From h.g.simonsen at iln.uio.no Wed Aug 1 11:51:27 2012 From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen) Date: Wed, 1 Aug 2012 13:51:27 +0200 Subject: Post doc position in early bilingual language acquisition at the University of Oslo, Norway In-Reply-To: <90e6ba2123ef59b2b004c62dd427@google.com> Message-ID: A Post Doctoral research fellowship is available at the Department of Linguistics and Scandinavian Studies at the University of Oslo, Norway. The person appointed will be affiliated with the Research Group in Clinical Linguistics and Language Acquisition. The group conducts research on typical and atypical speech and language development in children and on atypical speech and language as a result of brain damage in adults. Our research focuses strongly on cross-linguistic studies of language development and disorders. The appointee is expected to investigate language acquisition in bilingual preschool children with a minority background learning the majority language as a (simultaneous or successive) second language, with particular focus on the acquisition of lexical and grammatical skills. Deadline for application: August 15, 2012. For the detailed announcement, please see http://uio.easycruit.com/vacancy/767259/62043?iso=gb Hanne Gram Simonsen Professor, Department of Linguistics and Scandinavian Studies, University of Oslo -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From edy.veneziano at paris5.sorbonne.fr Wed Aug 1 22:44:54 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Thu, 2 Aug 2012 00:44:54 +0200 Subject: NIL2012 - Narratives, Intervention and Litteracy, Paris 6-7 Septembre Message-ID: Kindly excuse cross-postings Dear Colleagues, please find below the Program of the Conference NIL2012 Narrative intervention and Literacy 6-7 September 2012 Paris, France Coordination : Edy Veneziano Languages of the Conference: English and French For further information and details on Registration please consult the Conference website: http://lewebpedagogique.com/nil2012/ Students: free; For all others, early bird registration until August 3rd. PROGRAM of Oral Presentations* Thursday, September 6th, 2012 8h30-9h00 Reception of Participants 9h00-9h30 Introductory Speeches 9h30-10h15 Harriet Jisa, University of Lyon 2, France Contrasting Structures in Written and Spoken Narrative Texts 10h15-11h00 Alyssa McCabe, University of Massachusetts Lowell, USA Development of Personal Narration: The Linguistic Crossroads of Culture, Cognition, and Emotion 11h00-11h30 Coffee Break 11h30-12h15 Bracha Nir, Haifa University, Israel Patterns of Clause Combining as a Function of Narrative Elicitation: A Developmental Perspective 12h15-13h00 Dorit Ravid, Suheir Nasser and Dina Naoum, University of Tel Aviv, Israel Narrative Development in Palestinian arabic: A Tale of two Experiments 13h00-14h30 Lunch break 14h30-15h15 Marilyn A. Nippold, University of Oregon, Eugene, OR, USA Storytelling with Fables: Narrative and Everyday Discourse in Young Adolescents 15h15 -16h00 Judy Reilly and Lara Polse, San Diego State University, University of California, San Diego, CA, USA Spoken and Written Narratives in Children with Language Impairment and Children with High Functioning Autism 16h00-17h30 Coffee break around Posters (session 1)** 17h30-18h15 Barbara Bokus, University of Warsaw, Poland Narration and Mind Reading at preschool age 18h15 - 19h00 Christiane Preneron, CNRS, MoDyCo, Paris, France Narratives and Theory of Mind: How do children with difficulties in written language talk about the characters’ intentions and emotions in their stories? Friday, September 7th, 2012 9h00-9h45 Ilaria Grazzani, University of Milan Bicocca, Milan, Italy Mental-state talk, Narratives and Theory of Mind: Intervention Procedures with Preschoolers 9h45 - 10h30 Edy Veneziano, University Paris Descartes, MoDyCo, Paris, France. Intervention Procedures as a Tool for Improving and Evaluating Children’s Narratives 10h30-12h00 Coffee break around Posters (session 2)** 12h00-12h45 David K. Dickinson, Vanderbilt Peabody College, Nashville, USA Fostering Language in Preschool Classrooms 12h45 - 14h30 Lunch Break 14h30 - 15h15 Ageliki Nicolopoulou, Lehigh University, Bethlehem, PA, USA Promoting narrative abilities of low-income preschoolers 15h15 - 16h00 Pauline Sirois, Université Laval, Québec, Canada Comprehension of oral narratives, morphosyntactic development and reading comprehension in hearing and hearing-impaired children 16h00 - 16h30 Coffee break 16h30 - 17h15 Yves Reuter, Université Lille 3, Théodile-CIREL, Lille, France Is it possible to improve the narrative performance of school children? 17h15 - 18h00 Catherine SNOW, Harvard University, Boston, MA, USA The role and the limitations of narrative in literacy development 18h00 - 19h00 General Discussion * The Posters' Program will be posted soon in the conference website ** Posters will be displayed during the whole day -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kei at aya.yale.edu Thu Aug 2 02:26:05 2012 From: kei at aya.yale.edu (Nakamura, Kei) Date: Wed, 1 Aug 2012 19:26:05 -0700 Subject: 14th Tokyo Conference on Psycholinguistics (TCP2013) Message-ID: The Institute of Cultural and Linguistic Studies at Keio University will be holding the 14th Tokyo Conference on Psycholinguistics (TCP2013) on March 8 and 9, 2013. The invited speakers are Dr.Caterina Donati, Sapienza University of Rome and Dr. Hiromu Sakai, Hiroshima University. We encourage you to submit papers for oral presentations and poster presentations. For details, visit our website: http://www.otsu.icl.keio.ac.jp/tcp/ (Call for Papers) The 14th Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 8 and 9, 2013 THE TOKYO CONFERENCE ON PSYCHOLINGUISTICS welcomes papers that represent any scientific endeavor that addresses itself to “Plato’s Problem” concerning language acquisition: “How we can gain a rich linguistic system given our fragmentary and impoverished experience?” Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. We believe that there are some types of studies which are suitable for oral presentations, and others, which are suitable for poster presentations. We would like to accept both types of studies at the Conference. The time for an oral presentation will be 20 minutes with a 10 minute discussion period (a total of 30 minutes). There is the possibility that some papers of outstanding quality will be given longer time slots (i.e., a 30 minute presentation with a 15 minute discussion period). Furthermore, the space allotted to a poster presentation will be 90 cm (width) x 180 cm (length). The guidelines for the abstract submission are as follows. Submissions that do not meet the guidelines will be rejected without review. 1. Only e-mail submissions will be accepted. 2. You may submit at most one single (sole-authored) paper and two joint (co-authored) papers. Namely you may submit any of the following: a. one sole-authored paper b. one sole-authored paper and one co-authored paper c. one sole-authored paper and two co-authored papers d. one co-authored paper e. two co-authored papers 3. The abstract must be received by November 30, 2012 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst2013 at otsu.icl.keio.ac.jp. This address will be effective from October 1 to November 30, 2012. Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. 4. The subject of the e-mail should be “abstract”. 5. The body of the e-mail should include: a. the author information (name, affiliation, mailing address, e-mail address, and telephone number; If your paper has multiple authors, provide information regarding all of the co-authors. And, if you are in Japan, add kanji where relevant.), b. the type of presentation (Your choice will not be revealed to the reviewers, and thus will not influence the review process.), A) Oral B) Poster C) Either Oral or Poster c. the title of paper, d. the language(s) which you are focusing on in your paper, e. the field(s) which your abstract involves (e.g, Morphology, Phonetics, Phonology, Semantics, Syntax, Pragmatics, L1 acquisition, L2 acquisition, Language Processing, Neuroscience of Language, and so on), and f. 3 keywords/phrases that best describe your paper. 6. A PDF file of your abstract in English should be attached to the e-mail. Document files (e.g., MS Word format) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, do not hesitate to contact us. (The abstract, if accepted, will be photocopied to be included in the conference handbook and be placed on the TCP website.) Format the files of your abstracts as follows (including bibliography): a. The maximum length is 2 pages. b. A4 paper size c. Single-spaced d. The font size should be 12 point. For any fonts used, a font file should be attached. e. Do not add page numbers. f. The top margin of the first page must be more than 30mm. g. The other margins must be more than 18mm. h. Do not put your name on your abstract (The abstract reviews will be anonymous.). i. Put the title in the center of the top of the first page. 7. Submitted papers must be original work (i.e., not been presented at other conferences, not been submitted for publication or published elsewhere). 8. Please note that you cannot revise your abstract once it has been submitted. We will notify you of the results of our review process via e-mail by January 13, 2013 at the latest. Those who are accepted as speakers will be requested to reply within several days if they are willing to present their papers at TCP 2013. Please let us know if you plan to be away from e-mail in early January. In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2013. Unfortunately, TCP has no funds for financial assistance. Participants are expected to make their own travel arrangements. For further information, contact: Yukio Otsu (Director), Institute of Cultural and Linguistic Studies, Keio University, 2-15-45 Mita, Minato-ku, Tokyo, Japan ---------------------------------------------------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/v_BOoXZ1b4UJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From smilingfla at gmail.com Thu Aug 2 16:41:58 2012 From: smilingfla at gmail.com (Flavia Adani) Date: Thu, 2 Aug 2012 18:41:58 +0200 Subject: REMINDER: Call for abstracts: DGfS workshop: Specific conditions in language acquisition (deadline August 15th, 2012) Message-ID: We are accepting submissions for the following DGfS workshop, which will be held at the University of Potsdam on March 12-15, 2013, as part of the DGfS annual conference. Topic: The investigation of early language acquisition and its development under specific conditions has proven to be a powerful tool to learn more about the system of different languages and their acquisition mechanisms. Several studies have addressed the question of how children acquire one or more languages under specific conditions, such as developmental disorders, sensory disabilities, or different ages of onset in L2-acquisition. This line of comparative research (cross-population and/or cross-linguistic) is able to uncover subtle aspects of the language acquisition process that only emerge under some specific conditions and it also helps in providing a finer-grained characterization of language disorders. The papers in this workshop will focus on three topics: i) the comparison between different populations and different languages as a way to characterize the language acquisition process under specific conditions; ii) the distinction between “typical” and “atypical” language development and the discussion of different explanations for the latter (such as an impairment of the linguistic system or a performance deficit) and their potential interplay; and iii) the contribution of experimental data to inform the representation of grammar under specific conditions and vice versa. The workshop gives an opportunity to address also methodological questions, e.g. the factors that need to be controlled when discussing different groups and the criteria of matching in order to draw meaningful comparisons (e.g. matching based on age, length of exposure, or linguistic abilities). Towards this end, the workshop aims to bring together recent studies that examine two or more groups acquiring one language under different specific conditions or cross-linguistic research on children acquiring different languages under the same specific condition, namely: children with Specific Language Impairment (SLI), children with hearing impairment, L2-learners with different ages of onset and children with Autistic Spectrum Disorder (ASD). The research will include the acquisition of different aspects of language, such as phonetics/phonology, inflectional morphology, and syntax. Please send a one-page abstract (one anonymous version and one version with the authors' names and affiliations) by e-mail to Flavia Adani (e-mail: adani (at) uni-potsdam.de), Johannes Hennies (e-mail: johannes (at) hennies.org) and Eva Wimmer (e-Mail: eva.wimmer (at) uni-koeln.de) by August 15th, 2012. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From C.DeCat at leeds.ac.uk Wed Aug 8 15:13:51 2012 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Wed, 8 Aug 2012 08:13:51 -0700 Subject: Research Assistant position (Universities of Leeds and Manchester) Message-ID: Research Assistant position - Fixed term for 2 years, starting on 1 October 2012 Project title: Referential communication and executive function skills in bilingual children As one of two research assistants on this Leverhulme Trust-funded project, you will play a key role by (i) contributing to the creation of the experimental materials and parental questionnaires, (ii) liaising with schools to recruit child participants and organising the running of experiments, (iii) carrying out the experiments in schools and day-centres (with the help of another research assistant), (iv) transcribing and coding relevant portions of the data, (v) contributing to the analysis of results, (vi) taking part in dissemination and public engagement activities. With a PhD in language acquisition or a related discipline, you will be able to demonstrate excellent interpersonal and organisational skills. During the second year of the project, you will be working with both the University of Leeds and the University of Manchester. The work you will carry out will be split between the two sites and you will be employed 50% by the University of Leeds and 50% by the University of Manchester. *About the Project * The main aim of this study is to bridge the gap between two independent lines of research: - the study of executive functions skills as a function of language experience; - the investigation of the relationship between executive function skills and children’s performance in referential communication tasks. More specifically we have three objectives, spanning (i) the cognitive development of different types of bilinguals, (ii) factors influencing cognitive and linguistic development in young bilinguals, and (iii) factors affecting monolingual and bilingual children’s use of referential expressions. We aim to: 1. extend previous findings on the relationship between key executive function skills (cognitive flexibility, inhibitory control and working memory) and language experience to bilingual children who have unbalanced exposure to two languages. 2. gather new information on the role played by language proficiency, bilingual experience and SES (social/ economic status) on the above subset of executive function skills and on referential abilities. 3. develop our understanding of the linguistic and non-linguistic contextual variables affecting children's referential choices (visual context, awareness of differences in perspective between speaker and listener, and linguistic factors affecting a referent's prominence). *Post information:* University Grade 7 (£30,122 - £35,938 p.a.) It is likely that an appointment will be made no higher than £32,901 p.a. since there are funding limitations which dictate the level at which the appointment can start. Informal enquiries may be made to Dr Cecile de Cat, email c.decat at leeds ac uk Interviews are expected to be held in early September 2012. Application URL: http://tinyurl.com/8utn2yk Reference number for Leeds HR website: ARTML0067. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/Z_yxqfvRZaIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Fri Aug 10 08:31:57 2012 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Fri, 10 Aug 2012 01:31:57 -0700 Subject: IASCL Child Language Bulletin: August 2012 issue Message-ID: Dear all, I am pleased to announce that the Aug 2012 issue of our IASCL Child Language Bulletin is now online at http://iascl.talkbank.org/bulletins/bulletinV32N1.html This issue features (i) a call for preliminary expressions of interest in organizing an IASCL meeting (conference) for 2020 and 2023 by our IASCL president Eve Clark (ii) an interview with our president Eve Clark (ii) a conference report on Formal Approaches to Heritage Languageby Barbara Zurer Pearson (iv) an announcement about a YouTube Channel for SLI by Gina Conti-Ramsden (v) an announcement about a new scientific association in Italy on Communication & Language Acquisition Studies in Typical and Atypical Populations by Virginia Volterra and Maria Chiara Levorato (vi) an announcement about a new French-language academic program in Speech Pathology by Roxanne Bélanger in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new CHILDES corpora, books, completed PhD theses, etc. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://iascl.talkbank.org/bulletins/bulletinV32N1.html I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. Have a very nice weekend and a great summer! Angel Chan IASCL Child Language Bulletin Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/H1UiIFVLO8gJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.Abbot-Smith at kent.ac.uk Fri Aug 10 09:51:53 2012 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Fri, 10 Aug 2012 09:51:53 +0000 Subject: UK PhD thesis developmental language tests Message-ID: Hi there, Does anyone have an example of (reasonably recent) PhD thesis (from a UK university) on the development of language test(s) (or any related area) which I could show a part-time PhD student of mine to inspire her? The only example PhD theses I have hanging around are pretty theoretically-based ones. Many thanks in advance, Kirsten -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 02:15:39 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 02:15:39 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <56be9f93-d705-4385-bf1d-554ff8053750@googlegroups.com> Message-ID: Dear All, I would like to know whether there are language acquisition studies (either L1 or L2) that refer to the hierarchy of two-place predicates. Thank you. Masahiko Minami ********************************** Dr. Masahiko Minami Professor, College of Liberal & Creative Arts San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://online.sfsu.edu/~mminami/ Invited Professor National Institutes for the Humanities National Institute for Japanese Language and Linguistics Center for JSL Research and Information 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 ********************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 02:24:42 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 15 Aug 2012 22:24:42 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <29482_1345083346_502C57D2_29482_8972_1_CC51A4B8.AC83%mminami@sfsu.edu> Message-ID: Can you be a little more specific about what you mean? Tom Roeper On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami wrote: > Dear All, > > I would like to know whether there are language acquisition studies > (either L1 or L2) that refer to the hierarchy of two-place predicates. > Thank you. > > Masahiko Minami > ********************************** > Dr. Masahiko Minami > Professor, College of Liberal & Creative Arts > San Francisco State University > 1600 Holloway Avenue > San Francisco, CA 94132 > (415) 338-7451 > http://online.sfsu.edu/~mminami/ > > Invited Professor > National Institutes for the Humanities > National Institute for Japanese Language and Linguistics > Center for JSL Research and Information > 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 > ********************************** > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 02:39:12 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 02:39:12 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda’s recent paper, he presents the following: I’m hitting on something. My feet don’t touch to the ground. While the above examples do not involve the preposition on or to in adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Wednesday, August 15, 2012 7:24 PM To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates Can you be a little more specific about what you mean? Tom Roeper On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami > wrote: Dear All, I would like to know whether there are language acquisition studies (either L1 or L2) that refer to the hierarchy of two-place predicates. Thank you. Masahiko Minami ********************************** Dr. Masahiko Minami Professor, College of Liberal & Creative Arts San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://online.sfsu.edu/~mminami/ Invited Professor National Institutes for the Humanities National Institute for Japanese Language and Linguistics Center for JSL Research and Information 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 ********************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 15:08:04 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 11:08:04 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <29482_1345084760_502C5D57_29482_9314_1_CC51AAB3.AC91%mminami@sfsu.edu> Message-ID: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > Tasaku Tsunoda proposed a classification of predicates, in various > versions, and its latest (1985) has been referred to as the hierarchy of > two-place predicates (‘HTPP’).**** > > ** ** > > My understanding of HTPP is as follows:**** > > ** ** > > When a two-place predicate R(x,y) is used to describe an event involving > two participants, usually an agent and a patient, it is of utmost > importance to avoid ambiguity as to which noun phrase corresponds to the > first argument x (the agent) and which to the second argument y (the > patient). For this purpose, case can be used to mark one of the arguments. > If one argument is case marked, this already suffices for the purpose of > disambiguation. Thus, from the distinguishing perspective, there is no need > to case mark both arguments. Neither would it be necessary to case mark the > one and only argument of a one-place (intransitive) predicate.**** > > ** ** > > In Tsunoda’s recent paper, he presents the following:**** > > *I’m hitting on something.***** > > *My feet don’t touch to the ground.***** > > ** ** > > While the above examples do not involve the preposition on or to* *in > adults’ English, children may initially include these prepositions but > later abandon these prepositions, in accordance with the grammar of adults’ > English.**** > > > If there are papers referring to such phenomena, please let me know. > > > Masahiko Minami > ------------------------------ > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Wednesday, August 15, 2012 7:24 PM > To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates > > Can you be a little more specific about what you mean? > Tom Roeper > > On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami wrote: > >> Dear All, >> >> I would like to know whether there are language acquisition studies >> (either L1 or L2) that refer to the hierarchy of two-place predicates. >> Thank you. >> >> Masahiko Minami >> ********************************** >> Dr. Masahiko Minami >> Professor, College of Liberal & Creative Arts >> San Francisco State University >> 1600 Holloway Avenue >> San Francisco, CA 94132 >> (415) 338-7451 >> http://online.sfsu.edu/~mminami/ >> >> Invited Professor >> National Institutes for the Humanities >> National Institute for Japanese Language and Linguistics >> Center for JSL Research and Information >> 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 >> ********************************** >> >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Aug 16 15:38:13 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 16 Aug 2012 11:38:13 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <2347_1345129688_q7GF873H021886_CABkofS=Rorsi17cSPEfJbPMaHn6HR+nsy3C2vhT5w-1Kia53Lw@mail.gmail.com> Message-ID: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: > I think children are more likely to omit the prepositions and say things like: > I cried stairs/ I'm going beach > even in places where they are called for. There is some discussion of this > in my book The Prism of Grammar--MIT > > Tom Roeper > > On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). > > > > My understanding of HTPP is as follows: > > > > When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. > > > > In Tsunoda’s recent paper, he presents the following: > > I’m hitting on something. > > My feet don’t touch to the ground. > > > > While the above examples do not involve the preposition on or to in adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. > > > > If there are papers referring to such phenomena, please let me know. > > > > Masahiko Minami > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 16:14:23 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 12:14:23 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <1212_1345131497_502D13E9_1212_7582_1_694E6A7B-AE59-4A51-AD2C-90F35D518C17@cmu.edu> Message-ID: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > Dear Masahiko and Tom, > > I am still not sure I understand Masahiko's question, but the claim > that children make errors such as "I'm hitting on something" is an > interesting one. My own child language error filters are telling me that > errors of this type are quite rare. However, I can they could arise > occasionally from analogy with constructions found in the input such as > "I'm pushing on the table" and "My feet don't touch to the ground" could > arise from "My feet don't reach to the ground." > This level of analogic productivity is common, although the specific > types mentioned here would seem rare, probably because of competition from > the stronger pattern in English for placing the direct object after the > verb. > But Masahiko also seems to suggest that children are in search of > some method of disambiguating subject and object. But English has already > provided them with this through its consistent and reliable placement of > the subject or agent before the verb and the object after the verb. I > think one would have to turn to a language with freer word order to find > any evidence that children are themselves in search of new methods for > marking case. > Analyses of the introduction of new case markings and wider issues > such as Differential Object Marking (DOM) typically involve historical > processes, not particular child language errors or creations. This is not > to say that children have no role in historical change, but I doubt that > they are the main contributors. > > -- Brian MacWhinney > > On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: > > I think children are more likely to omit the prepositions and say things > like: > I cried stairs/ I'm going beach > even in places where they are called for. There is some discussion of this > in my book The Prism of Grammar--MIT > > Tom Roeper > > > On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > >> Tasaku Tsunoda proposed a classification of predicates, in various >> versions, and its latest (1985) has been referred to as the hierarchy of >> two-place predicates (‘HTPP’).**** >> >> ** ** >> >> My understanding of HTPP is as follows:**** >> >> ** ** >> >> When a two-place predicate R(x,y) is used to describe an event involving >> two participants, usually an agent and a patient, it is of utmost >> importance to avoid ambiguity as to which noun phrase corresponds to the >> first argument x (the agent) and which to the second argument y (the >> patient). For this purpose, case can be used to mark one of the arguments. >> If one argument is case marked, this already suffices for the purpose of >> disambiguation. Thus, from the distinguishing perspective, there is no need >> to case mark both arguments. Neither would it be necessary to case mark the >> one and only argument of a one-place (intransitive) predicate.**** >> >> ** ** >> >> In Tsunoda’s recent paper, he presents the following:**** >> >> *I’m hitting on something.***** >> >> *My feet don’t touch to the ground.***** >> >> ** ** >> >> While the above examples do not involve the preposition on or to* *in >> adults’ English, children may initially include these prepositions but >> later abandon these prepositions, in accordance with the grammar of adults’ >> English.**** >> >> >> If there are papers referring to such phenomena, please let me know. >> >> >> Masahiko Minami >> ------------------------------ >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Aug 16 16:24:36 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 16 Aug 2012 12:24:36 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <17991_1345133667_q7GGEQrl004491_CABkofSnEyK0q5ecaGmz8vBB=FRaBDVzkhdJNT=Te-5245h1m8w@mail.gmail.com> Message-ID: Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper wrote: > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of assuming that children > already know what they have to learn. I take it that it is precisely the question of what > first steps children take when they do not know if they are in a free word order language > or not that we have to characterize. Although it may seem that the child must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > Dear Masahiko and Tom, > > I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." > This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. > But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. > Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. > > -- Brian MacWhinney > > On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: > >> I think children are more likely to omit the prepositions and say things like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). >> >> >> >> My understanding of HTPP is as follows: >> >> >> >> When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. >> >> >> >> In Tsunoda’s recent paper, he presents the following: >> >> I’m hitting on something. >> >> My feet don’t touch to the ground. >> >> >> >> While the above examples do not involve the preposition on or to in adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. >> >> >> >> If there are papers referring to such phenomena, please let me know. >> >> >> >> Masahiko Minami >> >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 17:17:37 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 13:17:37 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <26509_1345134257_502D1EB1_26509_16651_1_EE453A00-D497-48C4-BEEA-853338A4BCD5@cmu.edu> Message-ID: Brian--- the children have to begin in a state where they can go any direction---and we do not know what is happening silently. This could be approached by a very broad set of children where one could abstract away from individual differences to see if there was some delay that corresponded to the complexity (both syntactic and morphological, of the input). German children at the two-word stage somehow know to say "ball throw" while English children say "throw ball", although the input to German has plenty of examples of both types. So how do they know? Why would the German child not do exactly the same as the English child. English children,as Gruber showed, seem to also have Topic-Comment structures which would can easily be equal to "Soup! eat". It is surely not the case that the children just think that examples of verb-object structure are giving them the basic structure of the language---or German children would do it too. And children do hear object first sentences in compounds: apple-eating is fun. A really careful study of what children actually hear in all these languages would really be useful. A simple assumption that they hear "verb-object" so that must be right is again biased by the fact that we already know that it is right for English, so if children know that too, it would be easy to recognize, but that is assuming what has to be learned. best, Tom Roeper On Thu, Aug 16, 2012 at 12:24 PM, Brian MacWhinney wrote: > Tom, > > If we are talking about Japanese, I couldn't agree with you more. > Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case > marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different > pattern. There are still omissions, to be sure, but if an NP (not PP) > follows a transitive > verb, it is almost always the object of the verb. I don't think the > English-learning child has to ask whether or not they are learning any > particular type of language. > They just see where these nouns are occurring, what their role is, and > they make the logical item-based conclusion that objects follow their > verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that > conclusion. In Japanese, they probably do, looking instead for cues from > the discourse > or the situation, but also making note of the times when the case markers > actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: > > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of > assuming that children > already know what they have to learn. I take it that it is precisely the > question of what > first steps children take when they do not know if they are in a free word > order language > or not that we have to characterize. Although it may seem that the child > must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog > was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim >> that children make errors such as "I'm hitting on something" is an >> interesting one. My own child language error filters are telling me that >> errors of this type are quite rare. However, I can they could arise >> occasionally from analogy with constructions found in the input such as >> "I'm pushing on the table" and "My feet don't touch to the ground" could >> arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific >> types mentioned here would seem rare, probably because of competition from >> the stronger pattern in English for placing the direct object after the >> verb. >> But Masahiko also seems to suggest that children are in search of >> some method of disambiguating subject and object. But English has already >> provided them with this through its consistent and reliable placement of >> the subject or agent before the verb and the object after the verb. I >> think one would have to turn to a language with freer word order to find >> any evidence that children are themselves in search of new methods for >> marking case. >> Analyses of the introduction of new case markings and wider issues >> such as Differential Object Marking (DOM) typically involve historical >> processes, not particular child language errors or creations. This is not >> to say that children have no role in historical change, but I doubt that >> they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper >> wrote: >> >> I think children are more likely to omit the prepositions and say things >> like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of >> this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> >>> Tasaku Tsunoda proposed a classification of predicates, in various >>> versions, and its latest (1985) has been referred to as the hierarchy of >>> two-place predicates (‘HTPP’).**** >>> >>> ** ** >>> >>> My understanding of HTPP is as follows:**** >>> >>> ** ** >>> >>> When a two-place predicate R(x,y) is used to describe an event involving >>> two participants, usually an agent and a patient, it is of utmost >>> importance to avoid ambiguity as to which noun phrase corresponds to the >>> first argument x (the agent) and which to the second argument y (the >>> patient). For this purpose, case can be used to mark one of the arguments. >>> If one argument is case marked, this already suffices for the purpose of >>> disambiguation. Thus, from the distinguishing perspective, there is no need >>> to case mark both arguments. Neither would it be necessary to case mark the >>> one and only argument of a one-place (intransitive) predicate.**** >>> >>> ** ** >>> >>> In Tsunoda’s recent paper, he presents the following:**** >>> >>> *I’m hitting on something.***** >>> >>> *My feet don’t touch to the ground.***** >>> >>> ** ** >>> >>> While the above examples do not involve the preposition on or to* *in >>> adults’ English, children may initially include these prepositions but >>> later abandon these prepositions, in accordance with the grammar of adults’ >>> English.**** >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> Masahiko Minami >>> ------------------------------ >>> >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 17:02:56 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 17:02:56 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: Dear Tom and Brian, Thank you so much for your input. This summer I have been looking at English-Japanese bilingual children’s use of complex grammatical measures, such as transitive and intransitive verbs, active andpassive voices, and durative and completive forms when they narrated stories using “Frog, where are you?” Very recently, then, with my personal communication with Tasaku Tsunoda, I found that he wrote the following: “Melissa Bowerman (p.c.) informed me that the two children whose language acquisition she had observed had produced the following sentences, among others. I’m hitting on something. (Melissa Bowerman, p.c.) My feet don’t touch to the ground. (Melissa Bowerman, p.c.)” Leaving aside monolingual/bilingual and age issues, what he wrote above is different from what I observed in my bilingual study. One bilingual child, for instance, narrated, “The reindeer fell the boy to the pond,” and she used the verb “fall” as a transitive verb instead of an intransitive verb. This is why I became interested in finding any research supporting Tsunoda’s remarks in the case of L1 acquisition in particular. Thank you again. Masahiko From: Brian MacWhinney > Reply-To: > Date: Thu, 16 Aug 2012 12:24:36 -0400 To: > Subject: Re: Hierarchy of Two-Place Predicates Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney > wrote: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami > wrote: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda’s recent paper, he presents the following: I’m hitting on something. My feet don’t touch to the ground. While the above examples do not involve the preposition on or toin adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From william.snyder at uconn.edu Thu Aug 16 20:49:51 2012 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 16 Aug 2012 16:49:51 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <694E6A7B-AE59-4A51-AD2C-90F35D518C17@cmu.edu> Message-ID: Dear Brian (and Tom and Masahiko), This is a bit orthogonal to your larger discussion, but I'd like to thank Brian for mentioning two points that I think are important and not widely acknowledged. First, regarding the actual frequency of error patterns: > I am still not sure I understand Masahiko's question, but the claim > that children make errors such as "I'm hitting on something" is an > interesting one. My own child language error filters are telling me that > errors of this type are quite rare. In my own work, too, I've found that it's extremely important to *count*, and determine how often a given error pattern actually occurs, relative to the child's opportunities to make the error. The reason this is important is that we all have a natural sampling bias to "catch" the error, and overlook the utterances where the child gets it right. This is one of the big advantages of using CHILDES transcripts of recorded speech (thanks Brian!), rather than relying on the earlier approach of diary data, where you only saw the utterances that caught the diarist's attention. (I'm concerned that some of Masahiko's examples might be of this type...) Second, historical change: > [...] Analyses of the introduction of new case markings and wider issues such > as Differential Object Marking (DOM) typically involve historical processes, > not particular child language errors or creations. This is not to say that > children have no role in historical change, but I doubt that they are the > main contributors. Yes. Perhaps I'm mistaken, but I think there's a widespread idea that children make countless errors of co-mission, and that these sometimes, somehow, give rise to historical change in a language. In my view (and perhaps Brian's too?) this is much too simplistic. In my own work I find that children do a remarkably good job of figuring out, and closely matching, the grammar(s) of their care-takers. Speech errors certainly occur, much as they do for adults, but I'm not as yet convinced that these play a major role in language change. - William -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From guy.modica at gmail.com Fri Aug 17 07:30:03 2012 From: guy.modica at gmail.com (Guy Modica) Date: Fri, 17 Aug 2012 17:30:03 +1000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: The children Masahiko mentions are clearly well beyond the two-word or telegraphic stage. This hasn't been addressed, but are these children Japanese-English sequential bilinguals by any chance? The well known phenomenon of negative transfer could have an explanatory role here. Among Japanese L2 learners of English, the argument structure of Japanese verbs is often applied to English verbs. For example "I recommend you to go" - meaning "you should go" and not "I nominate you to go." This is well embedded and widely found in Japanese English. In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme acquired early. *Touch* is semantically close to *sawaru*. Both of these case mark the "patient" with *ni* - usually analyzed as heading a PP (postpositional). Another close synonym of hit is *tataku* which does take the hitee as a DO with the particle *wo*. But I don't believe this is acquired as early as *ataru*. Regards and good health. Guy Modica Tokyo On Aug 17, 2012, at 2:24 AM, Brian MacWhinney wrote: > Tom, > > If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive > verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. > They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse > or the situation, but also making note of the times when the case markers actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper wrote: > >> Dear Brian and Masahiko--- >> >> Assuming a role for English is the classic acquisition error of assuming that children >> already know what they have to learn. I take it that it is precisely the question of what >> first steps children take when they do not know if they are in a free word order language >> or not that we have to characterize. Although it may seem that the child must simply >> connect: John eats hotdog >> to context and the answer is clear, the child will also hear: the hotdog was eaten >> "here's your hotdog, now eat" >> "hotdogs you love" >> and so forth. >> >> Tom >> >> On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. >> But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. >> Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: >> >>> I think children are more likely to omit the prepositions and say things like: >>> I cried stairs/ I'm going beach >>> even in places where they are called for. There is some discussion of this >>> in my book The Prism of Grammar--MIT >>> >>> Tom Roeper >>> >>> >>> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >>> Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). >>> >>> >>> >>> My understanding of HTPP is as follows: >>> >>> >>> >>> When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. >>> >>> >>> >>> In Tsunoda’s recent paper, he presents the following: >>> >>> I’m hitting on something. >>> >>> My feet don’t touch to the ground. >>> >>> >>> >>> While the above examples do not involve the preposition on or to in adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. >>> >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> >>> Masahiko Minami >>> >>> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Fri Aug 17 15:09:10 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 17 Aug 2012 11:09:10 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <21516_1345188414_502DF23E_21516_7328_1_4038F7D4-E74C-479A-B2B9-E116FB812D4C@gmail.com> Message-ID: The nature of what prepositions are overused or swallowed is critically important. IN general, relational preps are absorbed (as depend on -=> dependable) while referential ones are not. So in compounds we can convert"made in a factory" into "factory-made" but where referentially relevant meaning is involved, then it cannot be swallowed: fell near a tree=>*tree-fell. Children do the same---dropping adjunct PP's (I cried stairs) but not for real arguments usually: play with Bill [See discussion in my book The Prism of Grammar]. So it would not be surprising if these forms are spontaneously extended. This is, indeed, way beyond the early telegraphic stages where the first parameters of word-order and so forth are set. Tom Roeper On Fri, Aug 17, 2012 at 3:30 AM, Guy Modica wrote: > The children Masahiko mentions are clearly well beyond the two-word or > telegraphic stage. This hasn't been addressed, but are these children > Japanese-English sequential bilinguals by any chance? The well known > phenomenon of negative transfer could have an explanatory role here. Among > Japanese L2 learners of English, the argument structure of Japanese verbs > is often applied to English verbs. For example "I recommend you to go" - > meaning "you should go" and not "I nominate you to go." This is well > embedded and widely found in Japanese English. > > In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme > acquired early. *Touch* is semantically close to *sawaru*. Both of these > case mark the "patient" with *ni* - usually analyzed as heading a PP > (postpositional). Another close synonym of hit is *tataku* which does take > the hitee as a DO with the particle *wo*. But I don't believe this is > acquired as early as *ataru*. > > Regards and good health. > > Guy Modica > Tokyo > > On Aug 17, 2012, at 2:24 AM, Brian MacWhinney wrote: > > Tom, > > If we are talking about Japanese, I couldn't agree with you more. > Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case > marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different > pattern. There are still omissions, to be sure, but if an NP (not PP) > follows a transitive > verb, it is almost always the object of the verb. I don't think the > English-learning child has to ask whether or not they are learning any > particular type of language. > They just see where these nouns are occurring, what their role is, and > they make the logical item-based conclusion that objects follow their > verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that > conclusion. In Japanese, they probably do, looking instead for cues from > the discourse > or the situation, but also making note of the times when the case markers > actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: > > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of > assuming that children > already know what they have to learn. I take it that it is precisely the > question of what > first steps children take when they do not know if they are in a free word > order language > or not that we have to characterize. Although it may seem that the child > must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog > was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim >> that children make errors such as "I'm hitting on something" is an >> interesting one. My own child language error filters are telling me that >> errors of this type are quite rare. However, I can they could arise >> occasionally from analogy with constructions found in the input such as >> "I'm pushing on the table" and "My feet don't touch to the ground" could >> arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific >> types mentioned here would seem rare, probably because of competition from >> the stronger pattern in English for placing the direct object after the >> verb. >> But Masahiko also seems to suggest that children are in search of >> some method of disambiguating subject and object. But English has already >> provided them with this through its consistent and reliable placement of >> the subject or agent before the verb and the object after the verb. I >> think one would have to turn to a language with freer word order to find >> any evidence that children are themselves in search of new methods for >> marking case. >> Analyses of the introduction of new case markings and wider issues >> such as Differential Object Marking (DOM) typically involve historical >> processes, not particular child language errors or creations. This is not >> to say that children have no role in historical change, but I doubt that >> they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper >> wrote: >> >> I think children are more likely to omit the prepositions and say things >> like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of >> this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> >>> Tasaku Tsunoda proposed a classification of predicates, in various >>> versions, and its latest (1985) has been referred to as the hierarchy of >>> two-place predicates (‘HTPP’).**** >>> >>> ** ** >>> >>> My understanding of HTPP is as follows:**** >>> >>> ** ** >>> >>> When a two-place predicate R(x,y) is used to describe an event involving >>> two participants, usually an agent and a patient, it is of utmost >>> importance to avoid ambiguity as to which noun phrase corresponds to the >>> first argument x (the agent) and which to the second argument y (the >>> patient). For this purpose, case can be used to mark one of the arguments. >>> If one argument is case marked, this already suffices for the purpose of >>> disambiguation. Thus, from the distinguishing perspective, there is no need >>> to case mark both arguments. Neither would it be necessary to case mark the >>> one and only argument of a one-place (intransitive) predicate.**** >>> >>> ** ** >>> >>> In Tsunoda’s recent paper, he presents the following:**** >>> >>> *I’m hitting on something.***** >>> >>> *My feet don’t touch to the ground.***** >>> >>> ** ** >>> >>> While the above examples do not involve the preposition on or to* *in >>> adults’ English, children may initially include these prepositions but >>> later abandon these prepositions, in accordance with the grammar of adults’ >>> English.**** >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> Masahiko Minami >>> ------------------------------ >>> >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Fri Aug 17 16:05:14 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Fri, 17 Aug 2012 16:05:14 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <4038F7D4-E74C-479A-B2B9-E116FB812D4C@gmail.com> Message-ID: There seems to be some confusion or misunderstanding here. I believe that the examples that mentioned are from English monolingual children in Tsunoda's paper (he cites the examples provided by Melissa Bowerman through personal communication). I’m hitting on something. (Melissa Bowerman, p.c.) My feet don’t touch to the ground. (Melissa Bowerman, p.c.) My original intent to ask this includes (1) whether these are common, (2) if so, whether there are studies focusing on these. My motivation, at least in part, comes from the use of transitive vs. intransitive verbs (and this is why I mentioned my English-Japanese bilingual children's data, "The reindeer fell the boy to the pond," in which the intransitive verb "fell" instead of the transitive "drop" is used). Previous studies (e.g., Fukuda & Choi, 2009; Nomura & Shirai, 1997; Tsujimura, 2006) report that whereas children’s early verbs are predominantly transitive verbs in some languages including English, in Japanese-speaking children, in their early stages of language development, use more intransitive verbs than transitive verbs. Please note, however, that this is not directly related to the above two examples provided by Bowerman. In any case, as has been discussed earlier, if you count the frequency of these, probably it is fairly low. And tank you for the suggestions. Masahiko From: Guy Modica > Reply-To: > Date: Fri, 17 Aug 2012 17:30:03 +1000 To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates The children Masahiko mentions are clearly well beyond the two-word or telegraphic stage. This hasn't been addressed, but are these children Japanese-English sequential bilinguals by any chance? The well known phenomenon of negative transfer could have an explanatory role here. Among Japanese L2 learners of English, the argument structure of Japanese verbs is often applied to English verbs. For example "I recommend you to go" - meaning "you should go" and not "I nominate you to go." This is well embedded and widely found in Japanese English. In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme acquired early. *Touch* is semantically close to *sawaru*. Both of these case mark the "patient" with *ni* - usually analyzed as heading a PP (postpositional). Another close synonym of hit is *tataku* which does take the hitee as a DO with the particle *wo*. But I don't believe this is acquired as early as *ataru*. Regards and good health. Guy Modica Tokyo On Aug 17, 2012, at 2:24 AM, Brian MacWhinney > wrote: Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney > wrote: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami > wrote: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (‘HTPP’). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda’s recent paper, he presents the following: I’m hitting on something. My feet don’t touch to the ground. While the above examples do not involve the preposition on or toin adults’ English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults’ English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Mon Aug 20 01:51:43 2012 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sun, 19 Aug 2012 18:51:43 -0700 Subject: Hierarchy of Two-Place Predicates Message-ID: And what's so wrong with "I'm hitting on something"? (It's ok for me, in the right context.) I think a complicating factor is that the acceptability of some of these constructions is exceedingly dialect dependent AND changing over time.    Margaret Fleck (U. Illinois) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From danielle.matthews at sheffield.ac.uk Mon Aug 20 19:24:15 2012 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Mon, 20 Aug 2012 20:24:15 +0100 Subject: Developmental L/SL position at Sheffield In-Reply-To: Message-ID: Dear Developmental colleagues Following an expansion of the psychology department at the University of Sheffield, we are looking to recruit a L/SL in Developmental Psychology (see ad below). We are particularly interested in attracting a colleague who can integrate with our Cognitive Development group, (see http://www.shef.ac.uk/psychology/research/groups/developmental). Our core research on cognition and development draws on expertise in attention, learning, response selection, memory, language, executive functioning, and social functioning. These areas are studied in typically developing children as well as in atypical contexts (including Williams syndrome, Autism, Prematurity, and Dyslexia). We conduct experimental studies using a variety of well-established methods and cutting-edge technological advancements (EEG, infant eye-tracking, voice recording and automatic analysis systems), so that we can develop models of the most complex system – the developing human. Within the psychology dept we have 4 dedicated testing rooms, including an soundproof room, a large open plan office for postgraduate students and general meetings, a reception area, and two dedicated parking spaces immediately outside for our participants. There is a large maternity hospital across the road where we can recruit participants, a children’s museum next door, and a large database of families who have agreed to participate in research, as well as numerous local nurseries and schools. If you are interested in applying, or know anyone who might be suitable, please follow the link below for further details. Informal enquiries can also be directed to Jane Herbert (j.s.herbert at sheffield.ac.uk), Danielle Matthews (danielle.matthews at sheffield.ac.uk) or Dan Carroll (d.carroll at sheffield.ac.uk). --- Lecturer/Senior Lecturer in Developmental Psychology University of Sheffield -Department of Psychology Job Reference Number: UOS005009 Faculty: Faculty of Science Salary: Senior Lecturer: Grade 9 £46,846 - £52,706 per annum, with potential to progress to £61,078 per annum Grade 8 £37,012 to £44,166 per annum, with potential to progress to £49,689 per annum Closing Date: 4 September 2012 Summary: You will join a vibrant department, which is amongst the largest in the UK, and which has been consistently ranked as one of the outstanding research departments in all six UK Research Assessment Exercises to date. We have one of the largest centres of postgraduate psychology research in the country and were ranked 7th overall by the Independent Complete University Guide league table. We are looking for an outstanding scholar in the area of Developmental Psychology who can help us continue to build on, and extend, our success in research and teaching. This opportunity follows closely on the heels of a major investment in new academic staff across the discipline which we have just completed in the Department of Psychology. We see these new appointments as an exciting opportunity for the Department to strengthen its leading position in preparation for the forthcoming REF. Applicants will hold a PhD (or equivalent qualification) in a relevant discipline, together with an excellent publication record for their career stage. Applicants for Lecturer will be expected to exhibit outstanding academic potential, and applicants for Senior Lecturer will demonstrate substantial external reputation in the field, evidenced by the obtaining of independent research funding/significant personal distinction in scholarship and research with evidence of international excellence. Further information about each of our research themes is available at: http://www.sheffield.ac.uk/psychology/research The posts are available from 1st January 2013. To apply for this job please follow this link ( http://www.jobs.ac.uk/job/AEY299/lecturer-senior-lecturer-in-developmental-psychology ) or to view current vacancies and apply online please go to: www.sheffield.ac.uk/jobs. -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Wed Aug 22 15:57:00 2012 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 22 Aug 2012 17:57:00 +0200 Subject: CONF - Paris Sept 10-12 -Self-talk: forms and practices Message-ID: Dear Colleagues, If you are in Paris beginning of September, you are all invited to attend the interdisciplinary international conference on Self-Talk. The conference will be in French and English, the part of the program in English is reproduced below. The full program is attached. Entrance, coffee-breaks and lunches are FREE but please register by sending an e-mail to the following address: monologue at univ-paris3.fr Monologuer : formes et pratiques - Self-Talk : Forms and Practices Location : amphithéâtre Buffon (Université Paris Diderot, 15 rue Hélène Brion 75013) Mardi 11 septembre /Tuesday September 11th 14h30 Holmberg, Newcastle University (in English) How to address yourself when talking to yourself: you or I, or we? Discussion 15h45 Stranded efforts – How monologic are online communications? (Heike ORTNER, University of Innsbruck) Pause 16h45 Experimental dialogic talk : Monologue intérieur and children’s Selftalk (Stéphanie SMADJA, Université Paris Diderot et Aliyah MORGENSTERN, Université Sorbonne Nouvelle- Paris 3) Discussion 17h30 Kirill THOMPSON, National Taiwan University Diner en ville / Dinner in town Mercredi 12 septembre / Wednesday september 12th 9h30 Katherine NELSON, City University of New York Graduate Center Functions of private speech in very young children 10h30 Japanese children’s self-talk in the context of triadic parent-sibling interaction (Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) Discussion Pause – 11h45 Preverbal children also ‘talk’ to themselves: Private prespeech vocalizations and their relation to language development. (Alexandra KAROUSOU, Democritus University of Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) 12h15 Infants´ private vocal activity is less speech-like than communicative utterances. Is this always true? (Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, Universidad Complutense de Madrid) Discussion Buffet final – Animation artistique -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Programme colloque Monologuer?septembre 2012.pdf Type: application/pdf Size: 303238 bytes Desc: not available URL: From a.goodkind at gmail.com Thu Aug 23 12:42:42 2012 From: a.goodkind at gmail.com (Adam Goodkind) Date: Thu, 23 Aug 2012 08:42:42 -0400 Subject: Detecting Embedded Tensed Clauses Message-ID: Hi, Using the various search protocols and meta-data levels, is it possible to detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I have been trying to create a combination of criteria, involving, e.g. CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. Any and all help would be greatly appreciated. Thanks, Adam -- *Adam Goodkind * *w* adamgoodkind.com *t* @adamgreatkind -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 23 13:19:56 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 23 Aug 2012 09:19:56 -0400 Subject: Detecting Embedded Tensed Clauses In-Reply-To: <15057_1345725785_50362559_15057_13469_1_CAAjaykbSveQff2p9Ztr-Yu8uUe+1Mi2Obuw=HU_FgQCovDzPhA@mail.gmail.com> Message-ID: DEar Adam---- If you figure out a useful program for this----I would be interested. There are going to be very tough cases like: I saw that John hit Bill where "hit" has no tense markings, but we understand it that way. So how about first just looking for the overt cases, with -ed, etc. Then you might look for all cases under tensed matrix verbs, and seek a subset of those with ambiguous verbs. Ultimately, if you are sensitive to verb variation in your instructions, you will probably be able to be reasonably successful. If you take an overly simple approach--- as many searches do--the results will be uninterpretable. If you succeed, I'd like to see the results. best, Tom Roeper On Thu, Aug 23, 2012 at 8:42 AM, Adam Goodkind wrote: > Hi, > > Using the various search protocols and meta-data levels, is it possible to > detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I > have been trying to create a combination of criteria, involving, e.g. > CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. > > Any and all help would be greatly appreciated. > > Thanks, > Adam > > -- > *Adam Goodkind * > *w* adamgoodkind.com > *t* @adamgreatkind > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From limber at comcast.net Thu Aug 23 14:17:16 2012 From: limber at comcast.net (john limber) Date: Thu, 23 Aug 2012 10:17:16 -0400 Subject: Detecting Embedded Tensed Clauses In-Reply-To: Message-ID: Hi Adam- I'm don't know if you've tried this but I'd try filtering the database for the comp verbs and then working on that fairly small subset (in most cases I'd expect‹so small for young children you could eyeball the short list.) Some years ago Ray Jackendoff and others prepared a very useful list of these verbs and their various arguments. I've had students use that list and basic unix ‹especially GREP-- utilities to crudely filter texts. Good luck -- John Limber Psychology Conant Hall 10 Library Way University of New Hampshire Durham NH 03824 From: Adam Goodkind Reply-To: Date: Thursday, August 23, 2012 8:42 AM To: Subject: Detecting Embedded Tensed Clauses Hi, Using the various search protocols and meta-data levels, is it possible to detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I have been trying to create a combination of criteria, involving, e.g. CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. Any and all help would be greatly appreciated. Thanks, Adam -- Adam Goodkind w adamgoodkind.com t @adamgreatkind -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Thu Aug 23 17:18:31 2012 From: g.morgan at city.ac.uk (Gary Morgan) Date: Thu, 23 Aug 2012 10:18:31 -0700 Subject: Sign language conference announcement Message-ID: Dear colleagues the Theoretical Issues in Sign Language Research (TISLR) Conference will be held in London from 10th to 13th July 2013. For full information and call for papers please go to http://www.ucl.ac.uk/dcal/tislr best wishes Gary Morgan -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/sENKMeIuEqUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lisa.s.pearl at gmail.com Fri Aug 24 16:04:13 2012 From: lisa.s.pearl at gmail.com (Lisa S. Pearl) Date: Fri, 24 Aug 2012 09:04:13 -0700 Subject: Detecting Embedded Tensed Clauses In-Reply-To: <20cf303b3ebd432b9404c8034c71@google.com> Message-ID: Dear Adam, I don't know which datasets you need this for, but my colleague Jon Sprouse and I have annotated some of the American English child-directed speech datasets with Penn Treebank-like information as part of a larger project, which may make it easier to directly search for embedded clauses with tensed verbs. For example, the annotation looks like the following: (S1 (S (NP (PRP he)) (VP (MD can) (NOT n't) (VP (VB write) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (VP (VBP jump)))))) (. .))) "he can't write when you jump.", (from the Brown-Adam corpus) where "when you jump" would be an embedded tensed clause because it's in an SBAR and "jump" has the node label VBP, which indicates non-3rd singular present tense (as compared to VB, which would be the non-tensed version). This derived corpus is available through the CHILDES database in the derived corpora section (http://childes.psy.cmu.edu/derived/ ) and also at our university website (http://www.socsci.uci.edu/~lpearl/CoLaLab/TestingUG/childestreebank.html ). A tool that's useful for automatically searching through these kind of annotated trees is the Stanford NLP Group's tool Tregex, which is freely available here: http://nlp.stanford.edu/software/tregex.shtml#Download -Lisa On Aug 24, 2012, at 6:53 AM, info-childes at googlegroups.com wrote: > Detecting Embedded Tensed Clauses > > From: Adam Goodkind > Reply-To: > Date: Thursday, August 23, 2012 8:42 AM > To: > Subject: Detecting Embedded Tensed Clauses > > Hi, > > Using the various search protocols and meta-data levels, is it possible to > detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I > have been trying to create a combination of criteria, involving, e.g. CPRED, > COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. > > Any and all help would be greatly appreciated. > > Thanks, > Adam > > -- > Adam Goodkind > w adamgoodkind.com > t @adamgreatkind > > -- > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Aug 24 19:29:12 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Aug 2012 15:29:12 -0400 Subject: postdoc Message-ID: Postdoctoral Position in Gesture Research at University of Alberta A postdoctoral position in gesture research is available in the Department of Psychology at the University of Alberta, working with Dr. Elena Nicoladis and Dr. Paula Marentette. This project is focused on understanding the relationship between gesture comprehension and language acquisition. We are particularly interested in the acquisition of verbs. We encourage candidates interested in cross-linguistic experimental work with both monolingual and bilingual speakers. Knowledge of a language other than English is an asset. Applications from candidates with research training in psycholinguistics, bilingualism, cognitive science, linguistics, or developmental psychology will be particularly well suited for this position. Postdoctoral responsibilities will include contributing to our ongoing research program as well as taking the lead on research projects within that program. In addition, the person in this position will have the opportunity to work with the research programs of graduate and undergraduate students associated with the lab. The position, funded by the Social Sciences and Humanities Research Council of Canada, is available for one year, with the possibility of renewal for a second year. Interested applicants should send a letter describing their research interests and a curriculum vitae, and arrange to have three letters of recommendation sent to: Elena Nicoladis (elenan at ualberta.ca). Ideally the position would commence by June 2013, although this is negotiable. Review of applications will begin immediately and continue until the position is filled. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Wed Aug 29 12:28:31 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Wed, 29 Aug 2012 14:28:31 +0200 Subject: REMINDER : International Conference NIL2012: 6-7 Sept. 2012 Paris, Sorbonne In-Reply-To: <0016e6d999db9e751104c47c71b6@google.com> Message-ID: Dear Colleagues, this is a reminder for the International Conference NIL2012 Narrative, intervention and Literacy that will take place on September 6-7, 2012 at La Sorbonne, Amphi Durkheim Paris, France The final programs of the Invited Conferences and of the selected Posters are available on the website of the Conference: Invited Conference Program: http://lewebpedagogique.com/nil2012/programme-conference/ Selected Posters' Program: http://lewebpedagogique.com/nil2012/programme-posters/ If you wish to participate, please register as soon as possible. Only few places are available. http://lewebpedagogique.com/nil2012/registration/ With our best wishes Colloque NIL 2012 The Organizers -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Wed Aug 29 16:28:27 2012 From: barner at ucsd.edu (David Barner) Date: Wed, 29 Aug 2012 09:28:27 -0700 Subject: Assistant Professor, Developmental Psychology, UCSD Message-ID: Assistant Professor DEVELOPMENTAL PSYCHOLOGY, UNIVERSITY OF CALIFORNIA, SAN DIEGO The Psychology Department at UCSD (http://psy.ucsd.edu/) within the Division of Social Sciences at UC, San Diego is committed to academic excellence and diversity within the faculty, staff and student body. The Department invites applications for a tenure track Assistant Professor position in Developmental Psychology. Candidates must have a Ph.D. and have a record of publishable research in any area of developmental psychology, including cognitive, perceptual, and social development. The preferred candidate will have demonstrated strong leadership or a commitment to support diversity, equity, and inclusion in an academic setting. *Salary*: Salary is commensurate with qualifications and based on University of California pay scales. *Closing Date*: Review of applications will begin November 15, 2012 and will continue until the position is filled. *To Apply*: Candidates should submit letter, curriculum vita, research statement, reprints, names of three to five referees, and a personal statement that summarizes their past or potential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp for further information) electronically via UCSD's Academic Personnel On-Line RECRUIT ( https://apol-recruit.ucsd.edu/ ). Please apply to the following job posting: Psychology Assistant Professor (10-465). For inquiries, please contact Jenette Cementina, Human Resources Manager, at jcementina at ucsd.edu. AA-EOE: UCSD is an Affirmative Action/Equal Opportunity Employer with a strong institutional commitment to excellence through diversity. -- David Barner, Ph.D. Assistant Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Wed Aug 29 21:58:43 2012 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 29 Aug 2012 17:58:43 -0400 Subject: Broca or Broca's aphasia? In-Reply-To: Message-ID: Hi Jeri Just to agree with everyone, I've always said/written Broca's aphasia, Wernicke's aphasia, etc. and never without the possessive. Since everyone agrees, I don't see the point of putting (Broca aphasia) in parens or anywhere else. Americans DO use the possessive form. I also agree that Down syndrome (and not Down's) is the term. No one is probably going to go down the list you include and make definitive statements about each term, so my suggestion is to find a publication online that we all read and use and find editorially acceptable and use their editorial criteria. The medical dictionary you refer to is apparently at odds with the community that writes about these conditions. So it is not acceptable. When I edit general things, I keep a tab open for the New York Times, for instance, and when in doubt I do a search on the term in the Times. I tried this for Broca's aphasia, and found that every Times article (many of them) used the possessive. The term 'Broca aphasia' turned up in various sidebar ads from people offering treatment. If you don't feel the Times is a sufficient authority, you might be able to do something similar with a Journal like Brain and Language, though there may not be a really simple way to search through all issues as there is with the Times. But the Times and the journals in our field have already established conventions on the use of these terms, so it should be reasonable to stick with authority. My favorite 'correction' from a copy editor occurred many years ago. I had written an article on child language, and the editor changed every instance of the term to 'childish language', and attached snarky comments to me about my failure to understand English grammar. Jean Jean Berko Gleason Professor Emerita Department of Psychology Boston University On 8/29/2012 10:58 AM, Jeri Jaeger wrote: > Hi Everyone, > > I'm helping John Laver (Edinburgh) out with his massive encyclopedic dictionary of language, as the editor for the Neurolinguistics section. John believes that there is a difference between what Americans call various aphasias, syndromes, etc. compared to the UK. So his entries read: Broca (UK Broca's) aphasia, for example, indicating that Americans use the non-possessive form. He is using the Stedman's Dictonary, which is indeed published in Philadelphia as his source; however, this is a medical dictionary designed (as I understand it) for practicing physicians. Below I've listed all the cases in the dictionary in the Neuro section as well as some from the Pathology section. While I've definitely heard people say 'Down Syndrome' and 'Lou Gehrig Disease', I've NEVER heard anyone say Broca Aphasia or Broca Area or Wernicke Aphasia, etc. Possibly there is a distinction in American usage between aphasic syndromes and other pathological syndromes. I would be very grateful for your input on this. I'm thinking about suggesting that he use the possessive forms for the main entries, but put the non-possessive forms in parentheses afterwards, without indicating this as a regional difference, as in: Broca's aphasia (or Broca aphasia). But perhaps this would not be appropriate for things like Friedreich ataxia, for example. Please let me know what you think. > > Hope all is well with all of you, > and I'm looking forward to hearing from you. > Best wishes, > Jeri Jaeger > > Aran-Duchenne disease > Bell palsy > Broca aphasia > Broca area > Bastian aphasia > Erb disease > Erb palsy > Erb-Duchenne paralysis > Friedreich ataxia > Friedreich disease > Frohlich syndrome > Gerstmann syndrome > Kussmaul aphasia > Landau-Kleffner syndrome > Parkinson disease > Pick-Wernicke aphasia > Pick disease > Potzel syndrome > Ribot's law/rule (he only has this in the posessive) > Wallenburg syndrome > Wernicke aphasia > Wernicke area > > > > Professor, Dept. of Linguistics > 618 Baldy Hall > University at Buffalo, NY 14261 > > College of Arts & Sciences, Associate Dean for Undergraduate Education & > Cognizant Dean for the Humanities and Area Studies > 825 Clemens Hall > University at Buffalo, NY 14260 > > jjaeger at buffalo.edu > (716) 645-0123 > > > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sbresee at umd.edu Thu Aug 30 10:58:03 2012 From: sbresee at umd.edu (Susan Bresee) Date: Thu, 30 Aug 2012 06:58:03 -0400 Subject: Broca or Broca's aphasia? In-Reply-To: <503E9093.3000202@bu.edu> Message-ID: Dr. Gleason, Your comments and response on this site are a joyful confirmation of the value of open online exchanges such as this one. Thank you all for sharing your knowledge, experiences, and insight. Susan On Wed, Aug 29, 2012 at 5:58 PM, Jean Berko Gleason wrote: > > Hi Jeri Just to agree with everyone, I've always said/written Broca's > aphasia, Wernicke's aphasia, etc. and never without the possessive. Since > everyone agrees, I don't see the point of putting (Broca aphasia) in parens > or anywhere else. Americans DO use the possessive form. I also agree > that Down syndrome (and not Down's) is the term. No one is probably going > to go down the list you include and make definitive statements about each > term, so my suggestion is to find a publication online that we all read and > use and find editorially acceptable and use their editorial criteria. The > medical dictionary you refer to is apparently at odds with the community > that writes about these conditions. So it is not acceptable. > > When I edit general things, I keep a tab open for the New York Times, for > instance, and when in doubt I do a search on the term in the Times. I > tried this for Broca's aphasia, and found that every Times article (many > of them) used the possessive. The term 'Broca aphasia' turned up in > various sidebar ads from people offering treatment. If you don't feel the > Times is a sufficient authority, you might be able to do something similar > with a Journal like Brain and Language, though there may not be a really > simple way to search through all issues as there is with the Times. But > the Times and the journals in our field have already established > conventions on the use of these terms, so it should be reasonable to stick > with authority. > > My favorite 'correction' from a copy editor occurred many years ago. I > had written an article on child language, and the editor changed every > instance of the term to 'childish language', and attached snarky comments > to me about my failure to understand English grammar. > > Jean > > > > Jean Berko Gleason > Professor Emerita > Department of Psychology > Boston University > > On 8/29/2012 10:58 AM, Jeri Jaeger wrote: > > Hi Everyone, > > I'm helping John Laver (Edinburgh) out with his massive encyclopedic dictionary of language, as the editor for the Neurolinguistics section. John believes that there is a difference between what Americans call various aphasias, syndromes, etc. compared to the UK. So his entries read: Broca (UK Broca's) aphasia, for example, indicating that Americans use the non-possessive form. He is using the Stedman's Dictonary, which is indeed published in Philadelphia as his source; however, this is a medical dictionary designed (as I understand it) for practicing physicians. Below I've listed all the cases in the dictionary in the Neuro section as well as some from the Pathology section. While I've definitely heard people say 'Down Syndrome' and 'Lou Gehrig Disease', I've NEVER heard anyone say Broca Aphasia or Broca Area or Wernicke Aphasia, etc. Possibly there is a distinction in American usage between aphasic syndromes and other pathological syndromes. I would be very grate! > ful for > your input on this. I'm thinking about suggesting that he use the possessive forms for the main entries, but put the non-possessive forms in parentheses afterwards, without indicating this as a regional difference, as in: Broca's aphasia (or Broca aphasia). But perhaps this would not be appropriate for things like Friedreich ataxia, for example. Please let me know what you think. > > Hope all is well with all of you, > and I'm looking forward to hearing from you. > Best wishes, > Jeri Jaeger > > Aran-Duchenne disease > Bell palsy > Broca aphasia > Broca area > Bastian aphasia > Erb disease > Erb palsy > Erb-Duchenne paralysis > Friedreich ataxia > Friedreich disease > Frohlich syndrome > Gerstmann syndrome > Kussmaul aphasia > Landau-Kleffner syndrome > Parkinson disease > Pick-Wernicke aphasia > Pick disease > Potzel syndrome > Ribot's law/rule (he only has this in the posessive) > Wallenburg syndrome > Wernicke aphasia > Wernicke area > > > > Professor, Dept. of Linguistics > 618 Baldy Hall > University at Buffalo, NY 14261 > > College of Arts & Sciences, Associate Dean for Undergraduate Education & > Cognizant Dean for the Humanities and Area Studies > 825 Clemens Hall > University at Buffalo, NY 14260 > jjaeger at buffalo.edu(716) 645-0123 > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Teaching Learning Policy and Leadership University of Maryland College Park, MD -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From h.g.simonsen at iln.uio.no Wed Aug 1 11:51:27 2012 From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen) Date: Wed, 1 Aug 2012 13:51:27 +0200 Subject: Post doc position in early bilingual language acquisition at the University of Oslo, Norway In-Reply-To: <90e6ba2123ef59b2b004c62dd427@google.com> Message-ID: A Post Doctoral research fellowship is available at the Department of Linguistics and Scandinavian Studies at the University of Oslo, Norway. The person appointed will be affiliated with the Research Group in Clinical Linguistics and Language Acquisition. The group conducts research on typical and atypical speech and language development in children and on atypical speech and language as a result of brain damage in adults. Our research focuses strongly on cross-linguistic studies of language development and disorders. The appointee is expected to investigate language acquisition in bilingual preschool children with a minority background learning the majority language as a (simultaneous or successive) second language, with particular focus on the acquisition of lexical and grammatical skills. Deadline for application: August 15, 2012. For the detailed announcement, please see http://uio.easycruit.com/vacancy/767259/62043?iso=gb Hanne Gram Simonsen Professor, Department of Linguistics and Scandinavian Studies, University of Oslo -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From edy.veneziano at paris5.sorbonne.fr Wed Aug 1 22:44:54 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Thu, 2 Aug 2012 00:44:54 +0200 Subject: NIL2012 - Narratives, Intervention and Litteracy, Paris 6-7 Septembre Message-ID: Kindly excuse cross-postings Dear Colleagues, please find below the Program of the Conference NIL2012 Narrative intervention and Literacy 6-7 September 2012 Paris, France Coordination : Edy Veneziano Languages of the Conference: English and French For further information and details on Registration please consult the Conference website: http://lewebpedagogique.com/nil2012/ Students: free; For all others, early bird registration until August 3rd. PROGRAM of Oral Presentations* Thursday, September 6th, 2012 8h30-9h00 Reception of Participants 9h00-9h30 Introductory Speeches 9h30-10h15 Harriet Jisa, University of Lyon 2, France Contrasting Structures in Written and Spoken Narrative Texts 10h15-11h00 Alyssa McCabe, University of Massachusetts Lowell, USA Development of Personal Narration: The Linguistic Crossroads of Culture, Cognition, and Emotion 11h00-11h30 Coffee Break 11h30-12h15 Bracha Nir, Haifa University, Israel Patterns of Clause Combining as a Function of Narrative Elicitation: A Developmental Perspective 12h15-13h00 Dorit Ravid, Suheir Nasser and Dina Naoum, University of Tel Aviv, Israel Narrative Development in Palestinian arabic: A Tale of two Experiments 13h00-14h30 Lunch break 14h30-15h15 Marilyn A. Nippold, University of Oregon, Eugene, OR, USA Storytelling with Fables: Narrative and Everyday Discourse in Young Adolescents 15h15 -16h00 Judy Reilly and Lara Polse, San Diego State University, University of California, San Diego, CA, USA Spoken and Written Narratives in Children with Language Impairment and Children with High Functioning Autism 16h00-17h30 Coffee break around Posters (session 1)** 17h30-18h15 Barbara Bokus, University of Warsaw, Poland Narration and Mind Reading at preschool age 18h15 - 19h00 Christiane Preneron, CNRS, MoDyCo, Paris, France Narratives and Theory of Mind: How do children with difficulties in written language talk about the characters? intentions and emotions in their stories? Friday, September 7th, 2012 9h00-9h45 Ilaria Grazzani, University of Milan Bicocca, Milan, Italy Mental-state talk, Narratives and Theory of Mind: Intervention Procedures with Preschoolers 9h45 - 10h30 Edy Veneziano, University Paris Descartes, MoDyCo, Paris, France. Intervention Procedures as a Tool for Improving and Evaluating Children?s Narratives 10h30-12h00 Coffee break around Posters (session 2)** 12h00-12h45 David K. Dickinson, Vanderbilt Peabody College, Nashville, USA Fostering Language in Preschool Classrooms 12h45 - 14h30 Lunch Break 14h30 - 15h15 Ageliki Nicolopoulou, Lehigh University, Bethlehem, PA, USA Promoting narrative abilities of low-income preschoolers 15h15 - 16h00 Pauline Sirois, Universit? Laval, Qu?bec, Canada Comprehension of oral narratives, morphosyntactic development and reading comprehension in hearing and hearing-impaired children 16h00 - 16h30 Coffee break 16h30 - 17h15 Yves Reuter, Universit? Lille 3, Th?odile-CIREL, Lille, France Is it possible to improve the narrative performance of school children? 17h15 - 18h00 Catherine SNOW, Harvard University, Boston, MA, USA The role and the limitations of narrative in literacy development 18h00 - 19h00 General Discussion * The Posters' Program will be posted soon in the conference website ** Posters will be displayed during the whole day -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kei at aya.yale.edu Thu Aug 2 02:26:05 2012 From: kei at aya.yale.edu (Nakamura, Kei) Date: Wed, 1 Aug 2012 19:26:05 -0700 Subject: 14th Tokyo Conference on Psycholinguistics (TCP2013) Message-ID: The Institute of Cultural and Linguistic Studies at Keio University will be holding the 14th Tokyo Conference on Psycholinguistics (TCP2013) on March 8 and 9, 2013. The invited speakers are Dr.Caterina Donati, Sapienza University of Rome and Dr. Hiromu Sakai, Hiroshima University. We encourage you to submit papers for oral presentations and poster presentations. For details, visit our website: http://www.otsu.icl.keio.ac.jp/tcp/ (Call for Papers) The 14th Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 8 and 9, 2013 THE TOKYO CONFERENCE ON PSYCHOLINGUISTICS welcomes papers that represent any scientific endeavor that addresses itself to ?Plato?s Problem? concerning language acquisition: ?How we can gain a rich linguistic system given our fragmentary and impoverished experience?? Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. We believe that there are some types of studies which are suitable for oral presentations, and others, which are suitable for poster presentations. We would like to accept both types of studies at the Conference. The time for an oral presentation will be 20 minutes with a 10 minute discussion period (a total of 30 minutes). There is the possibility that some papers of outstanding quality will be given longer time slots (i.e., a 30 minute presentation with a 15 minute discussion period). Furthermore, the space allotted to a poster presentation will be 90 cm (width) x 180 cm (length). The guidelines for the abstract submission are as follows. Submissions that do not meet the guidelines will be rejected without review. 1. Only e-mail submissions will be accepted. 2. You may submit at most one single (sole-authored) paper and two joint (co-authored) papers. Namely you may submit any of the following: a. one sole-authored paper b. one sole-authored paper and one co-authored paper c. one sole-authored paper and two co-authored papers d. one co-authored paper e. two co-authored papers 3. The abstract must be received by November 30, 2012 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst2013 at otsu.icl.keio.ac.jp. This address will be effective from October 1 to November 30, 2012. Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. 4. The subject of the e-mail should be ?abstract?. 5. The body of the e-mail should include: a. the author information (name, affiliation, mailing address, e-mail address, and telephone number; If your paper has multiple authors, provide information regarding all of the co-authors. And, if you are in Japan, add kanji where relevant.), b. the type of presentation (Your choice will not be revealed to the reviewers, and thus will not influence the review process.), A) Oral B) Poster C) Either Oral or Poster c. the title of paper, d. the language(s) which you are focusing on in your paper, e. the field(s) which your abstract involves (e.g, Morphology, Phonetics, Phonology, Semantics, Syntax, Pragmatics, L1 acquisition, L2 acquisition, Language Processing, Neuroscience of Language, and so on), and f. 3 keywords/phrases that best describe your paper. 6. A PDF file of your abstract in English should be attached to the e-mail. Document files (e.g., MS Word format) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, do not hesitate to contact us. (The abstract, if accepted, will be photocopied to be included in the conference handbook and be placed on the TCP website.) Format the files of your abstracts as follows (including bibliography): a. The maximum length is 2 pages. b. A4 paper size c. Single-spaced d. The font size should be 12 point. For any fonts used, a font file should be attached. e. Do not add page numbers. f. The top margin of the first page must be more than 30mm. g. The other margins must be more than 18mm. h. Do not put your name on your abstract (The abstract reviews will be anonymous.). i. Put the title in the center of the top of the first page. 7. Submitted papers must be original work (i.e., not been presented at other conferences, not been submitted for publication or published elsewhere). 8. Please note that you cannot revise your abstract once it has been submitted. We will notify you of the results of our review process via e-mail by January 13, 2013 at the latest. Those who are accepted as speakers will be requested to reply within several days if they are willing to present their papers at TCP 2013. Please let us know if you plan to be away from e-mail in early January. In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2013. Unfortunately, TCP has no funds for financial assistance. Participants are expected to make their own travel arrangements. For further information, contact: Yukio Otsu (Director), Institute of Cultural and Linguistic Studies, Keio University, 2-15-45 Mita, Minato-ku, Tokyo, Japan ---------------------------------------------------------------------------------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/v_BOoXZ1b4UJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From smilingfla at gmail.com Thu Aug 2 16:41:58 2012 From: smilingfla at gmail.com (Flavia Adani) Date: Thu, 2 Aug 2012 18:41:58 +0200 Subject: REMINDER: Call for abstracts: DGfS workshop: Specific conditions in language acquisition (deadline August 15th, 2012) Message-ID: We are accepting submissions for the following DGfS workshop, which will be held at the University of Potsdam on March 12-15, 2013, as part of the DGfS annual conference. Topic: The investigation of early language acquisition and its development under specific conditions has proven to be a powerful tool to learn more about the system of different languages and their acquisition mechanisms. Several studies have addressed the question of how children acquire one or more languages under specific conditions, such as developmental disorders, sensory disabilities, or different ages of onset in L2-acquisition. This line of comparative research (cross-population and/or cross-linguistic) is able to uncover subtle aspects of the language acquisition process that only emerge under some specific conditions and it also helps in providing a finer-grained characterization of language disorders. The papers in this workshop will focus on three topics: i) the comparison between different populations and different languages as a way to characterize the language acquisition process under specific conditions; ii) the distinction between ?typical? and ?atypical? language development and the discussion of different explanations for the latter (such as an impairment of the linguistic system or a performance deficit) and their potential interplay; and iii) the contribution of experimental data to inform the representation of grammar under specific conditions and vice versa. The workshop gives an opportunity to address also methodological questions, e.g. the factors that need to be controlled when discussing different groups and the criteria of matching in order to draw meaningful comparisons (e.g. matching based on age, length of exposure, or linguistic abilities). Towards this end, the workshop aims to bring together recent studies that examine two or more groups acquiring one language under different specific conditions or cross-linguistic research on children acquiring different languages under the same specific condition, namely: children with Specific Language Impairment (SLI), children with hearing impairment, L2-learners with different ages of onset and children with Autistic Spectrum Disorder (ASD). The research will include the acquisition of different aspects of language, such as phonetics/phonology, inflectional morphology, and syntax. Please send a one-page abstract (one anonymous version and one version with the authors' names and affiliations) by e-mail to Flavia Adani (e-mail: adani (at) uni-potsdam.de), Johannes Hennies (e-mail: johannes (at) hennies.org) and Eva Wimmer (e-Mail: eva.wimmer (at) uni-koeln.de) by August 15th, 2012. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From C.DeCat at leeds.ac.uk Wed Aug 8 15:13:51 2012 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Wed, 8 Aug 2012 08:13:51 -0700 Subject: Research Assistant position (Universities of Leeds and Manchester) Message-ID: Research Assistant position - Fixed term for 2 years, starting on 1 October 2012 Project title: Referential communication and executive function skills in bilingual children As one of two research assistants on this Leverhulme Trust-funded project, you will play a key role by (i) contributing to the creation of the experimental materials and parental questionnaires, (ii) liaising with schools to recruit child participants and organising the running of experiments, (iii) carrying out the experiments in schools and day-centres (with the help of another research assistant), (iv) transcribing and coding relevant portions of the data, (v) contributing to the analysis of results, (vi) taking part in dissemination and public engagement activities. With a PhD in language acquisition or a related discipline, you will be able to demonstrate excellent interpersonal and organisational skills. During the second year of the project, you will be working with both the University of Leeds and the University of Manchester. The work you will carry out will be split between the two sites and you will be employed 50% by the University of Leeds and 50% by the University of Manchester. *About the Project * The main aim of this study is to bridge the gap between two independent lines of research: - the study of executive functions skills as a function of language experience; - the investigation of the relationship between executive function skills and children?s performance in referential communication tasks. More specifically we have three objectives, spanning (i) the cognitive development of different types of bilinguals, (ii) factors influencing cognitive and linguistic development in young bilinguals, and (iii) factors affecting monolingual and bilingual children?s use of referential expressions. We aim to: 1. extend previous findings on the relationship between key executive function skills (cognitive flexibility, inhibitory control and working memory) and language experience to bilingual children who have unbalanced exposure to two languages. 2. gather new information on the role played by language proficiency, bilingual experience and SES (social/ economic status) on the above subset of executive function skills and on referential abilities. 3. develop our understanding of the linguistic and non-linguistic contextual variables affecting children's referential choices (visual context, awareness of differences in perspective between speaker and listener, and linguistic factors affecting a referent's prominence). *Post information:* University Grade 7 (?30,122 - ?35,938 p.a.) It is likely that an appointment will be made no higher than ?32,901 p.a. since there are funding limitations which dictate the level at which the appointment can start. Informal enquiries may be made to Dr Cecile de Cat, email c.decat at leeds ac uk Interviews are expected to be held in early September 2012. Application URL: http://tinyurl.com/8utn2yk Reference number for Leeds HR website: ARTML0067. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/Z_yxqfvRZaIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From editor.iascl.clbulletin at gmail.com Fri Aug 10 08:31:57 2012 From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor) Date: Fri, 10 Aug 2012 01:31:57 -0700 Subject: IASCL Child Language Bulletin: August 2012 issue Message-ID: Dear all, I am pleased to announce that the Aug 2012 issue of our IASCL Child Language Bulletin is now online at http://iascl.talkbank.org/bulletins/bulletinV32N1.html This issue features (i) a call for preliminary expressions of interest in organizing an IASCL meeting (conference) for 2020 and 2023 by our IASCL president Eve Clark (ii) an interview with our president Eve Clark (ii) a conference report on Formal Approaches to Heritage Languageby Barbara Zurer Pearson (iv) an announcement about a YouTube Channel for SLI by Gina Conti-Ramsden (v) an announcement about a new scientific association in Italy on Communication & Language Acquisition Studies in Typical and Atypical Populations by Virginia Volterra and Maria Chiara Levorato (vi) an announcement about a new French-language academic program in Speech Pathology by Roxanne B?langer in addition to announcements about forthcoming conferences and workshops, conference and workshop calls, new CHILDES corpora, books, completed PhD theses, etc. There is also a downloadable PDF version of the bulletin, in addition to the usual online version. The download link is just below the title: http://iascl.talkbank.org/bulletins/bulletinV32N1.html I hope you enjoy our Bulletin. Special thanks to our IASCL members who had contributed to this issue. Have a very nice weekend and a great summer! Angel Chan IASCL Child Language Bulletin Editor -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/H1UiIFVLO8gJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.Abbot-Smith at kent.ac.uk Fri Aug 10 09:51:53 2012 From: K.Abbot-Smith at kent.ac.uk (Kirsten Abbot-Smith) Date: Fri, 10 Aug 2012 09:51:53 +0000 Subject: UK PhD thesis developmental language tests Message-ID: Hi there, Does anyone have an example of (reasonably recent) PhD thesis (from a UK university) on the development of language test(s) (or any related area) which I could show a part-time PhD student of mine to inspire her? The only example PhD theses I have hanging around are pretty theoretically-based ones. Many thanks in advance, Kirsten -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 02:15:39 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 02:15:39 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <56be9f93-d705-4385-bf1d-554ff8053750@googlegroups.com> Message-ID: Dear All, I would like to know whether there are language acquisition studies (either L1 or L2) that refer to the hierarchy of two-place predicates. Thank you. Masahiko Minami ********************************** Dr. Masahiko Minami Professor, College of Liberal & Creative Arts San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://online.sfsu.edu/~mminami/ Invited Professor National Institutes for the Humanities National Institute for Japanese Language and Linguistics Center for JSL Research and Information 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 ********************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 02:24:42 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 15 Aug 2012 22:24:42 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <29482_1345083346_502C57D2_29482_8972_1_CC51A4B8.AC83%mminami@sfsu.edu> Message-ID: Can you be a little more specific about what you mean? Tom Roeper On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami wrote: > Dear All, > > I would like to know whether there are language acquisition studies > (either L1 or L2) that refer to the hierarchy of two-place predicates. > Thank you. > > Masahiko Minami > ********************************** > Dr. Masahiko Minami > Professor, College of Liberal & Creative Arts > San Francisco State University > 1600 Holloway Avenue > San Francisco, CA 94132 > (415) 338-7451 > http://online.sfsu.edu/~mminami/ > > Invited Professor > National Institutes for the Humanities > National Institute for Japanese Language and Linguistics > Center for JSL Research and Information > 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 > ********************************** > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 02:39:12 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 02:39:12 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda?s recent paper, he presents the following: I?m hitting on something. My feet don?t touch to the ground. While the above examples do not involve the preposition on or to in adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Wednesday, August 15, 2012 7:24 PM To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates Can you be a little more specific about what you mean? Tom Roeper On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami > wrote: Dear All, I would like to know whether there are language acquisition studies (either L1 or L2) that refer to the hierarchy of two-place predicates. Thank you. Masahiko Minami ********************************** Dr. Masahiko Minami Professor, College of Liberal & Creative Arts San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://online.sfsu.edu/~mminami/ Invited Professor National Institutes for the Humanities National Institute for Japanese Language and Linguistics Center for JSL Research and Information 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 ********************************** -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 15:08:04 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 11:08:04 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <29482_1345084760_502C5D57_29482_9314_1_CC51AAB3.AC91%mminami@sfsu.edu> Message-ID: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > Tasaku Tsunoda proposed a classification of predicates, in various > versions, and its latest (1985) has been referred to as the hierarchy of > two-place predicates (?HTPP?).**** > > ** ** > > My understanding of HTPP is as follows:**** > > ** ** > > When a two-place predicate R(x,y) is used to describe an event involving > two participants, usually an agent and a patient, it is of utmost > importance to avoid ambiguity as to which noun phrase corresponds to the > first argument x (the agent) and which to the second argument y (the > patient). For this purpose, case can be used to mark one of the arguments. > If one argument is case marked, this already suffices for the purpose of > disambiguation. Thus, from the distinguishing perspective, there is no need > to case mark both arguments. Neither would it be necessary to case mark the > one and only argument of a one-place (intransitive) predicate.**** > > ** ** > > In Tsunoda?s recent paper, he presents the following:**** > > *I?m hitting on something.***** > > *My feet don?t touch to the ground.***** > > ** ** > > While the above examples do not involve the preposition on or to* *in > adults? English, children may initially include these prepositions but > later abandon these prepositions, in accordance with the grammar of adults? > English.**** > > > If there are papers referring to such phenomena, please let me know. > > > Masahiko Minami > ------------------------------ > > From: Tom Roeper > Reply-To: "info-childes at googlegroups.com" > Date: Wednesday, August 15, 2012 7:24 PM > To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates > > Can you be a little more specific about what you mean? > Tom Roeper > > On Wed, Aug 15, 2012 at 10:15 PM, Masahiko Minami wrote: > >> Dear All, >> >> I would like to know whether there are language acquisition studies >> (either L1 or L2) that refer to the hierarchy of two-place predicates. >> Thank you. >> >> Masahiko Minami >> ********************************** >> Dr. Masahiko Minami >> Professor, College of Liberal & Creative Arts >> San Francisco State University >> 1600 Holloway Avenue >> San Francisco, CA 94132 >> (415) 338-7451 >> http://online.sfsu.edu/~mminami/ >> >> Invited Professor >> National Institutes for the Humanities >> National Institute for Japanese Language and Linguistics >> Center for JSL Research and Information >> 10-2 Midori-cho, Tachikawa City, Tokyo, 190-8561 >> ********************************** >> >> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Aug 16 15:38:13 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 16 Aug 2012 11:38:13 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <2347_1345129688_q7GF873H021886_CABkofS=Rorsi17cSPEfJbPMaHn6HR+nsy3C2vhT5w-1Kia53Lw@mail.gmail.com> Message-ID: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: > I think children are more likely to omit the prepositions and say things like: > I cried stairs/ I'm going beach > even in places where they are called for. There is some discussion of this > in my book The Prism of Grammar--MIT > > Tom Roeper > > On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). > > > > My understanding of HTPP is as follows: > > > > When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. > > > > In Tsunoda?s recent paper, he presents the following: > > I?m hitting on something. > > My feet don?t touch to the ground. > > > > While the above examples do not involve the preposition on or to in adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. > > > > If there are papers referring to such phenomena, please let me know. > > > > Masahiko Minami > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 16:14:23 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 12:14:23 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <1212_1345131497_502D13E9_1212_7582_1_694E6A7B-AE59-4A51-AD2C-90F35D518C17@cmu.edu> Message-ID: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > Dear Masahiko and Tom, > > I am still not sure I understand Masahiko's question, but the claim > that children make errors such as "I'm hitting on something" is an > interesting one. My own child language error filters are telling me that > errors of this type are quite rare. However, I can they could arise > occasionally from analogy with constructions found in the input such as > "I'm pushing on the table" and "My feet don't touch to the ground" could > arise from "My feet don't reach to the ground." > This level of analogic productivity is common, although the specific > types mentioned here would seem rare, probably because of competition from > the stronger pattern in English for placing the direct object after the > verb. > But Masahiko also seems to suggest that children are in search of > some method of disambiguating subject and object. But English has already > provided them with this through its consistent and reliable placement of > the subject or agent before the verb and the object after the verb. I > think one would have to turn to a language with freer word order to find > any evidence that children are themselves in search of new methods for > marking case. > Analyses of the introduction of new case markings and wider issues > such as Differential Object Marking (DOM) typically involve historical > processes, not particular child language errors or creations. This is not > to say that children have no role in historical change, but I doubt that > they are the main contributors. > > -- Brian MacWhinney > > On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: > > I think children are more likely to omit the prepositions and say things > like: > I cried stairs/ I'm going beach > even in places where they are called for. There is some discussion of this > in my book The Prism of Grammar--MIT > > Tom Roeper > > > On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: > >> Tasaku Tsunoda proposed a classification of predicates, in various >> versions, and its latest (1985) has been referred to as the hierarchy of >> two-place predicates (?HTPP?).**** >> >> ** ** >> >> My understanding of HTPP is as follows:**** >> >> ** ** >> >> When a two-place predicate R(x,y) is used to describe an event involving >> two participants, usually an agent and a patient, it is of utmost >> importance to avoid ambiguity as to which noun phrase corresponds to the >> first argument x (the agent) and which to the second argument y (the >> patient). For this purpose, case can be used to mark one of the arguments. >> If one argument is case marked, this already suffices for the purpose of >> disambiguation. Thus, from the distinguishing perspective, there is no need >> to case mark both arguments. Neither would it be necessary to case mark the >> one and only argument of a one-place (intransitive) predicate.**** >> >> ** ** >> >> In Tsunoda?s recent paper, he presents the following:**** >> >> *I?m hitting on something.***** >> >> *My feet don?t touch to the ground.***** >> >> ** ** >> >> While the above examples do not involve the preposition on or to* *in >> adults? English, children may initially include these prepositions but >> later abandon these prepositions, in accordance with the grammar of adults? >> English.**** >> >> >> If there are papers referring to such phenomena, please let me know. >> >> >> Masahiko Minami >> ------------------------------ >> >> > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Aug 16 16:24:36 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 16 Aug 2012 12:24:36 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <17991_1345133667_q7GGEQrl004491_CABkofSnEyK0q5ecaGmz8vBB=FRaBDVzkhdJNT=Te-5245h1m8w@mail.gmail.com> Message-ID: Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper wrote: > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of assuming that children > already know what they have to learn. I take it that it is precisely the question of what > first steps children take when they do not know if they are in a free word order language > or not that we have to characterize. Although it may seem that the child must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > Dear Masahiko and Tom, > > I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." > This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. > But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. > Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. > > -- Brian MacWhinney > > On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: > >> I think children are more likely to omit the prepositions and say things like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). >> >> >> >> My understanding of HTPP is as follows: >> >> >> >> When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. >> >> >> >> In Tsunoda?s recent paper, he presents the following: >> >> I?m hitting on something. >> >> My feet don?t touch to the ground. >> >> >> >> While the above examples do not involve the preposition on or to in adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. >> >> >> >> If there are papers referring to such phenomena, please let me know. >> >> >> >> Masahiko Minami >> >> > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 16 17:17:37 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 16 Aug 2012 13:17:37 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <26509_1345134257_502D1EB1_26509_16651_1_EE453A00-D497-48C4-BEEA-853338A4BCD5@cmu.edu> Message-ID: Brian--- the children have to begin in a state where they can go any direction---and we do not know what is happening silently. This could be approached by a very broad set of children where one could abstract away from individual differences to see if there was some delay that corresponded to the complexity (both syntactic and morphological, of the input). German children at the two-word stage somehow know to say "ball throw" while English children say "throw ball", although the input to German has plenty of examples of both types. So how do they know? Why would the German child not do exactly the same as the English child. English children,as Gruber showed, seem to also have Topic-Comment structures which would can easily be equal to "Soup! eat". It is surely not the case that the children just think that examples of verb-object structure are giving them the basic structure of the language---or German children would do it too. And children do hear object first sentences in compounds: apple-eating is fun. A really careful study of what children actually hear in all these languages would really be useful. A simple assumption that they hear "verb-object" so that must be right is again biased by the fact that we already know that it is right for English, so if children know that too, it would be easy to recognize, but that is assuming what has to be learned. best, Tom Roeper On Thu, Aug 16, 2012 at 12:24 PM, Brian MacWhinney wrote: > Tom, > > If we are talking about Japanese, I couldn't agree with you more. > Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case > marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different > pattern. There are still omissions, to be sure, but if an NP (not PP) > follows a transitive > verb, it is almost always the object of the verb. I don't think the > English-learning child has to ask whether or not they are learning any > particular type of language. > They just see where these nouns are occurring, what their role is, and > they make the logical item-based conclusion that objects follow their > verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that > conclusion. In Japanese, they probably do, looking instead for cues from > the discourse > or the situation, but also making note of the times when the case markers > actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: > > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of > assuming that children > already know what they have to learn. I take it that it is precisely the > question of what > first steps children take when they do not know if they are in a free word > order language > or not that we have to characterize. Although it may seem that the child > must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog > was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim >> that children make errors such as "I'm hitting on something" is an >> interesting one. My own child language error filters are telling me that >> errors of this type are quite rare. However, I can they could arise >> occasionally from analogy with constructions found in the input such as >> "I'm pushing on the table" and "My feet don't touch to the ground" could >> arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific >> types mentioned here would seem rare, probably because of competition from >> the stronger pattern in English for placing the direct object after the >> verb. >> But Masahiko also seems to suggest that children are in search of >> some method of disambiguating subject and object. But English has already >> provided them with this through its consistent and reliable placement of >> the subject or agent before the verb and the object after the verb. I >> think one would have to turn to a language with freer word order to find >> any evidence that children are themselves in search of new methods for >> marking case. >> Analyses of the introduction of new case markings and wider issues >> such as Differential Object Marking (DOM) typically involve historical >> processes, not particular child language errors or creations. This is not >> to say that children have no role in historical change, but I doubt that >> they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper >> wrote: >> >> I think children are more likely to omit the prepositions and say things >> like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of >> this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> >>> Tasaku Tsunoda proposed a classification of predicates, in various >>> versions, and its latest (1985) has been referred to as the hierarchy of >>> two-place predicates (?HTPP?).**** >>> >>> ** ** >>> >>> My understanding of HTPP is as follows:**** >>> >>> ** ** >>> >>> When a two-place predicate R(x,y) is used to describe an event involving >>> two participants, usually an agent and a patient, it is of utmost >>> importance to avoid ambiguity as to which noun phrase corresponds to the >>> first argument x (the agent) and which to the second argument y (the >>> patient). For this purpose, case can be used to mark one of the arguments. >>> If one argument is case marked, this already suffices for the purpose of >>> disambiguation. Thus, from the distinguishing perspective, there is no need >>> to case mark both arguments. Neither would it be necessary to case mark the >>> one and only argument of a one-place (intransitive) predicate.**** >>> >>> ** ** >>> >>> In Tsunoda?s recent paper, he presents the following:**** >>> >>> *I?m hitting on something.***** >>> >>> *My feet don?t touch to the ground.***** >>> >>> ** ** >>> >>> While the above examples do not involve the preposition on or to* *in >>> adults? English, children may initially include these prepositions but >>> later abandon these prepositions, in accordance with the grammar of adults? >>> English.**** >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> Masahiko Minami >>> ------------------------------ >>> >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Thu Aug 16 17:02:56 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Thu, 16 Aug 2012 17:02:56 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: Dear Tom and Brian, Thank you so much for your input. This summer I have been looking at English-Japanese bilingual children?s use of complex grammatical measures, such as transitive and intransitive verbs, active andpassive voices, and durative and completive forms when they narrated stories using ?Frog, where are you?? Very recently, then, with my personal communication with Tasaku Tsunoda, I found that he wrote the following: ?Melissa Bowerman (p.c.) informed me that the two children whose language acquisition she had observed had produced the following sentences, among others. I?m hitting on something. (Melissa Bowerman, p.c.) My feet don?t touch to the ground. (Melissa Bowerman, p.c.)? Leaving aside monolingual/bilingual and age issues, what he wrote above is different from what I observed in my bilingual study. One bilingual child, for instance, narrated, ?The reindeer fell the boy to the pond,? and she used the verb ?fall? as a transitive verb instead of an intransitive verb. This is why I became interested in finding any research supporting Tsunoda?s remarks in the case of L1 acquisition in particular. Thank you again. Masahiko From: Brian MacWhinney > Reply-To: > Date: Thu, 16 Aug 2012 12:24:36 -0400 To: > Subject: Re: Hierarchy of Two-Place Predicates Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney > wrote: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami > wrote: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda?s recent paper, he presents the following: I?m hitting on something. My feet don?t touch to the ground. While the above examples do not involve the preposition on or toin adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From william.snyder at uconn.edu Thu Aug 16 20:49:51 2012 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 16 Aug 2012 16:49:51 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <694E6A7B-AE59-4A51-AD2C-90F35D518C17@cmu.edu> Message-ID: Dear Brian (and Tom and Masahiko), This is a bit orthogonal to your larger discussion, but I'd like to thank Brian for mentioning two points that I think are important and not widely acknowledged. First, regarding the actual frequency of error patterns: > I am still not sure I understand Masahiko's question, but the claim > that children make errors such as "I'm hitting on something" is an > interesting one. My own child language error filters are telling me that > errors of this type are quite rare. In my own work, too, I've found that it's extremely important to *count*, and determine how often a given error pattern actually occurs, relative to the child's opportunities to make the error. The reason this is important is that we all have a natural sampling bias to "catch" the error, and overlook the utterances where the child gets it right. This is one of the big advantages of using CHILDES transcripts of recorded speech (thanks Brian!), rather than relying on the earlier approach of diary data, where you only saw the utterances that caught the diarist's attention. (I'm concerned that some of Masahiko's examples might be of this type...) Second, historical change: > [...] Analyses of the introduction of new case markings and wider issues such > as Differential Object Marking (DOM) typically involve historical processes, > not particular child language errors or creations. This is not to say that > children have no role in historical change, but I doubt that they are the > main contributors. Yes. Perhaps I'm mistaken, but I think there's a widespread idea that children make countless errors of co-mission, and that these sometimes, somehow, give rise to historical change in a language. In my view (and perhaps Brian's too?) this is much too simplistic. In my own work I find that children do a remarkably good job of figuring out, and closely matching, the grammar(s) of their care-takers. Speech errors certainly occur, much as they do for adults, but I'm not as yet convinced that these play a major role in language change. - William -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From guy.modica at gmail.com Fri Aug 17 07:30:03 2012 From: guy.modica at gmail.com (Guy Modica) Date: Fri, 17 Aug 2012 17:30:03 +1000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: Message-ID: The children Masahiko mentions are clearly well beyond the two-word or telegraphic stage. This hasn't been addressed, but are these children Japanese-English sequential bilinguals by any chance? The well known phenomenon of negative transfer could have an explanatory role here. Among Japanese L2 learners of English, the argument structure of Japanese verbs is often applied to English verbs. For example "I recommend you to go" - meaning "you should go" and not "I nominate you to go." This is well embedded and widely found in Japanese English. In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme acquired early. *Touch* is semantically close to *sawaru*. Both of these case mark the "patient" with *ni* - usually analyzed as heading a PP (postpositional). Another close synonym of hit is *tataku* which does take the hitee as a DO with the particle *wo*. But I don't believe this is acquired as early as *ataru*. Regards and good health. Guy Modica Tokyo On Aug 17, 2012, at 2:24 AM, Brian MacWhinney wrote: > Tom, > > If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive > verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. > They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse > or the situation, but also making note of the times when the case markers actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper wrote: > >> Dear Brian and Masahiko--- >> >> Assuming a role for English is the classic acquisition error of assuming that children >> already know what they have to learn. I take it that it is precisely the question of what >> first steps children take when they do not know if they are in a free word order language >> or not that we have to characterize. Although it may seem that the child must simply >> connect: John eats hotdog >> to context and the answer is clear, the child will also hear: the hotdog was eaten >> "here's your hotdog, now eat" >> "hotdogs you love" >> and so forth. >> >> Tom >> >> On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. >> But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. >> Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper wrote: >> >>> I think children are more likely to omit the prepositions and say things like: >>> I cried stairs/ I'm going beach >>> even in places where they are called for. There is some discussion of this >>> in my book The Prism of Grammar--MIT >>> >>> Tom Roeper >>> >>> >>> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >>> Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). >>> >>> >>> >>> My understanding of HTPP is as follows: >>> >>> >>> >>> When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. >>> >>> >>> >>> In Tsunoda?s recent paper, he presents the following: >>> >>> I?m hitting on something. >>> >>> My feet don?t touch to the ground. >>> >>> >>> >>> While the above examples do not involve the preposition on or to in adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. >>> >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> >>> Masahiko Minami >>> >>> >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> >> >> >> -- >> Tom Roeper >> Dept of Lingiustics >> UMass South College >> Amherst, Mass. 01003 ISA >> 413 256 0390 >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Fri Aug 17 15:09:10 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 17 Aug 2012 11:09:10 -0400 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <21516_1345188414_502DF23E_21516_7328_1_4038F7D4-E74C-479A-B2B9-E116FB812D4C@gmail.com> Message-ID: The nature of what prepositions are overused or swallowed is critically important. IN general, relational preps are absorbed (as depend on -=> dependable) while referential ones are not. So in compounds we can convert"made in a factory" into "factory-made" but where referentially relevant meaning is involved, then it cannot be swallowed: fell near a tree=>*tree-fell. Children do the same---dropping adjunct PP's (I cried stairs) but not for real arguments usually: play with Bill [See discussion in my book The Prism of Grammar]. So it would not be surprising if these forms are spontaneously extended. This is, indeed, way beyond the early telegraphic stages where the first parameters of word-order and so forth are set. Tom Roeper On Fri, Aug 17, 2012 at 3:30 AM, Guy Modica wrote: > The children Masahiko mentions are clearly well beyond the two-word or > telegraphic stage. This hasn't been addressed, but are these children > Japanese-English sequential bilinguals by any chance? The well known > phenomenon of negative transfer could have an explanatory role here. Among > Japanese L2 learners of English, the argument structure of Japanese verbs > is often applied to English verbs. For example "I recommend you to go" - > meaning "you should go" and not "I nominate you to go." This is well > embedded and widely found in Japanese English. > > In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme > acquired early. *Touch* is semantically close to *sawaru*. Both of these > case mark the "patient" with *ni* - usually analyzed as heading a PP > (postpositional). Another close synonym of hit is *tataku* which does take > the hitee as a DO with the particle *wo*. But I don't believe this is > acquired as early as *ataru*. > > Regards and good health. > > Guy Modica > Tokyo > > On Aug 17, 2012, at 2:24 AM, Brian MacWhinney wrote: > > Tom, > > If we are talking about Japanese, I couldn't agree with you more. > Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the > parental input in the Japanese CHILDES database and the amount of case > marker deletion, argument omission, and order variation was pretty > stunning. But a look at the Eve corpus for English shows a very different > pattern. There are still omissions, to be sure, but if an NP (not PP) > follows a transitive > verb, it is almost always the object of the verb. I don't think the > English-learning child has to ask whether or not they are learning any > particular type of language. > They just see where these nouns are occurring, what their role is, and > they make the logical item-based conclusion that objects follow their > verbs, whereas agents precede them. > If this cue were as unreliable as you suggest, they would hold off on that > conclusion. In Japanese, they probably do, looking instead for cues from > the discourse > or the situation, but also making note of the times when the case markers > actually do appear. > > --Brian MacWhinney > > On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: > > Dear Brian and Masahiko--- > > Assuming a role for English is the classic acquisition error of > assuming that children > already know what they have to learn. I take it that it is precisely the > question of what > first steps children take when they do not know if they are in a free word > order language > or not that we have to characterize. Although it may seem that the child > must simply > connect: John eats hotdog > to context and the answer is clear, the child will also hear: the hotdog > was eaten > "here's your hotdog, now eat" > "hotdogs you love" > and so forth. > > Tom > > On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney wrote: > >> Dear Masahiko and Tom, >> >> I am still not sure I understand Masahiko's question, but the claim >> that children make errors such as "I'm hitting on something" is an >> interesting one. My own child language error filters are telling me that >> errors of this type are quite rare. However, I can they could arise >> occasionally from analogy with constructions found in the input such as >> "I'm pushing on the table" and "My feet don't touch to the ground" could >> arise from "My feet don't reach to the ground." >> This level of analogic productivity is common, although the specific >> types mentioned here would seem rare, probably because of competition from >> the stronger pattern in English for placing the direct object after the >> verb. >> But Masahiko also seems to suggest that children are in search of >> some method of disambiguating subject and object. But English has already >> provided them with this through its consistent and reliable placement of >> the subject or agent before the verb and the object after the verb. I >> think one would have to turn to a language with freer word order to find >> any evidence that children are themselves in search of new methods for >> marking case. >> Analyses of the introduction of new case markings and wider issues >> such as Differential Object Marking (DOM) typically involve historical >> processes, not particular child language errors or creations. This is not >> to say that children have no role in historical change, but I doubt that >> they are the main contributors. >> >> -- Brian MacWhinney >> >> On Aug 16, 2012, at 11:08 AM, Tom Roeper >> wrote: >> >> I think children are more likely to omit the prepositions and say things >> like: >> I cried stairs/ I'm going beach >> even in places where they are called for. There is some discussion of >> this >> in my book The Prism of Grammar--MIT >> >> Tom Roeper >> >> >> On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami wrote: >> >>> Tasaku Tsunoda proposed a classification of predicates, in various >>> versions, and its latest (1985) has been referred to as the hierarchy of >>> two-place predicates (?HTPP?).**** >>> >>> ** ** >>> >>> My understanding of HTPP is as follows:**** >>> >>> ** ** >>> >>> When a two-place predicate R(x,y) is used to describe an event involving >>> two participants, usually an agent and a patient, it is of utmost >>> importance to avoid ambiguity as to which noun phrase corresponds to the >>> first argument x (the agent) and which to the second argument y (the >>> patient). For this purpose, case can be used to mark one of the arguments. >>> If one argument is case marked, this already suffices for the purpose of >>> disambiguation. Thus, from the distinguishing perspective, there is no need >>> to case mark both arguments. Neither would it be necessary to case mark the >>> one and only argument of a one-place (intransitive) predicate.**** >>> >>> ** ** >>> >>> In Tsunoda?s recent paper, he presents the following:**** >>> >>> *I?m hitting on something.***** >>> >>> *My feet don?t touch to the ground.***** >>> >>> ** ** >>> >>> While the above examples do not involve the preposition on or to* *in >>> adults? English, children may initially include these prepositions but >>> later abandon these prepositions, in accordance with the grammar of adults? >>> English.**** >>> >>> >>> If there are papers referring to such phenomena, please let me know. >>> >>> >>> Masahiko Minami >>> ------------------------------ >>> >>> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email to info-childes at googlegroups.com. >> To unsubscribe from this group, send email to >> info-childes+unsubscribe at googlegroups.com. >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > Tom Roeper > Dept of Lingiustics > UMass South College > Amherst, Mass. 01003 ISA > 413 256 0390 > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mminami at sfsu.edu Fri Aug 17 16:05:14 2012 From: mminami at sfsu.edu (Masahiko Minami) Date: Fri, 17 Aug 2012 16:05:14 +0000 Subject: Hierarchy of Two-Place Predicates In-Reply-To: <4038F7D4-E74C-479A-B2B9-E116FB812D4C@gmail.com> Message-ID: There seems to be some confusion or misunderstanding here. I believe that the examples that mentioned are from English monolingual children in Tsunoda's paper (he cites the examples provided by Melissa Bowerman through personal communication). I?m hitting on something. (Melissa Bowerman, p.c.) My feet don?t touch to the ground. (Melissa Bowerman, p.c.) My original intent to ask this includes (1) whether these are common, (2) if so, whether there are studies focusing on these. My motivation, at least in part, comes from the use of transitive vs. intransitive verbs (and this is why I mentioned my English-Japanese bilingual children's data, "The reindeer fell the boy to the pond," in which the intransitive verb "fell" instead of the transitive "drop" is used). Previous studies (e.g., Fukuda & Choi, 2009; Nomura & Shirai, 1997; Tsujimura, 2006) report that whereas children?s early verbs are predominantly transitive verbs in some languages including English, in Japanese-speaking children, in their early stages of language development, use more intransitive verbs than transitive verbs. Please note, however, that this is not directly related to the above two examples provided by Bowerman. In any case, as has been discussed earlier, if you count the frequency of these, probably it is fairly low. And tank you for the suggestions. Masahiko From: Guy Modica > Reply-To: > Date: Fri, 17 Aug 2012 17:30:03 +1000 To: "info-childes at googlegroups.com" > Subject: Re: Hierarchy of Two-Place Predicates The children Masahiko mentions are clearly well beyond the two-word or telegraphic stage. This hasn't been addressed, but are these children Japanese-English sequential bilinguals by any chance? The well known phenomenon of negative transfer could have an explanatory role here. Among Japanese L2 learners of English, the argument structure of Japanese verbs is often applied to English verbs. For example "I recommend you to go" - meaning "you should go" and not "I nominate you to go." This is well embedded and widely found in Japanese English. In Masahiko's examples, *hit* could be identified with *ataru* - a lexeme acquired early. *Touch* is semantically close to *sawaru*. Both of these case mark the "patient" with *ni* - usually analyzed as heading a PP (postpositional). Another close synonym of hit is *tataku* which does take the hitee as a DO with the particle *wo*. But I don't believe this is acquired as early as *ataru*. Regards and good health. Guy Modica Tokyo On Aug 17, 2012, at 2:24 AM, Brian MacWhinney > wrote: Tom, If we are talking about Japanese, I couldn't agree with you more. Nozomi Tanaka (student at Hawaii) did an (unpublished) search of the parental input in the Japanese CHILDES database and the amount of case marker deletion, argument omission, and order variation was pretty stunning. But a look at the Eve corpus for English shows a very different pattern. There are still omissions, to be sure, but if an NP (not PP) follows a transitive verb, it is almost always the object of the verb. I don't think the English-learning child has to ask whether or not they are learning any particular type of language. They just see where these nouns are occurring, what their role is, and they make the logical item-based conclusion that objects follow their verbs, whereas agents precede them. If this cue were as unreliable as you suggest, they would hold off on that conclusion. In Japanese, they probably do, looking instead for cues from the discourse or the situation, but also making note of the times when the case markers actually do appear. --Brian MacWhinney On Aug 16, 2012, at 12:14 PM, Tom Roeper > wrote: Dear Brian and Masahiko--- Assuming a role for English is the classic acquisition error of assuming that children already know what they have to learn. I take it that it is precisely the question of what first steps children take when they do not know if they are in a free word order language or not that we have to characterize. Although it may seem that the child must simply connect: John eats hotdog to context and the answer is clear, the child will also hear: the hotdog was eaten "here's your hotdog, now eat" "hotdogs you love" and so forth. Tom On Thu, Aug 16, 2012 at 11:38 AM, Brian MacWhinney > wrote: Dear Masahiko and Tom, I am still not sure I understand Masahiko's question, but the claim that children make errors such as "I'm hitting on something" is an interesting one. My own child language error filters are telling me that errors of this type are quite rare. However, I can they could arise occasionally from analogy with constructions found in the input such as "I'm pushing on the table" and "My feet don't touch to the ground" could arise from "My feet don't reach to the ground." This level of analogic productivity is common, although the specific types mentioned here would seem rare, probably because of competition from the stronger pattern in English for placing the direct object after the verb. But Masahiko also seems to suggest that children are in search of some method of disambiguating subject and object. But English has already provided them with this through its consistent and reliable placement of the subject or agent before the verb and the object after the verb. I think one would have to turn to a language with freer word order to find any evidence that children are themselves in search of new methods for marking case. Analyses of the introduction of new case markings and wider issues such as Differential Object Marking (DOM) typically involve historical processes, not particular child language errors or creations. This is not to say that children have no role in historical change, but I doubt that they are the main contributors. -- Brian MacWhinney On Aug 16, 2012, at 11:08 AM, Tom Roeper > wrote: I think children are more likely to omit the prepositions and say things like: I cried stairs/ I'm going beach even in places where they are called for. There is some discussion of this in my book The Prism of Grammar--MIT Tom Roeper On Wed, Aug 15, 2012 at 10:39 PM, Masahiko Minami > wrote: Tasaku Tsunoda proposed a classification of predicates, in various versions, and its latest (1985) has been referred to as the hierarchy of two-place predicates (?HTPP?). My understanding of HTPP is as follows: When a two-place predicate R(x,y) is used to describe an event involving two participants, usually an agent and a patient, it is of utmost importance to avoid ambiguity as to which noun phrase corresponds to the first argument x (the agent) and which to the second argument y (the patient). For this purpose, case can be used to mark one of the arguments. If one argument is case marked, this already suffices for the purpose of disambiguation. Thus, from the distinguishing perspective, there is no need to case mark both arguments. Neither would it be necessary to case mark the one and only argument of a one-place (intransitive) predicate. In Tsunoda?s recent paper, he presents the following: I?m hitting on something. My feet don?t touch to the ground. While the above examples do not involve the preposition on or toin adults? English, children may initially include these prepositions but later abandon these prepositions, in accordance with the grammar of adults? English. If there are papers referring to such phenomena, please let me know. Masahiko Minami ________________________________ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Mon Aug 20 01:51:43 2012 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Sun, 19 Aug 2012 18:51:43 -0700 Subject: Hierarchy of Two-Place Predicates Message-ID: And what's so wrong with "I'm hitting on something"? (It's ok for me, in the right context.) I think a complicating factor is that the acceptability of some of these constructions is exceedingly dialect dependent AND changing over time.??? Margaret Fleck (U. Illinois) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From danielle.matthews at sheffield.ac.uk Mon Aug 20 19:24:15 2012 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Mon, 20 Aug 2012 20:24:15 +0100 Subject: Developmental L/SL position at Sheffield In-Reply-To: Message-ID: Dear Developmental colleagues Following an expansion of the psychology department at the University of Sheffield, we are looking to recruit a L/SL in Developmental Psychology (see ad below). We are particularly interested in attracting a colleague who can integrate with our Cognitive Development group, (see http://www.shef.ac.uk/psychology/research/groups/developmental). Our core research on cognition and development draws on expertise in attention, learning, response selection, memory, language, executive functioning, and social functioning. These areas are studied in typically developing children as well as in atypical contexts (including Williams syndrome, Autism, Prematurity, and Dyslexia). We conduct experimental studies using a variety of well-established methods and cutting-edge technological advancements (EEG, infant eye-tracking, voice recording and automatic analysis systems), so that we can develop models of the most complex system ? the developing human. Within the psychology dept we have 4 dedicated testing rooms, including an soundproof room, a large open plan office for postgraduate students and general meetings, a reception area, and two dedicated parking spaces immediately outside for our participants. There is a large maternity hospital across the road where we can recruit participants, a children?s museum next door, and a large database of families who have agreed to participate in research, as well as numerous local nurseries and schools. If you are interested in applying, or know anyone who might be suitable, please follow the link below for further details. Informal enquiries can also be directed to Jane Herbert (j.s.herbert at sheffield.ac.uk), Danielle Matthews (danielle.matthews at sheffield.ac.uk) or Dan Carroll (d.carroll at sheffield.ac.uk). --- Lecturer/Senior Lecturer in Developmental Psychology University of Sheffield -Department of Psychology Job Reference Number: UOS005009 Faculty: Faculty of Science Salary: Senior Lecturer: Grade 9 ?46,846 - ?52,706 per annum, with potential to progress to ?61,078 per annum Grade 8 ?37,012 to ?44,166 per annum, with potential to progress to ?49,689 per annum Closing Date: 4 September 2012 Summary: You will join a vibrant department, which is amongst the largest in the UK, and which has been consistently ranked as one of the outstanding research departments in all six UK Research Assessment Exercises to date. We have one of the largest centres of postgraduate psychology research in the country and were ranked 7th overall by the Independent Complete University Guide league table. We are looking for an outstanding scholar in the area of Developmental Psychology who can help us continue to build on, and extend, our success in research and teaching. This opportunity follows closely on the heels of a major investment in new academic staff across the discipline which we have just completed in the Department of Psychology. We see these new appointments as an exciting opportunity for the Department to strengthen its leading position in preparation for the forthcoming REF. Applicants will hold a PhD (or equivalent qualification) in a relevant discipline, together with an excellent publication record for their career stage. Applicants for Lecturer will be expected to exhibit outstanding academic potential, and applicants for Senior Lecturer will demonstrate substantial external reputation in the field, evidenced by the obtaining of independent research funding/significant personal distinction in scholarship and research with evidence of international excellence. Further information about each of our research themes is available at: http://www.sheffield.ac.uk/psychology/research The posts are available from 1st January 2013. To apply for this job please follow this link ( http://www.jobs.ac.uk/job/AEY299/lecturer-senior-lecturer-in-developmental-psychology ) or to view current vacancies and apply online please go to: www.sheffield.ac.uk/jobs. -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aliyah.morgenstern at gmail.com Wed Aug 22 15:57:00 2012 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Wed, 22 Aug 2012 17:57:00 +0200 Subject: CONF - Paris Sept 10-12 -Self-talk: forms and practices Message-ID: Dear Colleagues, If you are in Paris beginning of September, you are all invited to attend the interdisciplinary international conference on Self-Talk. The conference will be in French and English, the part of the program in English is reproduced below. The full program is attached. Entrance, coffee-breaks and lunches are FREE but please register by sending an e-mail to the following address: monologue at univ-paris3.fr Monologuer : formes et pratiques - Self-Talk : Forms and Practices Location : amphith??tre Buffon (Universit? Paris Diderot, 15 rue H?l?ne Brion 75013) Mardi 11 septembre /Tuesday September 11th 14h30 Holmberg, Newcastle University (in English) How to address yourself when talking to yourself: you or I, or we? Discussion 15h45 Stranded efforts ? How monologic are online communications? (Heike ORTNER, University of Innsbruck) Pause 16h45 Experimental dialogic talk : Monologue int?rieur and children?s Selftalk (St?phanie SMADJA, Universit? Paris Diderot et Aliyah MORGENSTERN, Universit? Sorbonne Nouvelle- Paris 3) Discussion 17h30 Kirill THOMPSON, National Taiwan University Diner en ville / Dinner in town Mercredi 12 septembre / Wednesday september 12th 9h30 Katherine NELSON, City University of New York Graduate Center Functions of private speech in very young children 10h30 Japanese children?s self-talk in the context of triadic parent-sibling interaction (Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) Discussion Pause ? 11h45 Preverbal children also ?talk? to themselves: Private prespeech vocalizations and their relation to language development. (Alexandra KAROUSOU, Democritus University of Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) 12h15 Infants? private vocal activity is less speech-like than communicative utterances. Is this always true? (Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, Universidad Complutense de Madrid) Discussion Buffet final ? Animation artistique -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Programme colloque Monologuer?septembre 2012.pdf Type: application/pdf Size: 303238 bytes Desc: not available URL: From a.goodkind at gmail.com Thu Aug 23 12:42:42 2012 From: a.goodkind at gmail.com (Adam Goodkind) Date: Thu, 23 Aug 2012 08:42:42 -0400 Subject: Detecting Embedded Tensed Clauses Message-ID: Hi, Using the various search protocols and meta-data levels, is it possible to detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I have been trying to create a combination of criteria, involving, e.g. CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. Any and all help would be greatly appreciated. Thanks, Adam -- *Adam Goodkind * *w* adamgoodkind.com *t* @adamgreatkind -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Thu Aug 23 13:19:56 2012 From: roeper at linguist.umass.edu (Tom Roeper) Date: Thu, 23 Aug 2012 09:19:56 -0400 Subject: Detecting Embedded Tensed Clauses In-Reply-To: <15057_1345725785_50362559_15057_13469_1_CAAjaykbSveQff2p9Ztr-Yu8uUe+1Mi2Obuw=HU_FgQCovDzPhA@mail.gmail.com> Message-ID: DEar Adam---- If you figure out a useful program for this----I would be interested. There are going to be very tough cases like: I saw that John hit Bill where "hit" has no tense markings, but we understand it that way. So how about first just looking for the overt cases, with -ed, etc. Then you might look for all cases under tensed matrix verbs, and seek a subset of those with ambiguous verbs. Ultimately, if you are sensitive to verb variation in your instructions, you will probably be able to be reasonably successful. If you take an overly simple approach--- as many searches do--the results will be uninterpretable. If you succeed, I'd like to see the results. best, Tom Roeper On Thu, Aug 23, 2012 at 8:42 AM, Adam Goodkind wrote: > Hi, > > Using the various search protocols and meta-data levels, is it possible to > detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I > have been trying to create a combination of criteria, involving, e.g. > CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. > > Any and all help would be greatly appreciated. > > Thanks, > Adam > > -- > *Adam Goodkind * > *w* adamgoodkind.com > *t* @adamgreatkind > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Tom Roeper Dept of Lingiustics UMass South College Amherst, Mass. 01003 ISA 413 256 0390 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From limber at comcast.net Thu Aug 23 14:17:16 2012 From: limber at comcast.net (john limber) Date: Thu, 23 Aug 2012 10:17:16 -0400 Subject: Detecting Embedded Tensed Clauses In-Reply-To: Message-ID: Hi Adam- I'm don't know if you've tried this but I'd try filtering the database for the comp verbs and then working on that fairly small subset (in most cases I'd expect?so small for young children you could eyeball the short list.) Some years ago Ray Jackendoff and others prepared a very useful list of these verbs and their various arguments. I've had students use that list and basic unix ?especially GREP-- utilities to crudely filter texts. Good luck -- John Limber Psychology Conant Hall 10 Library Way University of New Hampshire Durham NH 03824 From: Adam Goodkind Reply-To: Date: Thursday, August 23, 2012 8:42 AM To: Subject: Detecting Embedded Tensed Clauses Hi, Using the various search protocols and meta-data levels, is it possible to detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I have been trying to create a combination of criteria, involving, e.g. CPRED, COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. Any and all help would be greatly appreciated. Thanks, Adam -- Adam Goodkind w adamgoodkind.com t @adamgreatkind -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Thu Aug 23 17:18:31 2012 From: g.morgan at city.ac.uk (Gary Morgan) Date: Thu, 23 Aug 2012 10:18:31 -0700 Subject: Sign language conference announcement Message-ID: Dear colleagues the Theoretical Issues in Sign Language Research (TISLR) Conference will be held in London from 10th to 13th July 2013. For full information and call for papers please go to http://www.ucl.ac.uk/dcal/tislr best wishes Gary Morgan -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/sENKMeIuEqUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lisa.s.pearl at gmail.com Fri Aug 24 16:04:13 2012 From: lisa.s.pearl at gmail.com (Lisa S. Pearl) Date: Fri, 24 Aug 2012 09:04:13 -0700 Subject: Detecting Embedded Tensed Clauses In-Reply-To: <20cf303b3ebd432b9404c8034c71@google.com> Message-ID: Dear Adam, I don't know which datasets you need this for, but my colleague Jon Sprouse and I have annotated some of the American English child-directed speech datasets with Penn Treebank-like information as part of a larger project, which may make it easier to directly search for embedded clauses with tensed verbs. For example, the annotation looks like the following: (S1 (S (NP (PRP he)) (VP (MD can) (NOT n't) (VP (VB write) (SBAR (WHADVP (WRB when)) (S (NP (PRP you)) (VP (VBP jump)))))) (. .))) "he can't write when you jump.", (from the Brown-Adam corpus) where "when you jump" would be an embedded tensed clause because it's in an SBAR and "jump" has the node label VBP, which indicates non-3rd singular present tense (as compared to VB, which would be the non-tensed version). This derived corpus is available through the CHILDES database in the derived corpora section (http://childes.psy.cmu.edu/derived/ ) and also at our university website (http://www.socsci.uci.edu/~lpearl/CoLaLab/TestingUG/childestreebank.html ). A tool that's useful for automatically searching through these kind of annotated trees is the Stanford NLP Group's tool Tregex, which is freely available here: http://nlp.stanford.edu/software/tregex.shtml#Download -Lisa On Aug 24, 2012, at 6:53 AM, info-childes at googlegroups.com wrote: > Detecting Embedded Tensed Clauses > > From: Adam Goodkind > Reply-To: > Date: Thursday, August 23, 2012 8:42 AM > To: > Subject: Detecting Embedded Tensed Clauses > > Hi, > > Using the various search protocols and meta-data levels, is it possible to > detect embedded tensed clauses, i.e. embedded clauses with a tensed verb? I > have been trying to create a combination of criteria, involving, e.g. CPRED, > COMP, CJCT, CMOD, CPZR, etc., but with a low success rate. > > Any and all help would be greatly appreciated. > > Thanks, > Adam > > -- > Adam Goodkind > w adamgoodkind.com > t @adamgreatkind > > -- > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Aug 24 19:29:12 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Aug 2012 15:29:12 -0400 Subject: postdoc Message-ID: Postdoctoral Position in Gesture Research at University of Alberta A postdoctoral position in gesture research is available in the Department of Psychology at the University of Alberta, working with Dr. Elena Nicoladis and Dr. Paula Marentette. This project is focused on understanding the relationship between gesture comprehension and language acquisition. We are particularly interested in the acquisition of verbs. We encourage candidates interested in cross-linguistic experimental work with both monolingual and bilingual speakers. Knowledge of a language other than English is an asset. Applications from candidates with research training in psycholinguistics, bilingualism, cognitive science, linguistics, or developmental psychology will be particularly well suited for this position. Postdoctoral responsibilities will include contributing to our ongoing research program as well as taking the lead on research projects within that program. In addition, the person in this position will have the opportunity to work with the research programs of graduate and undergraduate students associated with the lab. The position, funded by the Social Sciences and Humanities Research Council of Canada, is available for one year, with the possibility of renewal for a second year. Interested applicants should send a letter describing their research interests and a curriculum vitae, and arrange to have three letters of recommendation sent to: Elena Nicoladis (elenan at ualberta.ca). Ideally the position would commence by June 2013, although this is negotiable. Review of applications will begin immediately and continue until the position is filled. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Wed Aug 29 12:28:31 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Wed, 29 Aug 2012 14:28:31 +0200 Subject: REMINDER : International Conference NIL2012: 6-7 Sept. 2012 Paris, Sorbonne In-Reply-To: <0016e6d999db9e751104c47c71b6@google.com> Message-ID: Dear Colleagues, this is a reminder for the International Conference NIL2012 Narrative, intervention and Literacy that will take place on September 6-7, 2012 at La Sorbonne, Amphi Durkheim Paris, France The final programs of the Invited Conferences and of the selected Posters are available on the website of the Conference: Invited Conference Program: http://lewebpedagogique.com/nil2012/programme-conference/ Selected Posters' Program: http://lewebpedagogique.com/nil2012/programme-posters/ If you wish to participate, please register as soon as possible. Only few places are available. http://lewebpedagogique.com/nil2012/registration/ With our best wishes Colloque NIL 2012 The Organizers -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Wed Aug 29 16:28:27 2012 From: barner at ucsd.edu (David Barner) Date: Wed, 29 Aug 2012 09:28:27 -0700 Subject: Assistant Professor, Developmental Psychology, UCSD Message-ID: Assistant Professor DEVELOPMENTAL PSYCHOLOGY, UNIVERSITY OF CALIFORNIA, SAN DIEGO The Psychology Department at UCSD (http://psy.ucsd.edu/) within the Division of Social Sciences at UC, San Diego is committed to academic excellence and diversity within the faculty, staff and student body. The Department invites applications for a tenure track Assistant Professor position in Developmental Psychology. Candidates must have a Ph.D. and have a record of publishable research in any area of developmental psychology, including cognitive, perceptual, and social development. The preferred candidate will have demonstrated strong leadership or a commitment to support diversity, equity, and inclusion in an academic setting. *Salary*: Salary is commensurate with qualifications and based on University of California pay scales. *Closing Date*: Review of applications will begin November 15, 2012 and will continue until the position is filled. *To Apply*: Candidates should submit letter, curriculum vita, research statement, reprints, names of three to five referees, and a personal statement that summarizes their past or potential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp for further information) electronically via UCSD's Academic Personnel On-Line RECRUIT ( https://apol-recruit.ucsd.edu/ ). Please apply to the following job posting: Psychology Assistant Professor (10-465). For inquiries, please contact Jenette Cementina, Human Resources Manager, at jcementina at ucsd.edu. AA-EOE: UCSD is an Affirmative Action/Equal Opportunity Employer with a strong institutional commitment to excellence through diversity. -- David Barner, Ph.D. Assistant Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Wed Aug 29 21:58:43 2012 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 29 Aug 2012 17:58:43 -0400 Subject: Broca or Broca's aphasia? In-Reply-To: Message-ID: Hi Jeri Just to agree with everyone, I've always said/written Broca's aphasia, Wernicke's aphasia, etc. and never without the possessive. Since everyone agrees, I don't see the point of putting (Broca aphasia) in parens or anywhere else. Americans DO use the possessive form. I also agree that Down syndrome (and not Down's) is the term. No one is probably going to go down the list you include and make definitive statements about each term, so my suggestion is to find a publication online that we all read and use and find editorially acceptable and use their editorial criteria. The medical dictionary you refer to is apparently at odds with the community that writes about these conditions. So it is not acceptable. When I edit general things, I keep a tab open for the New York Times, for instance, and when in doubt I do a search on the term in the Times. I tried this for Broca's aphasia, and found that every Times article (many of them) used the possessive. The term 'Broca aphasia' turned up in various sidebar ads from people offering treatment. If you don't feel the Times is a sufficient authority, you might be able to do something similar with a Journal like Brain and Language, though there may not be a really simple way to search through all issues as there is with the Times. But the Times and the journals in our field have already established conventions on the use of these terms, so it should be reasonable to stick with authority. My favorite 'correction' from a copy editor occurred many years ago. I had written an article on child language, and the editor changed every instance of the term to 'childish language', and attached snarky comments to me about my failure to understand English grammar. Jean Jean Berko Gleason Professor Emerita Department of Psychology Boston University On 8/29/2012 10:58 AM, Jeri Jaeger wrote: > Hi Everyone, > > I'm helping John Laver (Edinburgh) out with his massive encyclopedic dictionary of language, as the editor for the Neurolinguistics section. John believes that there is a difference between what Americans call various aphasias, syndromes, etc. compared to the UK. So his entries read: Broca (UK Broca's) aphasia, for example, indicating that Americans use the non-possessive form. He is using the Stedman's Dictonary, which is indeed published in Philadelphia as his source; however, this is a medical dictionary designed (as I understand it) for practicing physicians. Below I've listed all the cases in the dictionary in the Neuro section as well as some from the Pathology section. While I've definitely heard people say 'Down Syndrome' and 'Lou Gehrig Disease', I've NEVER heard anyone say Broca Aphasia or Broca Area or Wernicke Aphasia, etc. Possibly there is a distinction in American usage between aphasic syndromes and other pathological syndromes. I would be very grateful for your input on this. I'm thinking about suggesting that he use the possessive forms for the main entries, but put the non-possessive forms in parentheses afterwards, without indicating this as a regional difference, as in: Broca's aphasia (or Broca aphasia). But perhaps this would not be appropriate for things like Friedreich ataxia, for example. Please let me know what you think. > > Hope all is well with all of you, > and I'm looking forward to hearing from you. > Best wishes, > Jeri Jaeger > > Aran-Duchenne disease > Bell palsy > Broca aphasia > Broca area > Bastian aphasia > Erb disease > Erb palsy > Erb-Duchenne paralysis > Friedreich ataxia > Friedreich disease > Frohlich syndrome > Gerstmann syndrome > Kussmaul aphasia > Landau-Kleffner syndrome > Parkinson disease > Pick-Wernicke aphasia > Pick disease > Potzel syndrome > Ribot's law/rule (he only has this in the posessive) > Wallenburg syndrome > Wernicke aphasia > Wernicke area > > > > Professor, Dept. of Linguistics > 618 Baldy Hall > University at Buffalo, NY 14261 > > College of Arts & Sciences, Associate Dean for Undergraduate Education & > Cognizant Dean for the Humanities and Area Studies > 825 Clemens Hall > University at Buffalo, NY 14260 > > jjaeger at buffalo.edu > (716) 645-0123 > > > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sbresee at umd.edu Thu Aug 30 10:58:03 2012 From: sbresee at umd.edu (Susan Bresee) Date: Thu, 30 Aug 2012 06:58:03 -0400 Subject: Broca or Broca's aphasia? In-Reply-To: <503E9093.3000202@bu.edu> Message-ID: Dr. Gleason, Your comments and response on this site are a joyful confirmation of the value of open online exchanges such as this one. Thank you all for sharing your knowledge, experiences, and insight. Susan On Wed, Aug 29, 2012 at 5:58 PM, Jean Berko Gleason wrote: > > Hi Jeri Just to agree with everyone, I've always said/written Broca's > aphasia, Wernicke's aphasia, etc. and never without the possessive. Since > everyone agrees, I don't see the point of putting (Broca aphasia) in parens > or anywhere else. Americans DO use the possessive form. I also agree > that Down syndrome (and not Down's) is the term. No one is probably going > to go down the list you include and make definitive statements about each > term, so my suggestion is to find a publication online that we all read and > use and find editorially acceptable and use their editorial criteria. The > medical dictionary you refer to is apparently at odds with the community > that writes about these conditions. So it is not acceptable. > > When I edit general things, I keep a tab open for the New York Times, for > instance, and when in doubt I do a search on the term in the Times. I > tried this for Broca's aphasia, and found that every Times article (many > of them) used the possessive. The term 'Broca aphasia' turned up in > various sidebar ads from people offering treatment. If you don't feel the > Times is a sufficient authority, you might be able to do something similar > with a Journal like Brain and Language, though there may not be a really > simple way to search through all issues as there is with the Times. But > the Times and the journals in our field have already established > conventions on the use of these terms, so it should be reasonable to stick > with authority. > > My favorite 'correction' from a copy editor occurred many years ago. I > had written an article on child language, and the editor changed every > instance of the term to 'childish language', and attached snarky comments > to me about my failure to understand English grammar. > > Jean > > > > Jean Berko Gleason > Professor Emerita > Department of Psychology > Boston University > > On 8/29/2012 10:58 AM, Jeri Jaeger wrote: > > Hi Everyone, > > I'm helping John Laver (Edinburgh) out with his massive encyclopedic dictionary of language, as the editor for the Neurolinguistics section. John believes that there is a difference between what Americans call various aphasias, syndromes, etc. compared to the UK. So his entries read: Broca (UK Broca's) aphasia, for example, indicating that Americans use the non-possessive form. He is using the Stedman's Dictonary, which is indeed published in Philadelphia as his source; however, this is a medical dictionary designed (as I understand it) for practicing physicians. Below I've listed all the cases in the dictionary in the Neuro section as well as some from the Pathology section. While I've definitely heard people say 'Down Syndrome' and 'Lou Gehrig Disease', I've NEVER heard anyone say Broca Aphasia or Broca Area or Wernicke Aphasia, etc. Possibly there is a distinction in American usage between aphasic syndromes and other pathological syndromes. I would be very grate! > ful for > your input on this. I'm thinking about suggesting that he use the possessive forms for the main entries, but put the non-possessive forms in parentheses afterwards, without indicating this as a regional difference, as in: Broca's aphasia (or Broca aphasia). But perhaps this would not be appropriate for things like Friedreich ataxia, for example. Please let me know what you think. > > Hope all is well with all of you, > and I'm looking forward to hearing from you. > Best wishes, > Jeri Jaeger > > Aran-Duchenne disease > Bell palsy > Broca aphasia > Broca area > Bastian aphasia > Erb disease > Erb palsy > Erb-Duchenne paralysis > Friedreich ataxia > Friedreich disease > Frohlich syndrome > Gerstmann syndrome > Kussmaul aphasia > Landau-Kleffner syndrome > Parkinson disease > Pick-Wernicke aphasia > Pick disease > Potzel syndrome > Ribot's law/rule (he only has this in the posessive) > Wallenburg syndrome > Wernicke aphasia > Wernicke area > > > > Professor, Dept. of Linguistics > 618 Baldy Hall > University at Buffalo, NY 14261 > > College of Arts & Sciences, Associate Dean for Undergraduate Education & > Cognizant Dean for the Humanities and Area Studies > 825 Clemens Hall > University at Buffalo, NY 14260 > jjaeger at buffalo.edu(716) 645-0123 > > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- Teaching Learning Policy and Leadership University of Maryland College Park, MD -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: