interventions for this. I found some very > helpful chapters in a book edited by Rebecca McCauley and Marc Fey (2006) > called "Treatment of Language Disorders in Children" (the published of which > is Paul H Brookes) and I noticed that there were three chapters relating to > interventions appropriate for children with autism spectrum disorders. These > include: > > Luigi Girolametto & Elaine Weitzman "it takes two to talk - the Hanen > program for parents: early language intervention through caregiver training > (I googled Luigi Girolametto for you and his email address is E-mail: > l.girolametto at utoronto.ca > > M. Charlop-Christy and C. Jones "the picture exchange communication system: > nonverbal communication programmes for children with autism spectrum > disorders" > > M. Romski, R. Sevik, M. Cheslock & A. Carton "the system for augmenting > language: ACC and emerging language intervention > > One thing I liked about this volume was that it included a DVD of the > various therapy techniques, which was really helpful in working out what > they did. > > I also did a little search on www.scholargoogle.co.uk and found this > recent randomised controlled study of whether the hanen intervention helps > improve communication in children with autism spectrum disorder and it > appears to (at least with younger children). > > I'm sure there is quite a bit of research out there - I also found this > website via google, which might help you to research further > http://www.researchautism.net/pages/welcome/home.ikml > > All the best and good luck! > Kirsten > > Child Development Unit > School of Psychology > University of Kent > Room A2.4 Keynes College > Canterbury > Kent > CT2 7NP > Tel: (0044 1227) 823016 > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of parisa Daftarifard > Sent: 03 September 2011 09:27 > To: info-childes > Subject: I need your help > > Dear Childes members, > > Greetings, > > I am working on kids with special problems in language. One of the > cases is 6 years old and diagnosed with autism. He has recently > developed a Robotic language and although was not able to talk at all > but at this age he started using very limited words concerning his > need. His language is not creative though. Is there any way to help > him to change his Robotic language to normal speech. Isn't it late for > him to reach this end? > > I appreciate your help and advice in advance. > Best, > Parisa > > -- > Parisa Daftarifard > Phd Student of TEFL > IAUSR > Faculty Member of IAU (Tehran South Branch) > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 eileenbrann at gmail.com Sat Sep 17 21:14:21 2011 From: eileenbrann at gmail.com (eileen brann) Date: Sat, 17 Sep 2011 16:14:21 -0500 Subject: I need your help In-Reply-To: Message-ID: Parissa, It sounds to me that he needs work on intonation patterns, both prosody and fluency of speech (connecting the final phoneme of one word to the initial phoneme of the next word- co-articulation needed in most cases, which is why it is so difficult for kids). I work with many children diagnosed with autism who need this type of therapy. It is very common, and I do not think that he is too old to learn this skill. For example, one 7 year old that I work with now uses flat intonation to ask questions, so we are using arrows at the end of a question (he reads well), and making the emphasized word larger than the others words in the sentence. I have found that anything that you can do to visually represent intonation patterns helps more than auditory, but you might try both ways. There are resources available so if you search under intonation or accent reduction/modification. Some names in this field are Lorna Sikorski and Compton (but for intonation patterns, not just for autism). Eileen M.Brann, M.S., M.Ed, CCC-SLP Speech-Language Pathologist PhD student Dept of Special Education University of Illinois at Chicago Sat, Sep 3, 2011 at 3:26 AM, parisa Daftarifard wrote: > Dear Childes members, > > Greetings, > > I am working on kids with special problems in language. One of the > cases is 6 years old and diagnosed with autism. He has recently > developed a Robotic language and although was not able to talk at all > but at this age he started using very limited words concerning his > need. His language is not creative though. Is there any way to help > him to change his Robotic language to normal speech. Isn't it late for > him to reach this end? > > I appreciate your help and advice in advance. > Best, > Parisa > > -- > Parisa Daftarifard > Phd Student of TEFL > IAUSR > Faculty Member of IAU (Tehran South Branch) > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 sgrass at gmx.net Sun Sep 18 17:39:24 2011 From: sgrass at gmx.net (suse) Date: Sun, 18 Sep 2011 19:39:24 +0200 Subject: phonemes in early lexicon - reference In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Virginia.Dubasik at asu.edu Sun Sep 18 22:55:15 2011 From: Virginia.Dubasik at asu.edu (Virginia Dubasik) Date: Sun, 18 Sep 2011 15:55:15 -0700 Subject: phonemes in early lexicon - reference In-Reply-To: <4E762CCC.5060800@gmx.net> Message-ID: Hi Susanne, The following references may help you answer your question: 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in children. 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A longitudinal study. * Stoel-Gammon has several others! 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant language. 4. Fee, E. (1995). Segments and syllables in early language acquisition. 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological development: Ages one and three years. 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early language acquisition. 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). You may also want to look at David Ingram's work, as several of his participants were in the early stages of phonological acquisition/first words. I hope these help! Virginia Virginia Dubasik Arizona State University ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nakhtar at ucsc.edu Mon Sep 19 00:17:26 2011 From: nakhtar at ucsc.edu (nameera akhtar) Date: Sun, 18 Sep 2011 17:17:26 -0700 Subject: quantitative psychology position at UC Santa Cruz In-Reply-To: Message-ID: The Department of Psychology at the University of California, Santa Cruz invites applications for a tenured Professor in quantitative psychology. Application deadline is October 24, 2011. Please see the attached advertisement for more details. Questions *(NOT APPLICATIONS)* may be directed to Eileen Zurbriggen at zurbrigg at ucsc.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: -------------- next part -------------- A non-text attachment was scrubbed... Name: UCSC_Senior_QuantPsych_ad.pdf Type: application/pdf Size: 20115 bytes Desc: not available URL: From n.g.garmann at iln.uio.no Mon Sep 19 07:37:16 2011 From: n.g.garmann at iln.uio.no (Nina Gram Garmann) Date: Mon, 19 Sep 2011 09:37:16 +0200 Subject: phonemes in early lexicon - reference In-Reply-To: <20501633E8D1704AA5BC9A00AD59510F01432BE5BF0E@EX11.asurite.ad.asu.edu> Message-ID: Hi Susanne, Stoel-Gammon, C. (2010) Relationships between lexical and phonological development in young children. J. Child Language, p. 15 touches this question, and refers to Stoel-Gammon, C (1998)Sounds and words in early language acquistion: the relationship between lexical and phonological development. In R. Paul (ed.) Exploring the speech-language connection, 25-53. Baltimore: Paul H. Brookes. Good luck! Nina On 19-09-11 00:55, Virginia Dubasik wrote: > Hi Susanne, > The following references may help you answer your question: > > 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in children. > 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A longitudinal study. > * Stoel-Gammon has several others! > 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant language. > 4. Fee, E. (1995). Segments and syllables in early language acquisition. > 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological development: Ages one and three years. > 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early language acquisition. > 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). > > You may also want to look at David Ingram's work, as several of his participants were in the early stages of phonological acquisition/first words. > > I hope these help! > Virginia > > > Virginia Dubasik > Arizona State University > > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of suse [sgrass at gmx.net] > Sent: Sunday, September 18, 2011 10:39 AM > To: info-childes at googlegroups.com > Subject: phonemes in early lexicon - reference > > hey there, > could by any chance someone point me to research about the frequency of > various phonemes in children's early lexicons? i vaguely remember that > words with initial "b" are overwhelmingly frequent. but i can't find a > reference - is there one? > > thanks a lot > Suse > > > ----- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- Nina Gram Garmann Postdoktor +47 22857778 +47 993 13 193 Institutt for lingvistiske og nordiske studier, Postboks 1102 Blindern, 0317 Oslo Department of Linguistics and Scandinavian Studies, P.O. Box 1102 Blindern, N-0317 Oslo Norway -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Sep 19 13:26:19 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 19 Sep 2011 09:26:19 -0400 Subject: phonemes in early lexicon - reference In-Reply-To: <20501633E8D1704AA5BC9A00AD59510F01432BE5BF0E@EX11.asurite.ad.asu.edu> Message-ID: Marilyn Vihman and I found that in children studied from 9 to 16 months, that p/b was the most frequent consonant used in "stable words" (those produced in both months 15 and 16), with a mean of 40%, across the 9 early talkers who qualified for inclusion in the analysis by producing some of the same words in both sessions. Other consonants used varied greatly by individual child, with those consonants previously established as Vocal Motor Schemes (by frequency of occurrence across sessions) for each child occurring in over 90% of stable words. McCune, L. and Vihman, M.M. (2001). Early phonetic and lexical development: A productivity approach. *Journal of Speech, Language, and Hearing Research, * *44, **670-684.* On Sun, Sep 18, 2011 at 6:55 PM, Virginia Dubasik wrote: > Hi Susanne, > The following references may help you answer your question: > > 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in > children. > 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A > longitudinal study. > * Stoel-Gammon has several others! > 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant > language. > 4. Fee, E. (1995). Segments and syllables in early language acquisition. > 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological > development: Ages one and three years. > 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early > language acquisition. > 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). > > You may also want to look at David Ingram's work, as several of his > participants were in the early stages of phonological acquisition/first > words. > > I hope these help! > Virginia > > > Virginia Dubasik > Arizona State University > > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On > Behalf Of suse [sgrass at gmx.net] > Sent: Sunday, September 18, 2011 10:39 AM > To: info-childes at googlegroups.com > Subject: phonemes in early lexicon - reference > > hey there, > could by any chance someone point me to research about the frequency of > various phonemes in children's early lexicons? i vaguely remember that > words with initial "b" are overwhelmingly frequent. but i can't find a > reference - is there one? > > thanks a lot > Suse > > > ----- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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. > > -- 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 Anna.Sosa at nau.edu Mon Sep 19 16:05:14 2011 From: Anna.Sosa at nau.edu (Anna V Sosa) Date: Mon, 19 Sep 2011 16:05:14 +0000 Subject: phonemes in early lexicon - reference In-Reply-To: <4E762CCC.5060800@gmx.net> Message-ID: Here are a few references. Both explore the topic. Stoel-Gammon, C., & Peter, B. (2008). Syllables, segments, and sequences: Phonological patterns in the words of young children acquiring American English. In: B. Davis & K. Zajdό (Eds.) Syllable development: The Frame/Content Theory and Beyond. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Stoel-Gammon, C. (1998). Sounds and Words in Early Language Acquisition. In R. Paul (Ed.), Exploring the Speech-language Connection. Baltimore, MD: Brookes Publishing Co. Anna Sosa, Ph.D., CCC-SLP Assistant Professor Department of Communication Sciences & Disorders Northern Arizona University Office:(928) 523-3845 Email: Anna.Sosa at nau.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From lise.menn at Colorado.EDU Tue Sep 20 17:22:04 2011 From: lise.menn at Colorado.EDU (Lise Menn) Date: Tue, 20 Sep 2011 11:22:04 -0600 Subject: Digest for info-childes@googlegroups.com - 2 Messages in 1 Topic In-Reply-To: <90e6ba3fcd61bb05fd04ad5fbf2d@google.com> Message-ID: But don't forget that there is a lot of variation among typically developing children - a very few English L1 kids (including Jacob, Menn 1976/78) don't acquire labials until after both dentals and velars. Lise Menn ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] Sent: Tuesday, September 20, 2011 7:50 AM To: Digest Recipients Subject: Digest for info-childes at googlegroups.com - 2 Messages in 1 Topic Today's Topic Summary Group: http://groups.google.com/group/info-childes/topics * phonemes in early lexicon - reference [2 Updates] Topic: phonemes in early lexicon - reference Lorraine McCune Sep 19 09:26AM -0400 ^ Marilyn Vihman and I found that in children studied from 9 to 16 months, that p/b was the most frequent consonant used in "stable words" (those produced in both months 15 and 16), with a mean of 40%, across the 9 early talkers who qualified for inclusion in the analysis by producing some of the same words in both sessions. Other consonants used varied greatly by individual child, with those consonants previously established as Vocal Motor Schemes (by frequency of occurrence across sessions) for each child occurring in over 90% of stable words. McCune, L. and Vihman, M.M. (2001). Early phonetic and lexical development: A productivity approach. *Journal of Speech, Language, and Hearing Research, * *44, **670-684.* On Sun, Sep 18, 2011 at 6:55 PM, Virginia Dubasik > 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 Anna V Sosa Sep 19 04:05PM ^ Here are a few references. Both explore the topic. Stoel-Gammon, C., & Peter, B. (2008). Syllables, segments, and sequences: Phonological patterns in the words of young children acquiring American English. In: B. Davis & K. Zajdό (Eds.) Syllable development: The Frame/Content Theory and Beyond. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Stoel-Gammon, C. (1998). Sounds and Words in Early Language Acquisition. In R. Paul (Ed.), Exploring the Speech-language Connection. Baltimore, MD: Brookes Publishing Co. Anna Sosa, Ph.D., CCC-SLP Assistant Professor Department of Communication Sciences & Disorders Northern Arizona University Office:(928) 523-3845 Email: Anna.Sosa at nau.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From htagerf at bu.edu Thu Sep 22 13:24:20 2011 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Thu, 22 Sep 2011 09:24:20 -0400 Subject: Faculty Position In-Reply-To: <0fe87cd395be040ca62c54da2602661c.squirrel@calmail.berkeley.edu> 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. From marcj at uwo.ca Fri Sep 23 19:41:17 2011 From: marcj at uwo.ca (Marc Joanisse) Date: Fri, 23 Sep 2011 15:41:17 -0400 Subject: No subject Message-ID: -Marc- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cam47 at psu.edu Mon Sep 26 13:01:57 2011 From: cam47 at psu.edu (Carol Miller) Date: Mon, 26 Sep 2011 06:01:57 -0700 Subject: Faculty position, Communication Sciences & Disorders, Penn State Message-ID: Assistant or Associate Professor of Communication Sciences and Disorders (CSD) Work Unit: College Of Health & Human Development Department: Communication Sciences and Disorders Job Number: 34660 Affirmative Action Search Number: 023-105 The Department of Communication Sciences and Disorders (CSD) ( http://csd.hhdev.psu.edu/), College of Health and Human Development at The Pennsylvania State University seeks candidates for a full-time continuing (36-week) tenured or tenure-track position of Assistant or Associate Professor to begin Fall 2012. The responsibilities of this position will be to establish or continue a line of research in a specialty area(s) related to language, speech or voice science, autism, and/or fluency. Specialty interests in neuroscience, neurogenics, neuromotor disorders and/or aging considered a plus. In addition, will teach undergraduate and graduate courses in area of specialty; supervise undergraduate and graduate (M.S./Ph.D.) research; be actively involved in enhancing and building the Ph.D. program; provide service to the Department, College, and University; and contribute to the clinical aspects of the program. Opportunities exist for interdisciplinary collaborations across the University Park and Hershey Medical Center campuses. These collaborations include the Penn State Social Science Research Institute, the Center for Healthy Aging, the Social, Life, and Engineering Sciences Imaging Center (which houses a human electrophysiology facility and a 3 Tesla fMR unit), the Penn State Center for Language Science, the Huck Institutes of the Life Sciences, and numerous departments including Biobehavioral Health, Psychology, Kinesiology, Bioengineering, Human Development and Family Studies and departments in the College of Medicine such as Neurology. Candidates must have an earned Ph.D., with an active research and scholarship program. Previous teaching experience and/or post- doctoral experience desired. CCC-SLP is desirable. Review of credentials will begin immediately and continue to be accepted until the position is filled. Interested candidates should submit a letter of application, current curriculum vitae, copies of relevant research articles or presentations, along with the names, addresses, email and telephone numbers of three professional references, to: Krista Wilkinson, Ph.D., Chair of the Search Committee Professor,Communication Sciences and Disorders c/o Sharon Nyman, Adminstrative Assistant Department of Communication Sciences and Disorders The Pennsylvania State University 308 Ford Building University Park, PA 16802 Or, send via email to: SAN5 at psu.edu 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. From ppeleclercq at free.fr Tue Sep 27 15:17:37 2011 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Tue, 27 Sep 2011 17:17:37 +0200 Subject: Workshop on L2 Proficiency Assessment - call for papers In-Reply-To: Message-ID: Call for Papers Workshop on L2 proficiency assessment February 24/25th 2012 EMMA - Université Paul Valéry Montpellier 3 Scroll down for French version. Version française plus bas. This 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) to pascale.leclercq at univ-montp3.fr ou sandra.deshors at univ-montp3.fr before 30th October 2011). A publication of the conference proceedings is envisaged. Plenary speakers : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Organizing committee : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti Atelier sur l’évaluation du niveau des apprenants d’une L2 24-25 février 2012 EMMA - Université Paul Valéry Montpellier 3 Ce colloque 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 pascale.leclercq at univ-montp3.fr ou sandra.deshors at univ-montp3.fr . Une publication est envisagée à l’issue du colloque. Conférencières invitées : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Comité d’organisation : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti Bibliographie Bartning, Inge, Schlyter, Suzanne (1997), « Itinéraires acquisitionnels et stades de développement en français L2. », AILE 9 Les Apprenants Avancés, Saint-Denis : Aile-Encrages. Bartning, Inge, Schlyter, Suzanne (2004). Itinéraires acquisitionnels et stades de développement en français L2. 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 Vol 30 Number 4. Oxford Journals, OUP. Hawkins, John A., Buttery, Paula, (2009). “Using learner language from corpora to profile levels of proficiency: Insights from the English Profile Programme.” 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. Lambert, Monique, Carroll, Mary, von Stutterheim, Christiane (2008). “Acquisition en L2 des principes d’organisation de récits spécifiques aux langues” in AILE 26, pp. 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 Vol 30 Number 4. Oxford Journals, OUP. 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, pp. 219-257. Thomas, Margaret (1994). Assessment of L2 proficiency in second language acquisition. Language Learning 44:2, June 1994, pp 307-336 Watorek, M. (ed.) (2004) Construction du discours par des enfants et des apprenants adultes. Langages 155. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sep 30 14:49:22 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Sep 2011 10:49:22 -0400 Subject: new bilingual corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a corpus contributed by Johanne Paradis of the University of Alberta. This is a study of the learning of English in Alberta, Canada, by 25 immigrant children. The average age of the children was 5:8 at the onset of the project when children had been exposed about 9 months already to English. Subsequently, the children were recorded five times at six-month intervals. Many thanks to Johanne for the contribution of this important corpus. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From kuehn.nadja at googlemail.com Fri Sep 2 06:49:01 2011 From: kuehn.nadja at googlemail.com (Nadja Kuehn) Date: Fri, 2 Sep 2011 08:49:01 +0200 Subject: Reminder: Call Conference DICMA (Discourse cohesive means in acquisition) ZAS, Berlin, March 2012 Message-ID: Dear colleagues, this is the reminder for the conference on Discourse cohesive means in acquisition (DICMA, http://www.zas.gwz-berlin.de/workshop_dicma.html) in march 2012 (11. - 13.03) at ZAS, Berlin. Abstracts should be sent by the 19th of September 2011. Below you?ll find our call. Best, Dagmar Bittner&Nadja K?hn Full Title: Discourse cohesive means in acquisition Location: Centre for General Linguistics, Berlin, Germany Start Date: 11.-13.3.2012 Contact: Dagmar Bittner, Nadja Kuehn; dicma at zas.gwz-berlin.de Meeting Website: http://www.zas.gwz-berlin.de/workshop_dicma.html Meeting Description: Telling others about complex events, impressions, and thoughts in a coherent manner is a very demanding task for children up to their teenage years, and, though less obvious, understanding complex texts produced by others is just as demanding. The richness, diversity, and complexity of the pragmatic and linguistic devices that have to be followed in order to produce and comprehend a coherent discourse make this arguably one of the most challenging tasks in language acquisition. Children have to figure out the structure and content of the macro-parts, i.e. who is acting where and when, what happened and what follows from what happened. In addition, there is a broad range of linguistic means of discourse cohesion which are, at least partially, interacting with each other. Most of them are linked to pragmatic interpretations and to the internal non-linguistic knowledge and emotional states of the communication partner(s). The conference will address the micro-level of discourse structure and present current research on the acquisition of the various phenomena that ensure coherence in discourse. In order to open our eyes to the complexity of the domain and the possible interactions between the diverse phenomena, we invite papers investigating children?s development into discourse coherence from all angles and perspectives. Currently, the main body of research focuses on referential expressions with respect to e.g. the introduction and maintenance of referents, topic-sensitivity, and anaphoric capacity. More recently, the role of coherence relations expressed by different types of connectors and the impact of verb semantics in discourse continuation have become of interest. However, apart from the early studies from the 1980s, not much work has been done on time reference and tense/aspect chains in discourse. Little is known about the influence of epistemic, modal, and several other types of expressions. The same holds for the influence of context information, the impact of prosodic information, and the treatment of focus. The conference provides the opportunity to discuss the broad range of discourse cohesive means and the methods of their investigation from different theoretical perspectives. We especially encourage the presentation of papers focusing on the following aspects: - correlations and interactions between different types of discourse cohesive means - correlations between discourse cohesive means and non-linguistic phenomena such as emotional states, discourse context, etc. - the role of theory of mind - the acquisition of pragmatic implicatures in the use of discourse cohesive means - acquisitional milestones and paths in the development of discourse abilities - processing of discourse cohesive means - the interaction of discourse cohesive means with parameters of information structure - acquisition in mono- and bilingual children as well as in SLI children Invited speakers: Jacqueline Evers-Vermeul Juhani J?rvikivi Tom Roeper Abstracts of max. 500 words (not including references) should be sent as a pdf-file by the 19th of September 2011 to dicma at zas.gwz-berlin.de. Please provide name(s) of author(s) and affiliation(s) in the text of the email and do not mention it in the abstract file. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Sat Sep 3 08:26:36 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Sat, 3 Sep 2011 11:56:36 +0330 Subject: I need your help Message-ID: Dear Childes members, Greetings, I am working on kids with special problems in language. One of the cases is 6 years old and diagnosed with autism. He has recently developed a Robotic language and although was not able to talk at all but at this age he started using very limited words concerning his need. His language is not creative though. Is there any way to help him to change his Robotic language to normal speech. Isn't it late for him to reach this end? I appreciate your help and advice in advance. Best, Parisa -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sep 9 14:59:34 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 Sep 2011 10:59:34 -0400 Subject: search for age-group In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: Dear Susanne, Have you read the database manuals and used the guide on the front page of each? They are located at http://childes.psy.cmu.edu/manuals/ -- Brian MacWhinney On Sep 9, 2011, at 10:26 AM, suse wrote: > hey there, > i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? > > greets, > Suse > > > ---- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From sgrass at gmx.net Fri Sep 9 14:26:30 2011 From: sgrass at gmx.net (suse) Date: Fri, 9 Sep 2011 16:26:30 +0200 Subject: search for age-group Message-ID: hey there, i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? greets, Suse ---- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 a.schueppert at rug.nl Fri Sep 9 15:18:39 2011 From: a.schueppert at rug.nl (A.Schuppert) Date: Fri, 9 Sep 2011 17:18:39 +0200 Subject: search for age-group In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: An HTML attachment was scrubbed... URL: From sgrass at gmx.net Fri Sep 9 15:11:49 2011 From: sgrass at gmx.net (suse) Date: Fri, 9 Sep 2011 17:11:49 +0200 Subject: search for age-group In-Reply-To: <61166F3E-600D-401C-94EE-C8C2F439527B@cmu.edu> Message-ID: thanks a lot! i only read the general introduction. but now i see that the tables are there for each language/language group separately. best, Suse Am 09-09-11 16:59, schrieb Brian MacWhinney: > Dear Susanne, > > Have you read the database manuals and used the guide on the front page of each? They > are located at http://childes.psy.cmu.edu/manuals/ > > -- Brian MacWhinney > > > On Sep 9, 2011, at 10:26 AM, suse wrote: > >> hey there, >> i am looking for examples of children's speech from various languages. i started browsing the database by hand looking for specific ages (eg 6 to 10 month-olds, 14-18 month olds and the like). since this is rather time consuming i was wondering whether there is a table available with information about which age ranges are covered by which corpus? >> >> greets, >> Suse >> >> >> ---- >> Susanne Grassmann >> University of Groningen >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. >> >> > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From pdaftaryfard at gmail.com Tue Sep 13 23:40:31 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Wed, 14 Sep 2011 03:10:31 +0330 Subject: Robot like language Message-ID: Dear Childes members, Greetings This is my second request concerning language problems of autistic children. In Iran, unfortunately, research on child language does not suffice. I need your help and knowledge to help this poor kid. He is recognized as being autistic at the age of two. He has been exposed to English very early to "My Baby Channel" which only shows cartoons and songs before he has been recognized so. After being recognized so, he has passed ABA and many other therapies. Now at the age of six, he has started a kind of language which is somehow Robot like (he cannot connect voices fluently to say a word; instead he says words in syllabic form for example instead of saying Daddy he says ..\.Da...D.i\) He cannot say some consonant and when I listen to his speech I think he uses English sounds instead of Farsi; for example instead using dental /d/ he uses English d for both Farsi d and G (as in bridge). How would be possible to help this kid. As there is no pervasive research and researchers on this language difficulty in my country, your information can help us very much. you might not know how invaluable your comments would be. Please help us with your experience, knowledge and if possible any article I can use. Best regards, Parisa -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 bpearson at research.umass.edu Tue Sep 13 23:59:37 2011 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 13 Sep 2011 19:59:37 -0400 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: Dear Infochildes, I've had a question from a colleague that has me stumped. I hope you have some suggestions for her. Is there some formal measure of how verbose a preschool child is? She is doing sleep research and for a grant proposal is trying to follow up on a comment from teachers and parents that "some kids are highly verbal and they tend to be harder to get to sleep." "Highly verbal" in this case is not a value judgment about the child's language sophistication, just how *much* they talk. I suggested that Betty Hart's 2nd book, the "Social World of Children Learning to Talk" had graphs that quantified "voluble," "average," and "taciturn" levels for parents and child separately up to 36 months. Or I think she could use LENA to quantify the percentage of a fixed time a child talks-- But it's not the focus of the research: she doesn't want to record or transcribe. She was hoping there was a scale that she could give to teachers or parents; or possibly a short-term observation protocol that someone has codified. Any suggestions for her??! Thank you in advance. Best wishes, Barbara Pearson ************************************************ Barbara Zurer Pearson, Ph.D. Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From suki at ibiblio.org Wed Sep 14 02:41:32 2011 From: suki at ibiblio.org (Susannah Kirby) Date: Tue, 13 Sep 2011 19:41:32 -0700 Subject: can bilinguals "replace" monolinguals in experimental data collection? Message-ID: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 marilyn.vihman at york.ac.uk Wed Sep 14 07:05:37 2011 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Wed, 14 Sep 2011 08:05:37 +0100 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one > possible solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in > my current location (Vancouver, BC), monolingual children are nearly > impossible to find! On the other hand, bilingual kids are extremely > easy to recruit. > > I'm wondering how methodologically unsound it would be to allow > bilingual children to participate (not mixed in with monolinguals, > but as their own participant group), and then to recruit slightly > older children. So for instance, my target age range for > monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or > even 5-6) year olds. I would also ask for parents to estimate what > percentage of the day the kids hear English input, and shoot for, > say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why > it might or might not work, but I'm almost at the end of my rope, in > terms of my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > > -- > You received this message because you are subscribed to the Google > Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com > . > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en > . Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Wed Sep 14 08:26:24 2011 From: crowland at liverpool.ac.uk (Rowland, Caroline) Date: Wed, 14 Sep 2011 08:26:24 +0000 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I agree with Marilyn that the solution is not to raise the age-level ? the differences between bilingual and monolingual verb and grammar acquisition are too complex for this to be a workable solution. As far as I?m aware, there is no consensus about which (if any) aspects of syntax and morphology bilinguals develop more slowly. In theory, you could probably overcome some of the problems by finding a reliable way to assess how much of each language the children hear (Caroline Floccia at Plymouth here in the UK has a good scale for this), controlling for what the ?other language? is and then doing fancy statistics to take account of these in regression analyses. However, I think you will have a more important problem in practice which is that you may find it virtually impossible to publish your findings. I can see reviewers raising a whole raft of objections to the idea of treating bilingual acquisition as equivalent to monolingual acquisition in this way. Sorry. What about embracing your population and trying to replicate some of the current influential monolingual studies with bilinguals? Because many current theories of acquisition see some role for input/exposure ? though they differ in the exact role they attribute to exposure - they have interesting implications for bilingual acquisition. There you would be at a distinct advantage because you could look at things like amount of exposure to each language as part of your predictions, rather than as a confound. Caro From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of marilyn vihman Sent: 14 September 2011 08:06 To: info-childes at googlegroups.com Subject: Re: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Ben.Ambridge at liverpool.ac.uk Wed Sep 14 09:03:16 2011 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Wed, 14 Sep 2011 09:03:16 +0000 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: <3FF1F1F25A83534BB89EE788E44BC70B0624E268@BHEXMBX2.livad.liv.ac.uk> Message-ID: I think it depends exactly what the question is. Obviously anything where you are trying to collect norms or compare across different languages is out, but if you're looking at a very specific self-contained question within a particular language, I don't think it would be that big a problem. For example, suppose you wanted to investigate whether there's a correlation between the frequency of particular irregular English past-tense forms in some corpus and children's correct production of these forms (versus over-regularization errors). Suppose you found this pattern in English-dominant bilinguals. Of course, the other languages may well affect overall rates of correct performance/error and add some noise, but it would be very difficult to argue that this confound was responsible for the pattern of results and hence that the same pattern wouldn't be observed for monolinguals. Indeed, as long as you have access to some monolinguals, you could show that the same pattern holds for both (if it does). Having said that, I'm sure Caroline is right that the study would be very difficult to publish - if only because reviewers don't always think through whether or not any apparent confound is actually relevant to whatever claim is being made. Ben From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Rowland, Caroline Sent: 14 September 2011 09:26 To: info-childes at googlegroups.com Subject: RE: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I agree with Marilyn that the solution is not to raise the age-level - the differences between bilingual and monolingual verb and grammar acquisition are too complex for this to be a workable solution. As far as I'm aware, there is no consensus about which (if any) aspects of syntax and morphology bilinguals develop more slowly. In theory, you could probably overcome some of the problems by finding a reliable way to assess how much of each language the children hear (Caroline Floccia at Plymouth here in the UK has a good scale for this), controlling for what the "other language" is and then doing fancy statistics to take account of these in regression analyses. However, I think you will have a more important problem in practice which is that you may find it virtually impossible to publish your findings. I can see reviewers raising a whole raft of objections to the idea of treating bilingual acquisition as equivalent to monolingual acquisition in this way. Sorry. What about embracing your population and trying to replicate some of the current influential monolingual studies with bilinguals? Because many current theories of acquisition see some role for input/exposure - though they differ in the exact role they attribute to exposure - they have interesting implications for bilingual acquisition. There you would be at a distinct advantage because you could look at things like amount of exposure to each language as part of your predictions, rather than as a confound. Caro From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of marilyn vihman Sent: 14 September 2011 08:06 To: info-childes at googlegroups.com Subject: Re: can bilinguals "replace" monolinguals in experimental data collection? Dear Susannah, I am curious as to what your thinking is with regards to the age of your bilingual participants: You want to look at verb learning, and you assume that you need to raise your age-level by one or even two years to observe the same phenomenon in bilingual children? In other words, you expect a 1-2 year delay in level of grammatical knowledge or...? I don't work in this area (3-4-yr old grammar), so others will have to respond, but I don't see any reason to raise the age level at all. Bilingual children have somewhat smaller lexicons in each language but their progress is not notably smaller, as far as I know or have observed. Another question is: Will you be looking only at English, since I imagine the bilinguals in Vancouver speak a wide range of different languages, which you presumably don't have the resources to investigate? Then I think the main thing will be to be sure that English is the dominant language, since a language that is NOT the primary one for a child, i.e., not the one used with the most regularity, is much more unpredictable in terms of how the grammar develops (some areas can be expected to show lags or heavy influence from the stronger lg.). In contrast, I suspect that learning advances in the dominant language are not significantly different from those of monolingual children in that language, even though there is always some influence from the other language - but in a group of children whose 2nd language is not the same, the differences would cancel out in a sense - i.e., whatever patterns you see, should be comparable to English-only learners. Maybe not all reviewers of your study would see it this way - but after all, bilingualism is really the norm, so it seems odd to have to avoid studying bilinguals to gain knowledge about lg. dev. generally! I'm sure others will have something more substantial to say, but the question is so interesting, I had to respond! -marilyn On 14 Sep 2011, at 03:41, Susannah Kirby wrote: Dear Info-Childes community, I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. Thanks in advance for any insight and suggestions you can offer! Best, Susannah Kirby SFU Linguistics -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. Marilyn M. Vihman Professor, Language and Linguistic Science V/C/210, 2nd Floor, Block C, Vanbrugh College University of York Heslington York YO10 5DD tel 01904 433612 fax 01904 432673 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 k.j.alcock at lancaster.ac.uk Wed Sep 14 10:27:53 2011 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Wed, 14 Sep 2011 11:27:53 +0100 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: My impression is that these kids are not always highly verbal until it's bedtime and they want to stall.... Slightly flippant, but it might not be a reliable measure, depending on who's assessing it, as it could be situational. I guess it could be related to shyness, which is usually measured in a temperament measure? A quick search comes up with Reticent primary grade children and their more talkative peers: Verbal, nonverbal, and self-concept characteristics. Evans, Mary Ann Journal of Educational Psychology, Vol 88(4), Dec 1996, 739-749 which suggests many children move between "talkative" groups within a school year - suggesting it's not particularly stable. On 14 Sep 2011, at 00:59, Barbara Pearson wrote: > > > She is doing sleep research and for a grant proposal is trying to follow up on a comment from teachers and parents that "some kids are highly verbal and they > tend to be harder to get to sleep." > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 erikachoff at gmail.com Wed Sep 14 11:09:11 2011 From: erikachoff at gmail.com (Erika Hoff) Date: Wed, 14 Sep 2011 07:09:11 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: I think the question of subject selection is tied to the question of generalization. If it is clear who your subjects are, say children whose primary language is English and have a raw vocabulary score on some standardized test with a particular range, then you run those subjects and you know something about verbs in that group--which as has been pointed out is a large group. Depending on the task, it might also be important to look for differences associated with what the other language is. I do think it is important to assess their English knowledge in some way because whatever age you pick, the children English knowledge will vary a great deal depending on how much exposure to English they have. Also, with children that old, much of their exposure may be outside the home and the parents may not provide good estimates. Erika Hoff On Tue, Sep 13, 2011 at 10:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible > solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my > current location (Vancouver, BC), monolingual children are nearly impossible > to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual > children to participate (not mixed in with monolinguals, but as their own > participant group), and then to recruit slightly older children. So for > instance, my target age range for monolinguals is 3-4 years old; for > bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for > parents to estimate what percentage of the day the kids hear English input, > and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it > might or might not work, but I'm almost at the end of my rope, in terms of > my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- Erika Hoff, Professor Department of Psychology Florida Atlantic University 3200 College Ave. Davie, FL 33314 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mmillians at gmail.com Wed Sep 14 13:09:50 2011 From: mmillians at gmail.com (Molly Millians) Date: Wed, 14 Sep 2011 09:09:50 -0400 Subject: A scale for how "chatty" a preschooler is? In-Reply-To: Message-ID: I wonder if the "talkativeness" is characteristic of children who have some diffiuclties with self-regulation that interfere with their calming to sleep. It might be benefical to look into the issues of self-regulation, talkativeness, and sleep. The Handbook of Self-Regulation: Reserach, Theory, and Applications edited by Roy Baumeister and Kathleen Vohs is a good reference. Molly Millians On Tue, Sep 13, 2011 at 7:59 PM, Barbara Pearson < bpearson at research.umass.edu> wrote: > Dear Infochildes, > > I've had a question from a colleague that has me stumped. I hope you have > some suggestions for her. > > Is there some formal measure of how verbose a preschool child is? > > She is doing sleep research and for a grant proposal is trying to follow up > on a comment from teachers and parents that "some kids are highly verbal and > they > tend to be harder to get to sleep." > > "Highly verbal" in this case is not a value judgment about the child's > language sophistication, just how *much* they talk. > > I suggested that Betty Hart's 2nd book, the "Social World of Children > Learning to Talk" had graphs that quantified "voluble," "average," and > "taciturn" levels for parents and child separately up to 36 months. Or I > think she could use LENA to quantify the percentage of a fixed time a child > talks-- > > But it's not the focus of the research: she doesn't want to record or > transcribe. > She was hoping there was a scale that she could give to teachers or > parents; or possibly a short-term observation protocol that someone has > codified. > > Any suggestions for her??! > > Thank you in advance. > > Best wishes, > > Barbara Pearson > > ************************************************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Depts of Linguistics and Communication Disorders > c/o 226 South College > University of Massachusetts Amherst > Amherst MA 01003 > > bpearson at research.umass.edu > http://www.umass.edu/aae/bp_**indexold.htm > http://www.zurer.com/pearson > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe@** > googlegroups.com . > For more options, visit this group at http://groups.google.com/** > group/info-childes?hl=en > . > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kpeets at gmail.com Wed Sep 14 14:09:28 2011 From: kpeets at gmail.com (Kathleen Peets) Date: Wed, 14 Sep 2011 10:09:28 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah, I agree with the concerns that the others have posted, and I would follow up on Caroline Rowland's idea to embrace the population. I have the same challenge of finding monolinguals in Toronto, so I am building bilingualism into the design using regression models. In your case, because you are looking at a specific feature of grammar, I would recommend trying to look at monolinguals and one or two homogenous bilingual groups. My groups in Toronto are always heterogeneous - a sample of 25 bilinguals may represent 15 languages. While you may find the same in Vancouver, there are also certain languages that are better represented there than others. For example, you could look at an east Asian language group based on a potential verb-bias in acquisition. You could even study this with English data only, although it would be obviously wonderful to have first language data, too. I hope this doesn't create more challenge than solution for you, but there is enough research to show differences in rate of acquisition as a function of when L1 and L2 were acquired, patterns of dominance, rate of usage, proficiency, etc., that including a bilingual group without special consideration within a monolingual group is problematic. Best, Kathleen Kathleen Peets Assistant Professor Ryerson University School of Early Childhood Education kpeets at ryerson.ca On Tue, Sep 13, 2011 at 10:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible > solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my > current location (Vancouver, BC), monolingual children are nearly impossible > to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual > children to participate (not mixed in with monolinguals, but as their own > participant group), and then to recruit slightly older children. So for > instance, my target age range for monolinguals is 3-4 years old; for > bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for > parents to estimate what percentage of the day the kids hear English input, > and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it > might or might not work, but I'm almost at the end of my rope, in terms of > my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 johanne.paradis at ualberta.ca Wed Sep 14 14:47:34 2011 From: johanne.paradis at ualberta.ca (Johanne Paradis) Date: Wed, 14 Sep 2011 08:47:34 -0600 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Dear Susannah I would like to echo the comments of my colleagues in saying that the extent to which bilingual development and monolingual development are similar or different is complex, and a simple change in the age of participants recruited for a study would not turn bilinguals into monolingual equivalents. I would also like to echo the comments my colleagues in encouraging you to see the potential in studying bilingual children for any research question in language acquisition. Understanding the type of bilingual children you are dealing with is a crucial first step. I imagine that in Vancouver, like Edmonton, the majority of bilingual children are English second language learners from immigrant and refugee families with diverse first language/cultural backgrounds, East and South Asian being the most numerous. I have worked extensively with ESL children aged 4-6 in Edmonton, and for the majority of them, English is not their dominant language at this age, but children do vary in how much English they have been exposed to and in what context. Obtaining information on individual children's exposure to English is vital to interpreting results; simply labelling them all as "bilingual" may not be sufficient to understand all the variation in the data. This information is most often obtained via parent questionnaire. If you are interested in the questionnaires we use in my lab, you can go to the Child ESL Centre website that we have just launched, and download them: http://www.chesl.ualberta.ca Please don't hesitate to get in touch if you have questions about working with ESL children and their families. Best wishes, Johanne On 2011-09-13, at 8:41 PM, Susannah Kirby wrote: > Dear Info-Childes community, > > I have a research conundrum, and I'm hoping you can assess one possible solution to it that I've come up with. > > I have been investing verb-learning in monolingual children, but in my current location (Vancouver, BC), monolingual children are nearly impossible to find! On the other hand, bilingual kids are extremely easy to recruit. > > I'm wondering how methodologically unsound it would be to allow bilingual children to participate (not mixed in with monolinguals, but as their own participant group), and then to recruit slightly older children. So for instance, my target age range for monolinguals is 3-4 years old; for bilinguals, I might use 4-5 (or even 5-6) year olds. I would also ask for parents to estimate what percentage of the day the kids hear English input, and shoot for, say, a 50%+ range. > > Is this solution too problematic to even try? I can see reasons why it might or might not work, but I'm almost at the end of my rope, in terms of my recruitment problems. > > Thanks in advance for any insight and suggestions you can offer! > > Best, > Susannah Kirby > SFU Linguistics > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. ************************************************************ Johanne Paradis | Professor | Department of Linguistics 4-46 Assiniboia Hall | University of Alberta | Edmonton, AB | T6G 2E7 | Canada tel: 1 (780) 492-0805 | fax: 1 (780) 492-0806 | http://www.ualberta.ca/~jparadis/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From suki at ibiblio.org Fri Sep 16 01:09:11 2011 From: suki at ibiblio.org (Susannah Kirby) Date: Thu, 15 Sep 2011 18:09:11 -0700 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: <0686E5DE-124B-4067-8E74-DC186C2F86AD@ualberta.ca> Message-ID: Hi all, Thank you to everyone who responded with such interesting and helpful insights to my mono/bilingual question! The general consensus seems to be that my proposed solution is too complicated to work without significant background work (e.g. parental questionnaires) to assess the children's input/knowledge in English - and that even if it eventually did work, and I could do the stats correctly, I might still never get my results published. I think that ultimately I will start to incorporate bilingualism as a crucial part of what I look at. The problem at the moment is that I am already about one-third of the way through data collection to answer a "burning" question that has been haunting me for several years. I would hate to give up the data that I already have, and am hoping to (at some point) finally get the other monolinguals I need, to get an answer to this question. In case anyone is interested, the specific topic I'm examining is English-speaking children's acquisition of raising-to-object and object control structures - so somewhat complex, biclausal constructions. I am assuming that these structures take some time to learn, and that kids need to have enough experience with them, over time, in the input. I proposed raising the age for inclusion to allow kids who are getting less input in English (per day, as the day is split among languages) enough time to "catch up". Thanks again for all your suggestions and materials! Best, Susannah. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brunilda at gmail.com Fri Sep 16 01:33:25 2011 From: brunilda at gmail.com (Bruno Estigarribia) Date: Thu, 15 Sep 2011 21:33:25 -0400 Subject: can bilinguals "replace" monolinguals in experimental data collection? In-Reply-To: Message-ID: Hi Susannah, nice to see you here since I can't see you at UNC anymore! What exactly do you mean by "learn"? That is not only what your acquisition measure is (? la Radford 1990), but also what does it mean to learn these structures? How well do adults know them anyway? And what is it exactly that adults know? With many of these "complex structures", it is far from clear adults have the clear-cut knowledge syntactic theory adscribes them (the example that comes to mind is basic binding theory, where adults who have not been trained in linguistics accept the craziest things--Randy Hendrick can talk to you about that). I think those are questions that sooner or later we'll have to answer too. Another issue is, you talk about learning "structures", but these things are learned (in my opinion and that of several others who've already posted here) very piecemeal, lexically-based perhaps. This is a very pressing question when it comes to "rare" structures. How sure can we be that there is such a thing as "raising-to-object" as a psychologically realistic syntactic construct? (I know people on this list will be able to illuminate that point, on both sides). Just more things to think about for the bigger picture... Bruno Bruno Estigarribia Assistant Professor of Spanish, Department of Romance Languages and Literatures Research Assistant Professor of Psychology, Cognitive Science Program Investigator, Carolina Institute for Developmental Disabilities Dey Hall, Room 332 University of North Carolina at Chapel Hill estigarr at email.unc.edu On Thu, Sep 15, 2011 at 9:09 PM, Susannah Kirby wrote: > Hi all, > > Thank you to everyone who responded with such interesting and helpful > insights to my mono/bilingual question! The general consensus seems to be > that my proposed solution is too complicated to work without significant > background work (e.g. parental questionnaires) to assess the children's > input/knowledge in English - and that even if it eventually did work, and I > could do the stats correctly, I might still never get my results published. > > I think that ultimately I will start to incorporate bilingualism as a > crucial part of what I look at. The problem at the moment is that I am > already about one-third of the way through data collection to answer a > "burning" question that has been haunting me for several years. I would hate > to give up the data that I already have, and am hoping to (at some point) > finally get the other monolinguals I need, to get an answer to this > question. > > In case anyone is interested, the specific topic I'm examining is > English-speaking children's acquisition of raising-to-object and object > control structures - so somewhat complex, biclausal constructions. I am > assuming that these structures take some time to learn, and that kids need > to have enough experience with them, over time, in the input. I proposed > raising the age for inclusion to allow kids who are getting less input in > English (per day, as the day is split among languages) enough time to "catch > up". > > Thanks again for all your suggestions and materials! > > Best, > Susannah. > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Sat Sep 17 13:30:20 2011 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Sat, 17 Sep 2011 17:00:20 +0330 Subject: I need your help In-Reply-To: <2EA6D63AE264BA4EA1CA3E63B8850AC25D26961ECF@MAPI.ad.kent.ac.uk> Message-ID: Thank you so much Kirsten and Lofa and Wallenius for your comments and help. I do appreciate those who are especially experienced such cases with me. Best, Parisa On Sat, Sep 17, 2011 at 4:23 PM, Kirsten Abbot-Smith < K.Abbot-Smith at kent.ac.uk> wrote: > Dear Parisa, > I am not an expert in this area at all: I work on grammatical development > in normally-developing pre-schoolers. However, this term I am required to > teach a couple of courses on preschoolers with specific language impairment > (NOT autism spectrum disorder) and interventions for this. I found some very > helpful chapters in a book edited by Rebecca McCauley and Marc Fey (2006) > called "Treatment of Language Disorders in Children" (the published of which > is Paul H Brookes) and I noticed that there were three chapters relating to > interventions appropriate for children with autism spectrum disorders. These > include: > > Luigi Girolametto & Elaine Weitzman "it takes two to talk - the Hanen > program for parents: early language intervention through caregiver training > (I googled Luigi Girolametto for you and his email address is E-mail: > l.girolametto at utoronto.ca > > M. Charlop-Christy and C. Jones "the picture exchange communication system: > nonverbal communication programmes for children with autism spectrum > disorders" > > M. Romski, R. Sevik, M. Cheslock & A. Carton "the system for augmenting > language: ACC and emerging language intervention > > One thing I liked about this volume was that it included a DVD of the > various therapy techniques, which was really helpful in working out what > they did. > > I also did a little search on www.scholargoogle.co.uk and found this > recent randomised controlled study of whether the hanen intervention helps > improve communication in children with autism spectrum disorder and it > appears to (at least with younger children). > > I'm sure there is quite a bit of research out there - I also found this > website via google, which might help you to research further > http://www.researchautism.net/pages/welcome/home.ikml > > All the best and good luck! > Kirsten > > Child Development Unit > School of Psychology > University of Kent > Room A2.4 Keynes College > Canterbury > Kent > CT2 7NP > Tel: (0044 1227) 823016 > > > -----Original Message----- > From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] > On Behalf Of parisa Daftarifard > Sent: 03 September 2011 09:27 > To: info-childes > Subject: I need your help > > Dear Childes members, > > Greetings, > > I am working on kids with special problems in language. One of the > cases is 6 years old and diagnosed with autism. He has recently > developed a Robotic language and although was not able to talk at all > but at this age he started using very limited words concerning his > need. His language is not creative though. Is there any way to help > him to change his Robotic language to normal speech. Isn't it late for > him to reach this end? > > I appreciate your help and advice in advance. > Best, > Parisa > > -- > Parisa Daftarifard > Phd Student of TEFL > IAUSR > Faculty Member of IAU (Tehran South Branch) > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at > http://groups.google.com/group/info-childes?hl=en. > > -- Parisa Daftarifard Phd Student of TEFL IAUSR Faculty Member of IAU (Tehran South Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 eileenbrann at gmail.com Sat Sep 17 21:14:21 2011 From: eileenbrann at gmail.com (eileen brann) Date: Sat, 17 Sep 2011 16:14:21 -0500 Subject: I need your help In-Reply-To: Message-ID: Parissa, It sounds to me that he needs work on intonation patterns, both prosody and fluency of speech (connecting the final phoneme of one word to the initial phoneme of the next word- co-articulation needed in most cases, which is why it is so difficult for kids). I work with many children diagnosed with autism who need this type of therapy. It is very common, and I do not think that he is too old to learn this skill. For example, one 7 year old that I work with now uses flat intonation to ask questions, so we are using arrows at the end of a question (he reads well), and making the emphasized word larger than the others words in the sentence. I have found that anything that you can do to visually represent intonation patterns helps more than auditory, but you might try both ways. There are resources available so if you search under intonation or accent reduction/modification. Some names in this field are Lorna Sikorski and Compton (but for intonation patterns, not just for autism). Eileen M.Brann, M.S., M.Ed, CCC-SLP Speech-Language Pathologist PhD student Dept of Special Education University of Illinois at Chicago Sat, Sep 3, 2011 at 3:26 AM, parisa Daftarifard wrote: > Dear Childes members, > > Greetings, > > I am working on kids with special problems in language. One of the > cases is 6 years old and diagnosed with autism. He has recently > developed a Robotic language and although was not able to talk at all > but at this age he started using very limited words concerning his > need. His language is not creative though. Is there any way to help > him to change his Robotic language to normal speech. Isn't it late for > him to reach this end? > > I appreciate your help and advice in advance. > Best, > Parisa > > -- > Parisa Daftarifard > Phd Student of TEFL > IAUSR > Faculty Member of IAU (Tehran South Branch) > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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 sgrass at gmx.net Sun Sep 18 17:39:24 2011 From: sgrass at gmx.net (suse) Date: Sun, 18 Sep 2011 19:39:24 +0200 Subject: phonemes in early lexicon - reference In-Reply-To: <4E6A2216.9030501@gmx.net> Message-ID: hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Virginia.Dubasik at asu.edu Sun Sep 18 22:55:15 2011 From: Virginia.Dubasik at asu.edu (Virginia Dubasik) Date: Sun, 18 Sep 2011 15:55:15 -0700 Subject: phonemes in early lexicon - reference In-Reply-To: <4E762CCC.5060800@gmx.net> Message-ID: Hi Susanne, The following references may help you answer your question: 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in children. 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A longitudinal study. * Stoel-Gammon has several others! 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant language. 4. Fee, E. (1995). Segments and syllables in early language acquisition. 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological development: Ages one and three years. 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early language acquisition. 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). You may also want to look at David Ingram's work, as several of his participants were in the early stages of phonological acquisition/first words. I hope these help! Virginia Virginia Dubasik Arizona State University ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From nakhtar at ucsc.edu Mon Sep 19 00:17:26 2011 From: nakhtar at ucsc.edu (nameera akhtar) Date: Sun, 18 Sep 2011 17:17:26 -0700 Subject: quantitative psychology position at UC Santa Cruz In-Reply-To: Message-ID: The Department of Psychology at the University of California, Santa Cruz invites applications for a tenured Professor in quantitative psychology. Application deadline is October 24, 2011. Please see the attached advertisement for more details. Questions *(NOT APPLICATIONS)* may be directed to Eileen Zurbriggen at zurbrigg at ucsc.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: -------------- next part -------------- A non-text attachment was scrubbed... Name: UCSC_Senior_QuantPsych_ad.pdf Type: application/pdf Size: 20115 bytes Desc: not available URL: From n.g.garmann at iln.uio.no Mon Sep 19 07:37:16 2011 From: n.g.garmann at iln.uio.no (Nina Gram Garmann) Date: Mon, 19 Sep 2011 09:37:16 +0200 Subject: phonemes in early lexicon - reference In-Reply-To: <20501633E8D1704AA5BC9A00AD59510F01432BE5BF0E@EX11.asurite.ad.asu.edu> Message-ID: Hi Susanne, Stoel-Gammon, C. (2010) Relationships between lexical and phonological development in young children. J. Child Language, p. 15 touches this question, and refers to Stoel-Gammon, C (1998)Sounds and words in early language acquistion: the relationship between lexical and phonological development. In R. Paul (ed.) Exploring the speech-language connection, 25-53. Baltimore: Paul H. Brookes. Good luck! Nina On 19-09-11 00:55, Virginia Dubasik wrote: > Hi Susanne, > The following references may help you answer your question: > > 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in children. > 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A longitudinal study. > * Stoel-Gammon has several others! > 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant language. > 4. Fee, E. (1995). Segments and syllables in early language acquisition. > 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological development: Ages one and three years. > 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early language acquisition. > 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). > > You may also want to look at David Ingram's work, as several of his participants were in the early stages of phonological acquisition/first words. > > I hope these help! > Virginia > > > Virginia Dubasik > Arizona State University > > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of suse [sgrass at gmx.net] > Sent: Sunday, September 18, 2011 10:39 AM > To: info-childes at googlegroups.com > Subject: phonemes in early lexicon - reference > > hey there, > could by any chance someone point me to research about the frequency of > various phonemes in children's early lexicons? i vaguely remember that > words with initial "b" are overwhelmingly frequent. but i can't find a > reference - is there one? > > thanks a lot > Suse > > > ----- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. > -- Nina Gram Garmann Postdoktor +47 22857778 +47 993 13 193 Institutt for lingvistiske og nordiske studier, Postboks 1102 Blindern, 0317 Oslo Department of Linguistics and Scandinavian Studies, P.O. Box 1102 Blindern, N-0317 Oslo Norway -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 mccune at rci.rutgers.edu Mon Sep 19 13:26:19 2011 From: mccune at rci.rutgers.edu (Lorraine McCune) Date: Mon, 19 Sep 2011 09:26:19 -0400 Subject: phonemes in early lexicon - reference In-Reply-To: <20501633E8D1704AA5BC9A00AD59510F01432BE5BF0E@EX11.asurite.ad.asu.edu> Message-ID: Marilyn Vihman and I found that in children studied from 9 to 16 months, that p/b was the most frequent consonant used in "stable words" (those produced in both months 15 and 16), with a mean of 40%, across the 9 early talkers who qualified for inclusion in the analysis by producing some of the same words in both sessions. Other consonants used varied greatly by individual child, with those consonants previously established as Vocal Motor Schemes (by frequency of occurrence across sessions) for each child occurring in over 90% of stable words. McCune, L. and Vihman, M.M. (2001). Early phonetic and lexical development: A productivity approach. *Journal of Speech, Language, and Hearing Research, * *44, **670-684.* On Sun, Sep 18, 2011 at 6:55 PM, Virginia Dubasik wrote: > Hi Susanne, > The following references may help you answer your question: > > 1. Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in > children. > 2. Stoel-Gammon, C. (1985). Phonetic inventories, 15-24 months: A > longitudinal study. > * Stoel-Gammon has several others! > 3. Velten, H. (1943). The growth of phonemic and lexical patterns in infant > language. > 4. Fee, E. (1995). Segments and syllables in early language acquisition. > 5. Vihman, M. & Greenlee, M. (1987). Individual differences in phonological > development: Ages one and three years. > 6. Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early > language acquisition. > 7. de Boysson-Bardies, B., & Vihman, M. M. (1991). > > You may also want to look at David Ingram's work, as several of his > participants were in the early stages of phonological acquisition/first > words. > > I hope these help! > Virginia > > > Virginia Dubasik > Arizona State University > > ________________________________________ > From: info-childes at googlegroups.com [info-childes at googlegroups.com] On > Behalf Of suse [sgrass at gmx.net] > Sent: Sunday, September 18, 2011 10:39 AM > To: info-childes at googlegroups.com > Subject: phonemes in early lexicon - reference > > hey there, > could by any chance someone point me to research about the frequency of > various phonemes in children's early lexicons? i vaguely remember that > words with initial "b" are overwhelmingly frequent. but i can't find a > reference - is there one? > > thanks a lot > Suse > > > ----- > Susanne Grassmann > University of Groningen > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send 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. > > -- 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 Anna.Sosa at nau.edu Mon Sep 19 16:05:14 2011 From: Anna.Sosa at nau.edu (Anna V Sosa) Date: Mon, 19 Sep 2011 16:05:14 +0000 Subject: phonemes in early lexicon - reference In-Reply-To: <4E762CCC.5060800@gmx.net> Message-ID: Here are a few references. Both explore the topic. Stoel-Gammon, C., & Peter, B. (2008). Syllables, segments, and sequences: Phonological patterns in the words of young children acquiring American English. In: B. Davis & K. Zajd? (Eds.) Syllable development: The Frame/Content Theory and Beyond. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Stoel-Gammon, C. (1998). Sounds and Words in Early Language Acquisition. In R. Paul (Ed.), Exploring the Speech-language Connection. Baltimore, MD: Brookes Publishing Co. Anna Sosa, Ph.D., CCC-SLP Assistant Professor Department of Communication Sciences & Disorders Northern Arizona University Office:(928) 523-3845 Email: Anna.Sosa at nau.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From lise.menn at Colorado.EDU Tue Sep 20 17:22:04 2011 From: lise.menn at Colorado.EDU (Lise Menn) Date: Tue, 20 Sep 2011 11:22:04 -0600 Subject: Digest for info-childes@googlegroups.com - 2 Messages in 1 Topic In-Reply-To: <90e6ba3fcd61bb05fd04ad5fbf2d@google.com> Message-ID: But don't forget that there is a lot of variation among typically developing children - a very few English L1 kids (including Jacob, Menn 1976/78) don't acquire labials until after both dentals and velars. Lise Menn ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] Sent: Tuesday, September 20, 2011 7:50 AM To: Digest Recipients Subject: Digest for info-childes at googlegroups.com - 2 Messages in 1 Topic Today's Topic Summary Group: http://groups.google.com/group/info-childes/topics * phonemes in early lexicon - reference [2 Updates] Topic: phonemes in early lexicon - reference Lorraine McCune Sep 19 09:26AM -0400 ^ Marilyn Vihman and I found that in children studied from 9 to 16 months, that p/b was the most frequent consonant used in "stable words" (those produced in both months 15 and 16), with a mean of 40%, across the 9 early talkers who qualified for inclusion in the analysis by producing some of the same words in both sessions. Other consonants used varied greatly by individual child, with those consonants previously established as Vocal Motor Schemes (by frequency of occurrence across sessions) for each child occurring in over 90% of stable words. McCune, L. and Vihman, M.M. (2001). Early phonetic and lexical development: A productivity approach. *Journal of Speech, Language, and Hearing Research, * *44, **670-684.* On Sun, Sep 18, 2011 at 6:55 PM, Virginia Dubasik > 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 Anna V Sosa Sep 19 04:05PM ^ Here are a few references. Both explore the topic. Stoel-Gammon, C., & Peter, B. (2008). Syllables, segments, and sequences: Phonological patterns in the words of young children acquiring American English. In: B. Davis & K. Zajd? (Eds.) Syllable development: The Frame/Content Theory and Beyond. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Stoel-Gammon, C. (1998). Sounds and Words in Early Language Acquisition. In R. Paul (Ed.), Exploring the Speech-language Connection. Baltimore, MD: Brookes Publishing Co. Anna Sosa, Ph.D., CCC-SLP Assistant Professor Department of Communication Sciences & Disorders Northern Arizona University Office:(928) 523-3845 Email: Anna.Sosa at nau.edu ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of suse [sgrass at gmx.net] Sent: Sunday, September 18, 2011 10:39 AM To: info-childes at googlegroups.com Subject: phonemes in early lexicon - reference hey there, could by any chance someone point me to research about the frequency of various phonemes in children's early lexicons? i vaguely remember that words with initial "b" are overwhelmingly frequent. but i can't find a reference - is there one? thanks a lot Suse ----- Susanne Grassmann University of Groningen -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en. From htagerf at bu.edu Thu Sep 22 13:24:20 2011 From: htagerf at bu.edu (Tager-Flusberg, Helen B) Date: Thu, 22 Sep 2011 09:24:20 -0400 Subject: Faculty Position In-Reply-To: <0fe87cd395be040ca62c54da2602661c.squirrel@calmail.berkeley.edu> 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. From marcj at uwo.ca Fri Sep 23 19:41:17 2011 From: marcj at uwo.ca (Marc Joanisse) Date: Fri, 23 Sep 2011 15:41:17 -0400 Subject: No subject Message-ID: -Marc- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 cam47 at psu.edu Mon Sep 26 13:01:57 2011 From: cam47 at psu.edu (Carol Miller) Date: Mon, 26 Sep 2011 06:01:57 -0700 Subject: Faculty position, Communication Sciences & Disorders, Penn State Message-ID: Assistant or Associate Professor of Communication Sciences and Disorders (CSD) Work Unit: College Of Health & Human Development Department: Communication Sciences and Disorders Job Number: 34660 Affirmative Action Search Number: 023-105 The Department of Communication Sciences and Disorders (CSD) ( http://csd.hhdev.psu.edu/), College of Health and Human Development at The Pennsylvania State University seeks candidates for a full-time continuing (36-week) tenured or tenure-track position of Assistant or Associate Professor to begin Fall 2012. The responsibilities of this position will be to establish or continue a line of research in a specialty area(s) related to language, speech or voice science, autism, and/or fluency. Specialty interests in neuroscience, neurogenics, neuromotor disorders and/or aging considered a plus. In addition, will teach undergraduate and graduate courses in area of specialty; supervise undergraduate and graduate (M.S./Ph.D.) research; be actively involved in enhancing and building the Ph.D. program; provide service to the Department, College, and University; and contribute to the clinical aspects of the program. Opportunities exist for interdisciplinary collaborations across the University Park and Hershey Medical Center campuses. These collaborations include the Penn State Social Science Research Institute, the Center for Healthy Aging, the Social, Life, and Engineering Sciences Imaging Center (which houses a human electrophysiology facility and a 3 Tesla fMR unit), the Penn State Center for Language Science, the Huck Institutes of the Life Sciences, and numerous departments including Biobehavioral Health, Psychology, Kinesiology, Bioengineering, Human Development and Family Studies and departments in the College of Medicine such as Neurology. Candidates must have an earned Ph.D., with an active research and scholarship program. Previous teaching experience and/or post- doctoral experience desired. CCC-SLP is desirable. Review of credentials will begin immediately and continue to be accepted until the position is filled. Interested candidates should submit a letter of application, current curriculum vitae, copies of relevant research articles or presentations, along with the names, addresses, email and telephone numbers of three professional references, to: Krista Wilkinson, Ph.D., Chair of the Search Committee Professor,Communication Sciences and Disorders c/o Sharon Nyman, Adminstrative Assistant Department of Communication Sciences and Disorders The Pennsylvania State University 308 Ford Building University Park, PA 16802 Or, send via email to: SAN5 at psu.edu 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. From ppeleclercq at free.fr Tue Sep 27 15:17:37 2011 From: ppeleclercq at free.fr (Pascale Leclercq) Date: Tue, 27 Sep 2011 17:17:37 +0200 Subject: Workshop on L2 Proficiency Assessment - call for papers In-Reply-To: Message-ID: Call for Papers Workshop on L2 proficiency assessment February 24/25th 2012 EMMA - Universit? Paul Val?ry Montpellier 3 Scroll down for French version. Version fran?aise plus bas. This 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) to pascale.leclercq at univ-montp3.fr ou sandra.deshors at univ-montp3.fr before 30th October 2011). A publication of the conference proceedings is envisaged. Plenary speakers : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Organizing committee : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti Atelier sur l??valuation du niveau des apprenants d?une L2 24-25 f?vrier 2012 EMMA - Universit? Paul Val?ry Montpellier 3 Ce colloque 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 ? pascale.leclercq at univ-montp3.fr ou sandra.deshors at univ-montp3.fr . Une publication est envisag?e ? l?issue du colloque. Conf?renci?res invit?es : Inge Bartning (Stockholm University), Heather Hilton (Paris 8 University) Comit? d?organisation : Sandra Deshors, Pascale Leclercq, Isabelle Ronzetti Bibliographie Bartning, Inge, Schlyter, Suzanne (1997), ? Itin?raires acquisitionnels et stades de d?veloppement en fran?ais L2. ?, AILE 9 Les Apprenants Avanc?s, Saint-Denis : Aile-Encrages. Bartning, Inge, Schlyter, Suzanne (2004). Itin?raires acquisitionnels et stades de d?veloppement en fran?ais L2. 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 Vol 30 Number 4. Oxford Journals, OUP. Hawkins, John A., Buttery, Paula, (2009). ?Using learner language from corpora to profile levels of proficiency: Insights from the English Profile Programme.? 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. 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, pp. 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 Vol 30 Number 4. Oxford Journals, OUP. 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, pp. 219-257. Thomas, Margaret (1994). Assessment of L2 proficiency in second language acquisition. Language Learning 44:2, June 1994, pp 307-336 Watorek, M. (ed.) (2004) Construction du discours par des enfants et des apprenants adultes. Langages 155. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send 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 Sep 30 14:49:22 2011 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Sep 2011 10:49:22 -0400 Subject: new bilingual corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a corpus contributed by Johanne Paradis of the University of Alberta. This is a study of the learning of English in Alberta, Canada, by 25 immigrant children. The average age of the children was 5:8 at the onset of the project when children had been exposed about 9 months already to English. Subsequently, the children were recorded five times at six-month intervals. Many thanks to Johanne for the contribution of this important corpus. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit this group at http://groups.google.com/group/info-childes?hl=en.