From chen at uga.edu Thu Nov 1 22:33:53 2012 From: chen at uga.edu (Liang Chen) Date: Thu, 1 Nov 2012 22:33:53 +0000 Subject: Univ. of Georgia Assistant/Associate professor position in voice disorders, dysphagia, or a related area Message-ID: The Department of Communication Sciences and Special Education at the University of Georgia invites applications for the position of Assistant/Associate Professor with expertise in voice disorders, dysphagia, or a related area. This is a tenure-track position. Responsibilities will include conducting a program of research, teaching at the undergraduate and graduate level, obtaining external funding, mentoring and advising students, and contributing to departmental, college, university, and professional service. Required Qualifications include an earned doctorate in speech-language pathology or related field (or degree to be awarded before the position’s start date); ability to teach graduate and undergraduate courses in such areas as voice disorders, dysphagia, motor speech disorders, or speech and voice science; demonstrated potential for scholarly productivity in one or more of these areas, including demonstrated potential for obtaining external funding; and demonstrated commitment to professional interactions and service. Rank and salary will be commensurate with experience and qualifications. Appointment will be for the regular nine-month academic year. Application Procedures: Applicants should submit a letter of application that describes a research focus and teaching interests; curriculum vitae; two samples of scholarly or professional writing; and undergraduate and graduate transcripts. Three letters of recommendation should be submitted on the applicant’s behalf directly by the letter writers. Submit all materials as printed hard copies to Liang Chen, Ph.D. Search Committee Chair Dept. of Communication Sciences and Special Education 542 Aderhold Hall The University of Georgia Athens, GA 30602 Questions may be addressed to Dr. Chen by email at chen at uga.edu. Review of applications will begin December 1, 2012, and continue until the position is filled. The starting date for the position will be August 5, 2013. The Communication Sciences and Disorders program is the only CAA-accredited program in Georgia that offers a doctoral degree in communication sciences and disorders. For information about the University of Georgia visit www.uga.edu; for Athens and Georgia visit www.visitathensga.com and www.georgia.gov; and for information about our program, visit us online at www.coe.uga.edu/csse. The University of Georgia is an Equal Opportunity, Affirmative Action Institution. The Department encourages applications from all qualified persons and does not discriminate on the basis of race, color, religion, gender, national origin, disability, veteran status, or sexual orientation. Persons who need assistance with the accessibility of materials related to this search are encouraged to contact the search committee chair. Hiring is contingent on proof of eligibility to work in the United States and completion of a background check, among other requirements. This position is contingent on the continued availability of funding. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 Florence.Chenu at univ-lyon2.fr Sat Nov 3 21:57:17 2012 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu (FC)) Date: Sat, 3 Nov 2012 22:57:17 +0100 Subject: Early Language Acquisition 2012, 5-7 Dec 2012, Lyon, France Message-ID: *********************************** REGISTRATION DEADLINE APPROACHING : November, the 5th ************************************ (la version française suit / French version follows) ELA 2012 – English version The third ELA conference will be held on Dec. 5-7, 2012, in Lyon, France. The main theme of the conference is early language acquisition with a focus on the role of input, in both normal and atypical development. The conference will encompass research on the following topics: - Language development before the age of 3: phonetics, phonology, lexicon, morphosyntax - Input and language acquisition - Spoken production and gestures - Crosslinguistic comparisons - Typical and atypical language development The conference will consist of plenary lectures, paper sessions and poster sessions. The languages of the conference will be French and English. Keynote Speakers ---------------------- We are very pleased to announce the following keynote speakers: - Elena Lieven, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Germany - Steven Gillis, Department of Linguistics, University of Antwerp, Belgium - Stephanie Stokes, Department of communication disorders, University of Canterbury, New-Zealand - Luca Surian, Department of Cognitive Sciences and Education and Center for Mind/Brain Sciences University of Trento, Italy - Stéphanie Barbu, Laboratoire d’éthologie animale et humaine, Université Rennes 1, France Provisional programme ---------------------- See end of this mail or http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/PageWeb/pdf/ProvisionalTimetable.pdf Scientific Committee ---------------------- Ranka Bijeljac-Babic, University of Poitiers, France Dorthe Bleses, University of Odense, Denmark Marc Bornstein, NIH, USA Mélanie Canault, University of Lyon, France Jean-Pierre Chevrot, University Grenoble 3, France Anne Christophe, ENS Paris, France Eve Clark, Stanford University, USA Jean-Marc Colletta, University of Grenoble, France Barbara Davis, University of Texas at Austin, USA Annick De Houwer, University of Erfurt, Deutschland Christelle Dodane, University Paul Valéry, France Paula Fikkert, Radboud University, The Netherlands Roberta Golinkoff, University of Delaware, USA Sybille Gonzalez, University of Lyon, France Harriet Jisa, University of Lyon, France Kovačević, Melita, University of Zagreb, Croatia Aylin Küntay, University Koç , Turkey Florence Labrell, University of Reims, France Bernard Lété, University of Lyon, France Karine Martel, University of Caen, France Danielle Matthews, University of Sheffield, UK Alyah Morgenstern, University Sorbonne Nouvelle - Paris 3, France Bhuvana Narasimhan, University of Colorado, USA Thierry Nazzi, University of Paris-Descartes, France Miguel Pereira, University of Santiago de Compostela, Spain Yvan Rose, Memorial University of Newfoundland, Canada Caroline Rossi, University of Lyon, France Anne Salazar-Orvig, University of Paris La Sorbonne, France Alessandra Sansavini, University of Bologna, Italia Elin Thordardottir, University McGILL, Canada Anne Vilain, University of Stendhal, France Pascal Zesiger, University of Genève, Switzerland Organizing committee ---------------------- Mehmet-Ali Akinci (DDL) Nathalie Bedoin (DDL) Linda Brendlin (DDL) Florence Chenu (DDL) Christophe Coupé (DDL) Christophe dos Santos (Université de Tours) Frédérique Gayraud (DDL) Harriet Jisa (DDL) Sophie Kern (Responsable) (DDL) Egidio Marsico (DDL) Audrey Mazur Palandre (ICAR) Khadija Mhafoud (DDL) Sophie Rimbaud (DDL) Darine Saidi (DDL) Faustine Sanchez (DDL) FOR MORE INFORMATION ---------------------- Email : ela2012 at ish-lyon.cnrs.fr Visit http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/ Conférence ELA 2012 - Version française ************************************ DATE LIMITE D’INSCRIPTION : 5 novembre 2012 ************************************ La troisième édition de la conférence ELA se tiendra du 5 au 7 décembre 2012 à Lyon, France. La thématique principale de la conférence est l’acquisition précoce du langage avec une emphase particulière sur le rôle de l’input sur le développement normal et pathologique. La conférence porte sur les thèmes suivants : -Développement du langage avant 3 ans : phonétique, phonologie, lexique et morphosyntaxe -Input et acquisition du langage -Production orale et gestes -Comparaisons translinguistiques -Développement typique et atypique du langage La conférence se composera de conférences invitées, de communications orales et affichées. Les langues officielles de la conférence sont le français et l’anglais. Conférenciers invités ---------------------- Nous sommes heureux d’annoncer les conférenciers invités suivants : - Elena Lieven, Département de psychologie développementale et comparative, Institut Max Planck d’anthropologie, Allemagne - Steven Gillis, Département de linguistique, Université d’Anvers, Belgique - Stephanie Stokes, Département des troubles de la communication, Université de Canterbury, Nouvelle-Zélande - Luca Surian, Département de sciences cognitives et Éducation et Centre pour les sciences de l’Esprit/Cerveau, Université de Trente, Italie - Stéphanie Barbu, Laboratoire d’éthologie animale et humaine, Université de Rennes1, France Comité scientifique ---------------------- Ranka Bijeljac-Babic, Université de Poitiers, France Dorthe Bleses, Université d’Odense, Danemark Marc Bornstein, NIH, USA Mélanie Canault, Université de Lyon, France Jean-Pierre Chevrot, Université Grenoble 3, France Anne Christophe, ENS Paris, France Eve Clark, Université de Stanford, USA Jean-Marc Colletta, Université de Grenoble, France Barbara Davis, Université du Texas à Austin, USA Annick De Houwer, Université d’Erfurt, Allemagne Christelle Dodane, Université Paul Valéry, France Paula Fikkert, Université de Radboud, Hollande Roberta Golinkoff, Université du Delaware, USA Sybille Gonzalez, Université de Lyon, France Harriet Jisa, Université de Lyon, France Kovačević, Melita, Université de Zagreb, Croatie Aylin Küntay, Université Koç, Turkey Florence Labrell, Université de Reims, France Bernard Lété, Université de Lyon, France Karine Martel, Université de Caen, France Danielle Matthews, Université de Sheffield, Angleterre Alyah Morgenstern, Université Sorbonne Nouvelle - Paris 3, France Bhuvana Narasimhan, Université du Colorado, USA Thierry Nazzi, Université Paris-Descartes, France Miguel Pereira, Université de Santiago de Compostelle, Espagne Yvan Rose, Université Memorial de Terre-Neuve, Canada Caroline Rossi, Université de Lyon, France Anne Salazar-Orvig, Université de Paris La Sorbonne, France Alessandra Sansavini, Université de Bologne, Italie Elin Thordardottir, Université McGill, Canada Anne Vilain, Université Stendhal, France Pascal Zesiger, Université de Genève, Suisse Comité d’organisation ---------------------- Mehmet-Ali Akinci (DDL) Nathalie Bedoin (DDL) Linda Brendlin (DDL) Florence Chenu (DDL) Christophe Coupé (DDL) Christophe dos Santos (Université de Tours) Frédérique Gayraud (DDL) Harriet Jisa (DDL) Sophie Kern (Responsable) (DDL) Egidio Marsico (DDL) Audrey Mazur Palandre (ICAR) Khadija Mhafoud (DDL) Sophie Rimbaud (DDL) Darine Saidi (DDL) Faustine Sanchez (DDL) POUR PLUS D’INFORMATIONS ---------------------- Email : ela2012 at ish-lyon.cnrs.fr Web : http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/ Programme provisoire / Provisional programme ---------------------- http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/PageWeb/pdf/ProvisionalTimetable.pdf 5-déc 8:15 Accueil/Registration 9:00 S. Stokes, "Learning in Emerging Lexicons: Crosslinguistic Evidence" 10:00 "The interaction of cognitive and articulatory skills in phonological acquisition. " Marta Szreder 10:30 Pause café / Coffee break 11:00 "Why is Danish so hard to acquire? ", Laila Kjærbæk, Dorthe Bleses, Hans Basbøll" 11 :30 "Comparaison de l'acquisition des consonnes dans les mots lexicaux et dans les mots grammaticaux", Naomi Yamaguchi, Annie Rialland 12 :00 "Discours adressé à l'enfant francophone et acquisition phonologique" Damien Chabanal 12 :30 Pause déjeuner / Lunch break 14:00 "Crosslinguistic differences in the availability of syntactic cues for noun categorization in child-directed speech”, Sara Feijóo, Elisabet Serrat 14:30 "Do children use abstract syntactic representations from very early? Four experiments using the preferential looking technique with 2 and 3-year old children learning Spanish”, Javier Aguado-Orea, Martha Casla, Ana Prior, Eva Murillo, Irene Rujas, Sonia Mariscal 15:30 "Input - output relations in the early acquisition of the Hebrew verb”, Orit Ashkenazi, Dorit Ravid, Bracha Nir, Steven Gillis 16:00 Pause café / Coffee break 16:30 "On-line processing of Subject and Object Relative Clauses in Adults and Infants” Flavia Adani, Adrienne Scutellaro, Megha Sundara, Nina Hyams 17:00 L. Surian “Should we see language and conversation as the keys to understand cognitive development? A talk in honor of Michael Siegal" 18:30 "apéritif de bienvenue / welcome aperitif" 6-Déc 9:00 S. Barbu "Socio-economic status and gender influences on early language acquisition: input exposure and developmental dynamics over the preschool years." 10:00 "Input Effects on the Acquisition of Finiteness", Matthew Rispoli, Pamela Hadley 10:30 Pause café / Coffee break 11:00 "Dyadic co-regulation, affective intensity and maternal communicative style at 12 months: a comparison among extremely preterm and full-term dyads. ", Sansavini Alessandra, Veronica Zavagli, Annalisa Guarini, Silvia Savini 11:30 "First language development in full term and preterm low risk children. ", Miguel Pérez-Pereira, Mariela Resches, Pilar Fernández, Marisa Gómez-Taibo 12:00 "Left and right dislocations in French and English: A bilingual case study", Coralie Hervé 12:30 "The effects of input and interaction on early 2L1 acquisition: a longitudinal case study", Francesca La Morgia 13:00 Pause déjeuner / Lunch break 14:00 Poster session 16:00 Pause café / Coffee break 16:30 "Young Children Search to Understand Under- and Over-informative Utterances", Tiffany Morisseau, Danielle Matthews, Catherine Davies 17:00 S. Gillis, "Will they ever catch up? The effects of auditory depreviation and cochlear implantation on language acquisition" 19:45 Dinner & Cruise / Dîner croisière 7-Déc 9:00 "Norwegian children's first words", Nina Garmann, Hanne Simonsen, Kristian Kristoffersen 9:30 "Developing a Valid Parent Report Instrument of Early Language Development for Turkish-Speaking Children from Different Socio-Educational Backgrounds", Burçak Aktürk, Aylin Küntay, Ayhan Aksu-Koç 10:00 "The effect of mothers' input on children's spontaneous constructions of motion events: Evidence from German early child language", Eva Freiberger 10:30 Pause café / Coffee break 11:00 "Mum is from London, baby is born in the South West: How accent exposure shapes early word representations", Claire Delle Luche, Samantha Durrant, Caroline Floccia, Joseph Butler, Jeremy Goslin 11 :30 "The role of pitch and final lengthening in infants' prosodic boundary processing – Evidence from behavioral and electrophysiological investigations", Julia Holzgrefe, Caroline Schröder, Barbara Höhle, Isabell Wartenburger 12:00 "Intermodal synchrony as a form of maternal responsiveness is associated with language development", Iris Nomikou, Katharina J. Rohlfing 12:30 Pause déjeuner / Lunch break 14:00 E. Lieven 15:00 "Suffix-stem interface in the early acquisition of German noun plurals", Sabine Laaha 15:30 "The shape of the input frequency distribution affects novel morphology learning", Anne-Kristin Cordes, Grzegorz Krajewski, Elena Lieven 16:00 "The use of gender information in lexical processing in Czech 23-month-olds: an eyetracking study", Filip Smolík 16:30 Farewell drink Posters 1 A case study on the early Acquisition of Voice by a German-Greek bilingual child. Katerina Zombolou, Artemis Alexiadou 2 A Comparative Study of the Degree of Transparency of Split Intransitivity in Adult Input and It Effects on the Emerging Patterns of Intransitive Verbs in Healthy, Monolingual Children Learning Spanish or Italian. John Ryan 3 Acoustic study of speech production of French children wearing cochlear implants. Lucie Scarbel, Anne Vilain, Hélène Loevenbruck, Sébastien Schmerber 4 Acquiring the adjective alternation in French: can the input explain child usage? Gwendoline Fox 5 Acquisition de veux et de donne par deux enfants de langue française entre 1;06 et 2.06. Veroniqque Devianne 6 Age or experience? The influence of age at implantation and child directed speech on language development in young children with cochlear implants. Gisela Szagun 7 Applying the Index of Grammar, a Polish adaptation of H. Scarborough's Index of Productive Syntax, to the analysis of late talker's samples of speech. Magdalena Smoczynska, Magdalena Kochańska, Anna Stypuła 8 Associations between early language and features of mother-child interaction in very-low-birth-weight children. Suvi Stolt, Riikka Korja, Jaakko Matomäki, Helena Lapinleimu, Leena Haataja, Liisa Lehtonen 9 Comment des enfants de 3-4 ans encodent-ils des situations causatives en français et en bulgare ? Rôles des aspects sémantiques et Syntaxiques. Yanka Bezinska, Jean‐Pierre Chevrot, Iva Novakova 10 Common Ground About Object Use Predicts Gesture Production in Infancy. Nevena Dimitrova 11 Correlations of Action Words, Body Parts, and Argument Structure in Maternal and Child Speech. Josita Maouene, Nitya Sethuraman, Mounir Maouene 12 Croatian CDI and Croatian Child Language Frequency Dictionary. Melita Kovacevic 13 Developmental Trajectory of the Acquisition of Arabic Verbal Morphology. Maha Foster 14 Does prosody of Child-Directed Speech inform preverbal children about adult's intentions? Karine Martel, Christelle Dodane, Marc Aguert 15 Early discrimination of declarative and question intonation. Joseph Butler, Sonia Frota, Marina Vigário 16 Effect of early bilingual exposure on children with Primary Language Impairment. Elin Thordardottir 17 Etayage verbal dans des dyades mère-enfant avec et sans troubles du développement du langage: influence de l'activité. Geneviève de Weck, Stefano Rezzonico 19 French-speaking 14-month-olds are fast to detect a voiceless-to-voiced mispronunciation, but not the reverse: An ERP picture-word study. Jane Jöhr, Marina Laganaro, Uli Frauenfelder, Pascal Zesiger 20 Future Talk and Lexical Input. A Study with Two Social Groups from Argentina. Celia Rosemberg, Florencia Alam, Alejandra Stein 21 Gender and declension classes in early Norwegian child language. Yulia Rodina, Marit Westergaard 22 Hearing relative clauses boosts relative clause usage (and referential clarity) in young Turkish language learners. Aylin Küntay 23 How does language input and dominance play a role in 14-month-old monolingual and bilingual Dutch infants' consonant and vowel perception? Liquan Liu, René Kager 24 How parents talk to their infants: Exploring the effects of speech style on VOT. Melanie Fish, Adrian Garcia‐Sierra, Nairan Ramirez‐Esparza, Patricia Kuhl 25 Implicit word learning and verb knowledge in infants with typical and delayed language. Erica Ellis, Donna Thal, Stephanie Stokes, Jeff Elman, Julia Evans 26 Interaction pattens of parents and children with different degrees of hearing Liesbeth Vanormelingen, Steven Gillis 27 Interactional roots of person morphology in Spanish verbs Rojas‐Nieto Cecilia 28 Interplay between what input offers and what child takes: Modal morphology in Turkish. Ayhan Aksu‐Koç, Eser Erguvanlı Taylan, Treysi Terziyan 29 La valeur référentielle de « c'est » dans le discours de jeunes enfants en dialogue. Christine da Silva, Julien Heurdier, Marine Le Mené, Anne Salazar Orvig 30 Language Development in the Absence of Input: Evidence from an enriched case study of a young bilingual child. Barbara Lust, Suzanne Flynn, Sujin Yang, Carissa Kang, Seong Won Park 31 Language profiles of preschoolers displaying externalizing behaviors. Céline Van Schendel Brisack, Marie‐ Anne Schelstraete, Isabelle Roskam 32 Learning indirect speech acts from the input – a corpus-based study from a usage-based perspective. Ursula Kania 33 Maternal response patterns to infant vocalisations: A comparison of at-high-risk-for-autism (HR) infants and a group of low-risk (LR) infant controls. Jean Quigley, Sinead McNally 34 Mummy, ask me! I will give you an answer! Feyza Türkay 35 Narrative profiles of young vietnamese children with externalizing behaviours and language impairment. Thi Vân Hoang 36 On ‘negative evidence': Russian CDS in comparison with Austrian-German, French and Lithuanian. Victoria Kazakovskaya 37 Parental use of content words and child vocabulary size at age 2;6. Ulrika Marklund, Ulla Sundberg, Ellen Marklund, Iris‐Corinna Schwarz 38 Phonological representation of words during silent naming. Céline Ngon, Sharon Peperkamp 39 Precursors to speech and language development in typically-developing infants and infants with Down syndrome. Emily Mason‐Apps, Vesna Stojanovik, Carmel Houston‐Price 40 Processus d'appropriation des articles chez des enfants francophones entre 1 et 3 ans : rôle des modalités interactionnelles et fonctionnement cognitivo-langagier. Tiphanie Bertin 41 Siblings' use of co-speech gestures and infants' vocabulary development. Paul Vogt, J. Douglas Mastin 42 Stability of Language from Childhood and Adolescence: A Multi-Age, -Domain, -Measure, and -Source Study. Marc Bornstein 43 The acquisition of infinitival constructions in European Portuguese: from bare forms to embedding. Carla Soares‐Jesel 44 The form and function of early finite complement constructions: A diary-based case study. Bahar Koymen, Elena Lieven, Silke Brandt 46 The relationship between context of acquisition and vocabulary development. Rachael Pineo, Elin Thordardottir 47 The role of input in pronominal “errors” when two French-speaking children refer to self. Stéphanie Caet 48 The semantic and synchronic relationship between gestures and talk in a mixed-method analysis: what about 6-year old children? Audrey Mazur‐Palandre 49 Vocal-manual coordination in child vs adult in two deictic tasks, Anne Vilain, Coriandre Vilain 50 When do children begin to use grammar productively? The case of French deaf children with Cochlear Implant, Ignacio Moreno‐Torres, Marie‐Thérèse Le Normand 51 Whoops! – Spill Cries as Indicators of Cognitive Development in Early Childhood, Ulrike Stange -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 mblume at utep.edu Mon Nov 5 01:31:56 2012 From: mblume at utep.edu (Blume, Maria) Date: Sun, 4 Nov 2012 17:31:56 -0800 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl Message-ID: Dear Colleagues: A friend of mine is adopting a 9 year-old Russian girl. The family lives in El Paso, TX. The family language is Spanish and the language the child would be schooled in would be primarily English. They are planning to home school her for the some months until she adapts to the family and the language change, and have her tested in Russian first to see how she is doing cognitively and linguistically since this is a child who has spent many years in an orphanage. The family is learning Russian but obviously their Russian is very basic. They have found a Russian speaker here at our university who can help tutor her in English and there is a chance they may find a Russian-Spanish bilingual in nearby Ciudad Juárez to help with Spanish. In principle they do not want to change the home language from Spanish to English. The mother asked me for advice but I do not have much experience in late childhood trilingualism. I advised that since the child is going to stay at home at first, Spanish should be introduced first so that she feels comfortable in the home environment and later could English be introduced. Could you please give me your advise so that I can tell the mother on Should they introduce one language first or both at the same time? What would be indicators that the child is ready for the second language if they introduce one first? Any bibliography suited for university-educated parents who are not experts in language (mother is a translator, the father is a doctor) or any practical tips? Thanks in advance for your responses María María Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/Sbtqa9Z0iGAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mblume at utep.edu Mon Nov 5 01:35:11 2012 From: mblume at utep.edu (Blume, Maria) Date: Sun, 4 Nov 2012 17:35:11 -0800 Subject: Position announcement. Bilingual Education. University of Texas at El Paso. Message-ID: Dear Colleagues: Would you please help me spread the word on this position? I am sure many of you have collaborators and students in Bilingual Education, as I do. Please note that the November 1st date is not a deadline. Applications will be received until the position is filled. Dear Professor: I’m writing to inform you of an opening for candidates at the Associate or Professor levels the Department of Teacher Education at The University of Texas at El Paso. A copy of the position ad is attached. We ask that you inform other colleagues of this position and, if you have an interest in it yourself, we would welcome your application. You may view the department on-line at the following: http://coe.utep.edu/ted/ Very sincerely, María María Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/A0o-T_HFQYEJ. 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: CoED_TED_Bilingual_Ad_13-03.doc Type: application/msword Size: 34304 bytes Desc: not available URL: From vvvstudents at gmail.com Mon Nov 5 15:46:19 2012 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Mon, 5 Nov 2012 07:46:19 -0800 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6c424da4-fd22-4c04-a85d-e5e0fedb990b@googlegroups.com> Message-ID: You didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/PjIEmmoRJTgJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vvvstudents at gmail.com Mon Nov 5 15:49:14 2012 From: vvvstudents at gmail.com (Virginia Valian) Date: Mon, 5 Nov 2012 10:49:14 -0500 Subject: international adoptees Message-ID: The post didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- Virginia Valian Distinguished Professor Department of Psychology, Hunter College PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center vvvstudents at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rusnakes at gmail.com Mon Nov 5 16:03:24 2012 From: rusnakes at gmail.com (Emily Rusnak) Date: Mon, 5 Nov 2012 11:03:24 -0500 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6c424da4-fd22-4c04-a85d-e5e0fedb990b@googlegroups.com> Message-ID: Hi Maria, As someone who adopted an older child from the foster care system in the US, I might suggest that the family also look seriously into mental health services for the child. Older children often have complex issues that do not present themselves before or at placement (the honeymoon period). I have known many families adopting older children from orphanages that later regret not having addressed the mental health piece early and often, as they were much more (rightfully so) focused on language acquisition and transitioning the child to a new culture. Child mental health outcomes appear to be connected with the number of traumas experienced by the child, as well as the number of placements before adoption. Just my two cents! Language was a huge concern for us as well on placement, as our daughter was very delayed with language skills. However, she ultimately picked up language skills quickly as her delays were secondary to environmental risk, not a true language disorder. We did not have the second/third language issue, but we did have a substantial dialect shift with which to contend. I hope their placement goes smoothly and successfully-- Emily Rusnak Assistant Professor Bowling Green State University Bowling Green, OH 43403 On Sun, Nov 4, 2012 at 8:31 PM, Blume, Maria wrote: > Dear Colleagues: > > A friend of mine is adopting a 9 year-old Russian girl. The family lives > in El Paso, TX. The family language is Spanish and the language the child > would be schooled in would be primarily English. > > They are planning to home school her for the some months until she adapts > to the family and the language change, and have her tested in Russian first > to see how she is doing cognitively and linguistically since this is a > child who has spent many years in an orphanage. The family is learning > Russian but obviously their Russian is very basic. They have found a > Russian speaker here at our university who can help tutor her in English > and there is a chance they may find a Russian-Spanish bilingual in nearby > Ciudad Juárez to help with Spanish. > > In principle they do not want to change the home language from Spanish to > English. The mother asked me for advice but I do not have much experience > in late childhood trilingualism. I advised that since the child is going to > stay at home at first, Spanish should be introduced first so that she feels > comfortable in the home environment and later could English be introduced. > > Could you please give me your advise so that I can tell the mother on > > Should they introduce one language first or both at the same time? > What would be indicators that the child is ready for the second language > if they introduce one first? > Any bibliography suited for university-educated parents who are not > experts in language (mother is a translator, the father is a doctor) or any > practical tips? > > Thanks in advance for your responses > > María > > María Blume > Assistant Professor > Department of Languages and Linguistics > Liberal Arts Building, Room 119 > University of Texas at El Paso > El Paso, TX 79968 > mblume at utep.edu > 915-747-6320 > > Director of the UTEP Language Acquisition and Linguistics Research Lab > Liberal Arts Building, Room 111 > University of Texas at El Paso > El Paso, TX 79968 > 915-747-7024 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to 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/-/Sbtqa9Z0iGAJ. > 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 mblume at utep.edu Mon Nov 5 16:23:53 2012 From: mblume at utep.edu (Blume, Maria) Date: Mon, 5 Nov 2012 09:23:53 -0700 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6922ff51-b9c3-4776-ba99-586abe9f2ad5@googlegroups.com> Message-ID: Thank you for the references. These parents have already adopted another Russian girl and she is doing great, now speaking both English and Spanish, but she was adopted when she was only 18 months old, so the 9 year-old will be a greater challenge no-doubt. María María Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 From: "vvvstudents at gmail.com" > Reply-To: "info-childes at googlegroups.com" > Date: Monday, November 5, 2012 8:46 AM To: "info-childes at googlegroups.com" > Subject: Re: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl You didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/PjIEmmoRJTgJ. 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 mblume at utep.edu Mon Nov 5 20:07:11 2012 From: mblume at utep.edu (Blume, Maria) Date: Mon, 5 Nov 2012 13:07:11 -0700 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: Message-ID: Thanks so much. I am sure they will find this advise most valuable. They previously had adopted an 18 month-old but they are aware that this case is going to be a lot more challenging. I am glad your child is doing great. María María Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 From: Emily Rusnak > Reply-To: "info-childes at googlegroups.com" > Date: Monday, November 5, 2012 9:03 AM To: "info-childes at googlegroups.com" > Subject: Re: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl Hi Maria, As someone who adopted an older child from the foster care system in the US, I might suggest that the family also look seriously into mental health services for the child. Older children often have complex issues that do not present themselves before or at placement (the honeymoon period). I have known many families adopting older children from orphanages that later regret not having addressed the mental health piece early and often, as they were much more (rightfully so) focused on language acquisition and transitioning the child to a new culture. Child mental health outcomes appear to be connected with the number of traumas experienced by the child, as well as the number of placements before adoption. Just my two cents! Language was a huge concern for us as well on placement, as our daughter was very delayed with language skills. However, she ultimately picked up language skills quickly as her delays were secondary to environmental risk, not a true language disorder. We did not have the second/third language issue, but we did have a substantial dialect shift with which to contend. I hope their placement goes smoothly and successfully-- Emily Rusnak Assistant Professor Bowling Green State University Bowling Green, OH 43403 On Sun, Nov 4, 2012 at 8:31 PM, Blume, Maria > wrote: Dear Colleagues: A friend of mine is adopting a 9 year-old Russian girl. The family lives in El Paso, TX. The family language is Spanish and the language the child would be schooled in would be primarily English. They are planning to home school her for the some months until she adapts to the family and the language change, and have her tested in Russian first to see how she is doing cognitively and linguistically since this is a child who has spent many years in an orphanage. The family is learning Russian but obviously their Russian is very basic. They have found a Russian speaker here at our university who can help tutor her in English and there is a chance they may find a Russian-Spanish bilingual in nearby Ciudad Juárez to help with Spanish. In principle they do not want to change the home language from Spanish to English. The mother asked me for advice but I do not have much experience in late childhood trilingualism. I advised that since the child is going to stay at home at first, Spanish should be introduced first so that she feels comfortable in the home environment and later could English be introduced. Could you please give me your advise so that I can tell the mother on Should they introduce one language first or both at the same time? What would be indicators that the child is ready for the second language if they introduce one first? Any bibliography suited for university-educated parents who are not experts in language (mother is a translator, the father is a doctor) or any practical tips? Thanks in advance for your responses María María Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/Sbtqa9Z0iGAJ. 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 Ben.Ambridge at liverpool.ac.uk Thu Nov 8 12:23:45 2012 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Thu, 8 Nov 2012 12:23:45 +0000 Subject: Corpus studies of locatives Message-ID: Dear colleagues Does anyone know of any naturalistic-data studies of the English locative constructions? We'd like to get some sense of whether the figure- or ground-locative (if either), seems to be acquired first, and which verbs children start out using in each. Thanks Ben === Dr Ben Ambridge University of Liverpool -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 macw at cmu.edu Thu Nov 8 22:16:30 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 8 Nov 2012 17:16:30 -0500 Subject: Streaming audio Message-ID: Dear Info-CHILDES, It appears that the update to Mountain Lion on Apple machines resulted in a problem with the audio during streaming web playback (Web CLAN and TalkBank browser) for some older video files with Sorenson compression. This problem only impacts Apple hardware, only machines produced during 2007-2009, only machines with Mountain Lion, and only the videos that used Sorenson compression. Hopefully Apple will fix this, but we are not holding our breath. There is little we can do on our side to fix this other than to shift to a totally new way of streaming video, such as HTML5. Eventually, we may consider doing this. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From hkasuya at gmail.com Wed Nov 14 15:55:29 2012 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Thu, 15 Nov 2012 00:55:29 +0900 Subject: JSLS 2013 Call for Papers Message-ID: Japanese Society for Language Sciences 15th Annual International Conference (JSLS2013) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Fifteenth Annual International Conference (JSLS2013). JSLS2013 will be held at Kwassui Women’s University, Nagasaki, Japan. Kwassui Women’s University is located in Nagasaki City, two hours from Fukuoka, the nearest major international airport. We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Conference Dates: June 28th (Fri) – June 30th (Sun), 2013 (The conference will have a break in the morning of June 30 and will resume in the afternoon.) Our plenary speakers will be: James McClelland (Stanford University) Ayumi Ueyama (Kyushu University) The deadline for submission of abstracts is February 8th (Fri), 2013 (Japan Standard Time). For more detailed information on the submission process, please visit the conference webpage, http://www.jslsweb.sakura.ne.jp/jsls2013/ JSLS2013 Conference Committee Chair Akihiro Kano (Kwassui Women’s University, Japan) For inquiries, please contact us at jsls2013-conf at googlegroups.com JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jill.hohenstein at kcl.ac.uk Thu Nov 15 08:40:58 2012 From: jill.hohenstein at kcl.ac.uk (Hohenstein, Jill) Date: Thu, 15 Nov 2012 08:40:58 +0000 Subject: ESRC studentships at King's College London In-Reply-To: <01D009655DA29C419135BCF03763125B0F5D43F8@DB3PRD0311MB403.eurprd03.prod.outlook.com> Message-ID: KING’S ESRC STUDENTSHIPS IN LINGUISTICS and/or LANGUAGE, MEDIA & CULTURE ESRC Studentships for September 2013 are available at King’s College London, in the thematic area Language Media & Culture (LMC) (http://www.kcl.ac.uk/study/pg/school/dtc/research-themes/Theme10.aspx). LMC is part of the King’s Interdisciplinary Social Science Doctoral Training Centre (KISS-DTC), and it encompasses two broad pathways: * Language, discourse & communication (www.kcl.ac.uk/ldc), covering text & discourse analysis, linguistic ethnography, literacy studies, sociolinguistics, psycholinguistics, applied, educational, cognitive and corpus linguistics * Media & culture (http://www.kcl.ac.uk/artshums/depts/cmci/index.aspx and http://www.kcl.ac.uk/artshums/depts/filmstudies/index.aspx) You can either apply to one or other of these areas, or you can apply with a project that works across them. You should have very good qualifications and a clear research idea, and to apply, there are a number of steps to follow: 1) Identify a potential supervisor, referring to the relevant pathway webpages above. 2) Email the person you have identified, providing detailed information about your background, your qualifications, prior research methods training, and a research proposal. If after a careful look, you are unsure about who to contact, please send the material to ben.rampton at kcl.ac.uk writing ‘ESRC Studentship’ in the Subject. 3) If the person you have contacted encourages you, follow the application procedures outlined at http://www.kcl.ac.uk/study/pg/funding/sources/esrc.aspx. Check your eligibility very carefully, and confer with your potential supervisor if you’re unclear whether your project qualifies for funding from the ESRC rather than the Arts & Humanities Research Council (see www.kcl.ac.uk/study/pg/funding/sources/ESRCsubjectguide.pdf ) 4) As well as writing your studentship application – the ‘Case for Support’ – you need to apply for an ordinary/non-funded doctoral place through the online admissions portal: https://myapplication.kcl.ac.uk/. You’ll need to include a research proposal in the ordinary application, but do note the difference between this and the Studentship Case for Support. The CfS form asks specific questions and you can’t use more than 2 sides of A4. 5) The closing data for the ESRC Studentship applications is Friday 1 February 2013, 17.00hrs. If you’re encouraged to apply, start working on the forms well before this deadline. You will also need to contact your referees well in advance, to ensure that they have submitted their references by the deadline. If you need further advice, contact ldc at kcl.ac.uk inserting ‘ESRC Studentships’ in the message subject. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 patricia.matos.amaral at gmail.com Thu Nov 15 20:54:32 2012 From: patricia.matos.amaral at gmail.com (Patricia Amaral) Date: Thu, 15 Nov 2012 15:54:32 -0500 Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2 Topics In-Reply-To: <0015175ce198eb338704ce10853f@google.com> Message-ID: Dear Info-CHILDES, Does anyone know of studies on how children perceive and interpret single vs repeated events? I'm interested in linguistic and/or psychological studies. Thank you very much! Patricia Patricia Amaral University of North Carolina at Chapel Hill ........................... pamaral at unc.edu http://sites.google.com/site/patriciamatosamaral/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 vogt.pa at gmail.com Mon Nov 19 09:33:08 2012 From: vogt.pa at gmail.com (Paul Vogt) Date: Mon, 19 Nov 2012 10:33:08 +0100 Subject: Call for Papers: TiGeR 2013 Tilburg Gesture Research Meeting Message-ID: :: apologies for cross-postings :: CALL FOR PAPERS TiGeR 2013 http://tiger.uvt.nl/ Tilburg Gesture Research Meeting June 19-21, 2013 Deadline for submissions: February 20, 2013 TiGeR 2013 is the combined meeting of the 10th International Gesture Workshop (GW) and the 3rd Gesture and Speech in Interaction (GESPIN) conference, and is hosted by the Tilburg center for Cognition and Communication (TiCC) of Tilburg University, The Netherlands. During TiGeR 2013, we aim to bring together researchers working on empirical and technical approaches to gesture production and comprehension. The meeting will contain a special theme-session on theoretical and computational models of gesture and speech production. During this special session, we will discuss and compare competing models of the speech-gesture interface, both from an empirical and a technical perspective, with the following invited speakers: - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Catherine Pelachaud (CNRS, France) - Jan de Ruiter (Bielefeld University, Germany) Two other themes that we want to highlight during TiGeR 2013 are cross-cultural differences in gesture production/comprehension and language acquisition and gesture. These topics will be addressed by our invited speakers: - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Danielle Matthews (University of Sheffield, UK) TiGeR 2013 hopes to bring together researchers working on gesture from the social sciences and humanities as well as researchers from computer science and engineering, in order to further our understanding of human gesture production and improve the development of interactive systems that exploit gesture as a means of interacting with machines. We invite submissions on all topics related to gesture production and perception. Specific topics include, but are not limited to, the following list: Gesture research: - Gesture and speech or other natural modalities - Gesture and adaptation - Gesture and aphasia - Gesture in cross-cultural comparisons - Gesture in non-human primates - Gesture and individual differences - Gesture and language acquisition - Gesture and sign language - Gesture and multimodal dialogue - Gesture and embodied cognition - Gesture development and learning Gesture application: - Gesture in virtual and augmented reality - Automatic gesture recognition and/or generation - Gesture in embodied conversational agents - Gesture and social signal processing - Gesture for gaming and entertainment - Gesture for audio-visual applications - Gesture for therapy and rehabilitation - Gesture for education We invite papers for oral as well as for posters presentations. More detail about how to submit can be found here: http://tiger.uvt.nl/call-for-papers.html The following researchers have agreed to be members of the Program Committee: - Martha Alibali (University of Chicago, USA) - Elisabeth Andre (University of Augsburg, Germany) - Annelies Braffort (LIMSI-CNRS, France) - Alan Cienki (Vrije Universiteit, Amsterdam, The Netherlands) - Onno Crasborn (Radboud University, Nijmegen, The Netherlands) - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Sylvie Gibet (University of Bretagne Sud, France) - Marianne Gullberg (Lund University, Sweden) - Judith Holler (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Maciej Karpinski (Adam Mickiewicz University, Poznan, Poland) - Spencer Kelly (Colgate University, USA) - Michael Kipp (Saarland University, Germany) - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Anna Kuhlen (Humboldt Universität zu Berlin, Germany) - Ulf Liszkowski (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Max Louwerse (University of Memphis/University of Tilburg, USA/The Netherlands) - Danielle Matthews (University of Sheffield, UK) - Cornelia Muller (Europa Universität Viadrina Frankfurt/Oder, Germany) - Asli Ozyurek (Radboud University, Nijmegen & Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Catherine Pelachaud (CNRS at Telecom Paris Tech, France) - Pamela Perniss (Deafness, Cognition and Language Research Centre, UCL, UK) - Thies Pfeiffer (Bielefeld University, Germany) - Matthias Rehm (Aalborg University, Germany) - Miranda Rose (La Trobe University, Australia) - Eric Vatikiotis-Bateson (The University of British-Columbia, Canada) - Gabriella Vigliocco (University College London, UK) The TiGeR 2013 Organizing Committee: - Marieke Hoetjes, Tilburg University - Emiel Krahmer, Tilburg University - Lisette Mol, Tilburg University - Karin van Nispen, Tilburg University - Eric Postma, Tilburg University - Marc Swerts, Tilburg University - Paul Vogt, Tilburg University If you have any questions, please feel free to contact the organizers at tiger2013tilburg at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Mon Nov 19 11:16:09 2012 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Mon, 19 Nov 2012 03:16:09 -0800 Subject: Second Call for Papers - Child Language Seminar - June 2013 Message-ID: *Second Call for Papers for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013 * (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Norbury, Royal Holloway College, London *Call for papers:* Proposals are invited for papers and posters related to *all* aspects of child language acquisition and disorders. There are no key themes for CLS 2013 as we want to encourage proposals covering the full breadth of research relating to child language learning and developmental language disorders. To illustrate, proposals will be considered on children's first, simultaneous and/or subsequent language development, in areas such as grammar, phonology, lexicon, pragmatics, discourse, literacy, sign language, and psycholinguistic processing. The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by the abstract committee. * * *Presentation format* Proposals should indicate whether an oral presentation or poster is preferred. The organising committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. * * *Proposal format* Proposals must be written in English and include the following: * * *1. Cover Page:* Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) * * *2. Abstract:* Title of presentation Summary of research undertaken (300 words maximum, single spaced). One figure or table and up to 3 references may be added and will not be included in the word count. (Do not include authors' names) * * *Submitting proposals:* Proposals must be submitted in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to Jenny.Freed at Manchester.ac.ukusing ‘CLS Abstract Submission’ as the subject of the email. You will receive an email back confirming receipt of your abstract. *Key dates:* Deadline for submission of abstracts: 1st January 2013 Notification of acceptance/rejection: 1st February 2013 Registration opens: 1st February 2013 Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 30th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Registration:* The registration fees are now listed on the CLS website. We are offering an early registration discount (deadline 30th April 2013) and a discount for students. Registration will open on 1st February 2013. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK’s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children’s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* There are many excellent places to stay in Manchester and good public transport links to and from the University. We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at a few hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details have now been added to the CLS website. Please follow the link on the website to make a booking. *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *Dr Jenny Freed* *Human Communication and Deafness* *University of Manchester* *Oxford Road Manchester* *M13 9PL* *0161 275 3433* *07818 496130* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/YfbpoF6kTzUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From elenan at ualberta.ca Mon Nov 19 23:47:42 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 19 Nov 2012 16:47:42 -0700 Subject: How idiosyncratic are 2-3 year olds' vocabularies? Message-ID: Dear colleagues, I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? Any leads would be much appreciated. Elena -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 Mon Nov 19 23:57:08 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 00:57:08 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Elena, Jean Berko-Gleason and Richard Ely worked things related to this issue. The children they studied were a bit older and the emphasis there was on different recording situations, but they found that there was a great deal of non-overlap across situations and also across children. Of course, this type of glass can be half full and half empty. Common function words are going to overlap; it is for the less frequent words that we find the strong non-overlap. Jean's corpora are in CHILDES and the papers are mostly from the late 1990s. Jean can provide more info. By the way, when you talk about "percentage of words", I wonder if you mean types or tokens? I assume you mean types. -- Brian MacWhinney On Nov 20, 2012, at 12:47 AM, Elena Nicoladis wrote: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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 elenan at ualberta.ca Tue Nov 20 00:00:05 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 19 Nov 2012 17:00:05 -0700 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <0557A11E-B029-4F43-8AE8-FF4C78080779@cmu.edu> Message-ID: Dear Brian, I'm thinking types. I've got some data for one-year olds: their vocabularies look pretty idiosyncratic to me, but I'd like something to compare to... Thanks for the lead to Jean's work: I didn't know about it! Much appreciated, Elena On Mon, Nov 19, 2012 at 4:57 PM, Brian MacWhinney wrote: > Dear Elena, > Jean Berko-Gleason and Richard Ely worked things related to this > issue. The children they studied were a bit older and the emphasis there > was on different recording situations, but they found that there was a > great deal of non-overlap across situations and also across children. Of > course, this type of glass can be half full and half empty. Common > function words are going to overlap; it is for the less frequent words that > we find the strong non-overlap. Jean's corpora are in CHILDES and the > papers are mostly from the late 1990s. Jean can provide more info. > By the way, when you talk about "percentage of words", I wonder if you > mean types or tokens? I assume you mean types. > > -- Brian MacWhinney > > On Nov 20, 2012, at 12:47 AM, Elena Nicoladis wrote: > > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 cbowen at ihug.com.au Tue Nov 20 00:08:11 2012 From: cbowen at ihug.com.au (Caroline Bowen) Date: Tue, 20 Nov 2012 11:08:11 +1100 Subject: Multilingual Children's Speech website launch In-Reply-To: Message-ID: Sharynne McLeod writes (14 November): Dear Colleagues Today the Multilingual Children's Speech website has been launched: http://www.csu.edu.au/research/multilingual-speech/ The purpose of this website is to present a compilation of resources for speech-language pathologists who are working with multilingual children with speech sound disorders and to partially address the following question: How do we "close the gap between the linguistic homogeneity of the profession and the linguistic diversity of its clientele"? (Caesar & Kohler, 2007, p. 198) The website contains the following information: *Overview: an overview about the site * Position paper: description of the Multilingual Children with Speech Sound Disorders: Position Paper * Languages: comparative information about 25 languages * Speech acquisition: a summary of speech acquisition for English + a compilation of information from 250 studies of monolingual speech acquisition around the world * Speech assessments: a list of 96 speech assessments (articulation and phonology) in languages other than English (including purchasing information) * Intelligibility in Context Scale: quick parent-report measure translated into 29 languages * Information about publications and the research team Some of the content on this website also may be useful for others who support monolingual and multilingual children's speech skills including educators, interpreters, other health and education professionals, families, and communities. Funding for this website has been made available from the Australian Research Council Future Fellowship (FT0990588) and I appreciate the support from colleagues from Charles Sturt University, as well as speech-language pathologists, phoneticians, linguists and others around the world have contributed to the development of this website. Specific contributions are acknowledged throughout the website; however, the generosity of others within the wider international community is acknowledged. Please use this website to make a difference in children's lives. Please share this information with your colleagues. Regards Sharynne Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190-200. Sharynne McLeod, PhD, CPSP, FSPA, ASHA Fellow Professor in Speech and Language Acquisition Australian Research Council Future Fellow Research Institute for Professional Practice, Learning and Education (RIPPLE) Charles Sturt University Panorama Ave, Bathurst, 2795 AUSTRALIA Phone 61-2-63384463; Fax 61-2-63384417 Email smcleod at csu.edu.au > http://www.csu.edu.au/faculty/educat/teached/staff/profiles/professor/mcleod _sharynne__,_._,___ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 djacksonqro at gmail.com Tue Nov 20 00:13:36 2012 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 19 Nov 2012 18:13:36 -0600 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: You could probably figure that by using either one of the CDI programs: CLEX or LEX. Donna Jackson-Maldonado 2012/11/19 Elena Nicoladis > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Autónoma de Querétaro México web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 dalep at unm.edu Tue Nov 20 01:15:41 2012 From: dalep at unm.edu (Philip Dale) Date: Tue, 20 Nov 2012 01:15:41 +0000 Subject: how idiosyncratic? Message-ID: I did a project a few years ago constructing an index of vocabulary typicality. Basically I asked, if a child has a vocabulary of, say, 37 words, how typical is each of those 37, relative to other children with vocabulary of the same size, based on the norming sample on the CDI? The measure had some useful psychometric properties, and the program that computed it could identify particularly atypical words in a given child’s vocabulary relative to vocabulary size. Autistic children showed up as quite atypical, as you would want, but children with simple language delay did not. For various reasons, that paper never got published, but I’d be willing to share it. Philip Dale -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 bpearson at research.umass.edu Tue Nov 20 01:52:50 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Mon, 19 Nov 2012 20:52:50 -0500 Subject: how idiosyncratic? In-Reply-To: <6618A51715035E4B9E651AABE824D9772931EE5A@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Dear Philip, Yes, please send. I sent something off-line to Elena, telling her about the word list at the end of Betty Hart's 1999 book that tells how many children and parents (of 42) said each word on the list at 3 different ages, with an indication of how common the word was. I said I thought a mathematician could turn it into essentially what you describe. I started to put "a mathematician like Phil Dale," but in the end, I deleted the Phil Dale part. Looks like I was right! Or rather, wrong to delete it. Cheers, Barbara Btw, I find that many people do not know about the 1999 book: The Social World of Children Learning to Talk. Lots of fascinating stuff in it. On Nov 19, 2012, at 8:15 PM, Philip Dale wrote: > I did a project a few years ago constructing an index of vocabulary typicality. Basically I asked, if a child has a vocabulary of, say, 37 words, how typical is each of those 37, relative to other children with vocabulary of the same size, based on the norming sample on the CDI? The measure had some useful psychometric properties, and the program that computed it could identify particularly atypical words in a given child’s vocabulary relative to vocabulary size. Autistic children showed up as quite atypical, as you would want, but children with simple language delay did not. For various reasons, that paper never got published, but I’d be willing to share it. > Philip Dale > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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. > > ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From miguel.perez.pereira at usc.es Tue Nov 20 11:10:35 2012 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Tue, 20 Nov 2012 12:10:35 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Elena, Anne Peters studied the use of idiosyncratic terms by one blind child (Seth). She found that Seth invented quite a number of idiosyncratic words (20 words) between 15 and 19 months of age. Since this information comes from Ann's personal communication, you may ask her to give you detailed information. Best regards El 20/11/2012, a las 00:47, Elena Nicoladis escribió: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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. > > Miguel Pérez Pereira Departamento de Psicoloxía Evolutiva e da Educación Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 smith4 at indiana.edu Tue Nov 20 14:58:13 2012 From: smith4 at indiana.edu (Linda Smith) Date: Tue, 20 Nov 2012 06:58:13 -0800 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Hi, This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. Anyway, I think this is something the field really needs to answer. Linda Smith On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: > > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/LLTUPfu4380J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Tue Nov 20 15:09:20 2012 From: dalep at unm.edu (Philip Dale) Date: Tue, 20 Nov 2012 15:09:20 +0000 Subject: how idiosyncratic are children? Message-ID: I’ve had quite a number of expressions of interest in this paper. I’m checking with my co-authors first to get permission to distribute the paper, and once I have that (in the next week or so, I imagine), I will just post it here on this list as an attachment. I agree completely with Linda - the CDI is only useful for variability relatively close to the normal range, i.e., words on the list that show up relatively late or early compared to other children of the same vocabulary size. It complete misses 'far' variability in the sense of words that aren't on the list at all. Useful for some research questions, not others. Philip Dale -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 pul8 at psu.edu Tue Nov 20 15:54:35 2012 From: pul8 at psu.edu (Ping Li) Date: Tue, 20 Nov 2012 10:54:35 -0500 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <07096a1d-4bed-4a8d-b3df-93a6b69e231e@googlegroups.com> Message-ID: Linda's important question could be addressed if someone goes into the CHILDES database and runs a huge contingency table of every word by every other word for each child and for each month/age. One could compute the likelihood of how likely a pair words co-occur for every child (or a group of children) at any given age. Ping On Tue, Nov 20, 2012 at 9:58 AM, Linda Smith wrote: > Hi, > > This is a very interesting question. In an unpublished study (for reasons > noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI > productive vocabularies for over 100 children from 18 to 30 months. We > asked how well any one word predicted knowing another word --across > children or groups of children --at any point in time. It is like doing a > big Chi square. Does, for example, --across children --knowing "milk" > predicts already knowing "dog" (not because they are semantically related > but because of regularities in the acquisition and ordering of words). > There were differences among groups of children (slower versus more rapid > learners), and also hints of changes with age --converging to being all > statistically alike with age and more different young. > > BUT the problem is the measure. The MCDI was specifically made --and > constrained to --the words most children acquired (had to be produced by > 50% of children at 30 months in original normative sample to be included). > This was done so that it would be useful as a relative measure, but is > minimizes the idioscyncracies and make make the hard to find. Diary > studies or recordings might be better. > > Anyway, I think this is something the field really needs to answer. > > Linda Smith > > On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >> >> Dear colleagues, >> I'm trying to find some sort of quantification of how idiosyncratic >> children aged 2-3 years are in terms of vocabulary. Has anyone, for >> example, attempted something as foolhardy as calculating the average >> percentage of words shared by all/most/some preschoolers?? >> >> Any leads would be much appreciated. >> Elena >> >> -- >> Elena Nicoladis >> >> "Since all the sciences, and especially psychology, are still immersed in >> such tremendous realms of the uncertain and the unknown, the best that any >> individual scientist, especially any psychologist, can do seems to be to >> follow his own gleam and his own bent, however inadequate they may be. In >> fact, I suppose that actually this is what we all do. In the end, the only >> sure criterion is to have fun." >> Edward Tolman >> >> -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to 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/-/LLTUPfu4380J. > > 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 elenan at ualberta.ca Tue Nov 20 16:14:13 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Tue, 20 Nov 2012 09:14:13 -0700 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thanks, Philip. I'm looking forward to it! Elena On Tue, Nov 20, 2012 at 8:09 AM, Philip Dale wrote: > > I’ve had quite a number of expressions of interest in this paper. I’m > checking with my co-authors first to get permission to distribute the > paper, and once I have that (in the next week or so, I imagine), I will > just post it here on this list as an attachment. > > > I agree completely with Linda - the CDI is only useful for variability > relatively close to the normal range, i.e., words on the list that show up > relatively late or early compared to other children of the same vocabulary > size. It complete misses 'far' variability in the sense of words that > aren't on the list at all. Useful for some research questions, not others. > > > Philip Dale > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 debgibson at telus.net Tue Nov 20 19:37:21 2012 From: debgibson at telus.net (Deborah Gibson) Date: Tue, 20 Nov 2012 11:37:21 -0800 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thank you. I would also very much like to read it. Deborah Gibson On 2012-11-20, at 7:09 AM, Philip Dale wrote: > > I’ve had quite a number of expressions of interest in this paper. I’m checking with my co-authors first to get permission to distribute the paper, and once I have that (in the next week or so, I imagine), I will just post it here on this list as an attachment. > > I agree completely with Linda - the CDI is only useful for variability relatively close to the normal range, i.e., words on the list that show up relatively late or early compared to other children of the same vocabulary size. It complete misses 'far' variability in the sense of words that aren't on the list at all. Useful for some research questions, not others. > > Philip Dale > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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 macw at cmu.edu Tue Nov 20 20:15:47 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 21:15:47 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <07096a1d-4bed-4a8d-b3df-93a6b69e231e@googlegroups.com> Message-ID: Dear Info-CHILDES, Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is freq +d2 +t*CHI *.cha This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. -- Brian MacWhinney On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: > Hi, > > This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. > > BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. > > Anyway, I think this is something the field really needs to answer. > > Linda Smith > > On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to 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/-/LLTUPfu4380J. > 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 bpearson at research.umass.edu Tue Nov 20 20:39:18 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 20 Nov 2012 15:39:18 -0500 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Brian, I read last month that Betty Hart passed away. If you'll recall, the data were on 5 1/2 inch floppies. *IF* someone from her lab could make them available, could anyone read them? The hold-up was anonymizing them. I don't think she ever got to it. Would have been nice. I'm happy at least that she put as much information as she did in the appendices of her 1999 book--but it's not transcripts! Cheers, Barbara On Nov 20, 2012, at 3:15 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is > > freq +d2 +t*CHI *.cha > > This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. > > We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. > > By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. > > -- Brian MacWhinney > > On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: > >> Hi, >> >> This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. >> >> BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. >> >> Anyway, I think this is something the field really needs to answer. >> >> Linda Smith >> >> On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >> Dear colleagues, >> I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? >> >> Any leads would be much appreciated. >> Elena >> >> -- >> Elena Nicoladis >> >> "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." >> Edward Tolman >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to 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/-/LLTUPfu4380J. >> 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 macw at cmu.edu Tue Nov 20 22:25:23 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 23:25:23 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <53DB29D1-90DB-4E23-9B38-590085A0C1D9@research.umass.edu> Message-ID: Dear Barbara, What a shame. Betty had written me, very much out of the blue, less than a year ago saying that she would be sending the data soon. If the files are still available, it would seem to be our duty to do whatever we can to preserve the data and to anonymize it, in accord with what she wanted. Best regards, -- Brian MacWhinney On Nov 20, 2012, at 9:39 PM, Barbara Pearson wrote: > Dear Brian, > > I read last month that Betty Hart passed away. > > If you'll recall, the data were on 5 1/2 inch floppies. *IF* someone from her lab could make them available, could anyone read them? > The hold-up was anonymizing them. I don't think she ever got to it. > > Would have been nice. I'm happy at least that she put as much information as she did in the appendices of her 1999 book--but it's not transcripts! > > Cheers, > Barbara > > On Nov 20, 2012, at 3:15 PM, Brian MacWhinney wrote: > >> Dear Info-CHILDES, >> >> Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is >> >> freq +d2 +t*CHI *.cha >> >> This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. >> >> We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. >> >> By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. >> >> -- Brian MacWhinney >> >> On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: >> >>> Hi, >>> >>> This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. >>> >>> BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. >>> >>> Anyway, I think this is something the field really needs to answer. >>> >>> Linda Smith >>> >>> On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >>> Dear colleagues, >>> I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? >>> >>> Any leads would be much appreciated. >>> Elena >>> >>> -- >>> Elena Nicoladis >>> >>> "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." >>> Edward Tolman >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To post to 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/-/LLTUPfu4380J. >>> 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 dalep at unm.edu Wed Nov 21 03:44:56 2012 From: dalep at unm.edu (Philip Dale) Date: Wed, 21 Nov 2012 03:44:56 +0000 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: I am attaching the paper I mentioned yesterday about a quantitative measure of typicality in children's vocabularies (or inventories of gestures), independent of the size of vocabulary. I hope you will find it useful. At the time, we developed a program to compute this measure from Excel files that contained item-level data from the CDI (one row per individual, a column for each item). It was developed for research purposes, with the idea that later a more user-friendly version for distribution might be developed, but that never happened. However, the logic is explained in enough detail in the paper that an experienced database programmer should not have much difficulty preparing such a program. Thanks to all who have written expressing interest. I'd love to hear if someone picks this up and runs (or even walks, or crawls) with it. Philip Dale Speech & Hearing Sciences University of New Mexico -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: TypicalityMeasuresDaleetal.pdf Type: application/pdf Size: 343677 bytes Desc: TypicalityMeasuresDaleetal.pdf URL: From Roberta at udel.edu Wed Nov 21 11:54:33 2012 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 21 Nov 2012 06:54:33 -0500 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D977293209C2@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thanks Phil! Look forward to reading this! And while I have everyone's attention the University of Delaware has TWO jobs open in areas such as language/literacy/English language learners/writing. I am attaching the two PDFs that describe the positions and would be thrilled if you or your best students apply for these jobs. The University of Delaware is a great place to work. One job is a named professorship for an early career scholar; the other is for a tenure-track assistant professor. All best and have a great holiday all! Roberta Golinkoff On Tue, Nov 20, 2012 at 10:44 PM, Philip Dale wrote: > I am attaching the paper I mentioned yesterday about a quantitative > measure of typicality in children's vocabularies (or inventories of > gestures), independent of the size of vocabulary. I hope you will find it > useful. > At the time, we developed a program to compute this measure from Excel > files that contained item-level data from the CDI (one row per individual, > a column for each item). It was developed for research purposes, with the > idea that later a more user-friendly version for distribution might be > developed, but that never happened. However, the logic is explained in > enough detail in the paper that an experienced database programmer should > not have much difficulty preparing such a program. > > Thanks to all who have written expressing interest. I'd love to hear if > someone picks this up and runs (or even walks, or crawls) with it. > > Philip Dale > Speech & Hearing Sciences > University of New Mexico > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: DCTE Faculty Scholar.pdf Type: application/pdf Size: 915255 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ELL Position FINAL 11-13-12.pdf Type: application/pdf Size: 79488 bytes Desc: not available URL: From macw at cmu.edu Thu Nov 22 20:31:42 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 22 Nov 2012 15:31:42 -0500 Subject: server down Message-ID: Dear Info-CHILDES, The CHILDES server machine seems to have a bad power supply and today is a holiday in the States. So, it will be offline for a day or two until I can fix the power supply or perhaps get a new machine. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From djacksonqro at gmail.com Sun Nov 25 19:05:45 2012 From: djacksonqro at gmail.com (Donna Jackson) Date: Sun, 25 Nov 2012 13:05:45 -0600 Subject: Position opening in psycholinguistics in Mexico Message-ID: Hello all, I am attaching information, in Spanish, for a position opening at the Universidad Autónoma de Querétaro in Mexico to work in areas of psycholinguistics, language disorders and/or theoretical linguistics. Candidates must be fluent speakers of Spanish. The call will close when the position if filled. Thank-you, Donna Jackson-Maldonado -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Autónoma de Querétaro México web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: Plaza honorarios UAQ.docx.pdf Type: application/pdf Size: 30399 bytes Desc: not available URL: From KNelson at gc.cuny.edu Mon Nov 26 21:37:25 2012 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Mon, 26 Nov 2012 16:37:25 -0500 Subject: variability Message-ID: Dear colleagues, I am just catching up on the exchange re variability and typicality in language, specifically in word learning, and I'd like to thank Philip Dale for sending the paper on typicality measures. I have several brief comments and additions: I prefer "individuality" to "idiosyncratic" as the latter term implies a norm from which the child has deviated, rather than simply an alternative and perhaps individual pathway. We know from many studies across the universe of culltures, social classes, communities, languages, etc. that there are different entry points to a language. This is related to the second point. As is now generally recognized from the beginning word learning, and language learning in general is a social and cultural enterprise. Rather than musing on whether the words learned are influenced by maternal characteristics, we need to study how children learn words that are used by others in social activities. That these activities may be typical of a period of development may well influence both the words heard and words learned, thus accounting for different 'typical' words learned at different ages. Of course young children may also pick up a word for sheer fun or because it can be pronounced with pleasure, or for some other reason. In my original study (Nelson, 1973, which relied on mother's diaries for 18 children over the second year) I tried to capture both the individuality and the change over time with a set of tree diagrams showing how words in certain groups expanded as the vocabulary grew. For example, some children expanded animal names, forming a sort of category (no doubt related to picture book "reading"). Another expanded household items (e.g., spoon, cup, clock, etc.), clothes, or foods, whereas others (the non-noun learners) expanded on social expressions. These were not pre-determined semantic categories, but rather ones that emerged for each child independently. As I have observed previously, the grammatical categories of noun and verb may be of interest to later development, but in the first phase of learning, words seem to be added in meaningful clusters related to activities. Unfortunately, I did not and do not have a measure for this, but the phenomenon appeared quite clearly in the tree diagrams constructed from words learned from 10 to 50 words. If anyone is interested in these (and the 1973 monograph is not accessible) I could make copies available. I also wanted to point out that maternal influence on what we called style was studied longitudinally by June Hampson, who found that "referential mothers" (identified independently in advance) had "referential children" whereas "expressive mothers" tended to have "expressive children" in the 13-18month period. However, at the latter time the mothers and children were more similar, suggesting that each might be influencing the other over time. References for these studies: Nelson, K. (1973). "Structure and strategy in learning to talk." Monographs of the Society for Research in Child Development 38 (1-2, Serial No. 149). Nelson, K. (1981). "Individual differences in language development: Implications for development and language." Developmental Psychology 17: 170-187. Hampson, J. and K. Nelson (1993). "The relation of maternal language to variation in rate and style of language acquisition." Journal of child language 20: 313-342. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 sabra2308 at gmail.com Wed Nov 28 03:26:34 2012 From: sabra2308 at gmail.com (sabra) Date: Wed, 28 Nov 2012 03:26:34 +0000 Subject: kindly view! Message-ID: I have uploaded the document for you to see using Good docs click here and just sign in with your email to view the document -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 chen at uga.edu Thu Nov 1 22:33:53 2012 From: chen at uga.edu (Liang Chen) Date: Thu, 1 Nov 2012 22:33:53 +0000 Subject: Univ. of Georgia Assistant/Associate professor position in voice disorders, dysphagia, or a related area Message-ID: The Department of Communication Sciences and Special Education at the University of Georgia invites applications for the position of Assistant/Associate Professor with expertise in voice disorders, dysphagia, or a related area. This is a tenure-track position. Responsibilities will include conducting a program of research, teaching at the undergraduate and graduate level, obtaining external funding, mentoring and advising students, and contributing to departmental, college, university, and professional service. Required Qualifications include an earned doctorate in speech-language pathology or related field (or degree to be awarded before the position?s start date); ability to teach graduate and undergraduate courses in such areas as voice disorders, dysphagia, motor speech disorders, or speech and voice science; demonstrated potential for scholarly productivity in one or more of these areas, including demonstrated potential for obtaining external funding; and demonstrated commitment to professional interactions and service. Rank and salary will be commensurate with experience and qualifications. Appointment will be for the regular nine-month academic year. Application Procedures: Applicants should submit a letter of application that describes a research focus and teaching interests; curriculum vitae; two samples of scholarly or professional writing; and undergraduate and graduate transcripts. Three letters of recommendation should be submitted on the applicant?s behalf directly by the letter writers. Submit all materials as printed hard copies to Liang Chen, Ph.D. Search Committee Chair Dept. of Communication Sciences and Special Education 542 Aderhold Hall The University of Georgia Athens, GA 30602 Questions may be addressed to Dr. Chen by email at chen at uga.edu. Review of applications will begin December 1, 2012, and continue until the position is filled. The starting date for the position will be August 5, 2013. The Communication Sciences and Disorders program is the only CAA-accredited program in Georgia that offers a doctoral degree in communication sciences and disorders. For information about the University of Georgia visit www.uga.edu; for Athens and Georgia visit www.visitathensga.com and www.georgia.gov; and for information about our program, visit us online at www.coe.uga.edu/csse. The University of Georgia is an Equal Opportunity, Affirmative Action Institution. The Department encourages applications from all qualified persons and does not discriminate on the basis of race, color, religion, gender, national origin, disability, veteran status, or sexual orientation. Persons who need assistance with the accessibility of materials related to this search are encouraged to contact the search committee chair. Hiring is contingent on proof of eligibility to work in the United States and completion of a background check, among other requirements. This position is contingent on the continued availability of funding. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 Florence.Chenu at univ-lyon2.fr Sat Nov 3 21:57:17 2012 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu (FC)) Date: Sat, 3 Nov 2012 22:57:17 +0100 Subject: Early Language Acquisition 2012, 5-7 Dec 2012, Lyon, France Message-ID: *********************************** REGISTRATION DEADLINE APPROACHING : November, the 5th ************************************ (la version fran?aise suit / French version follows) ELA 2012 ? English version The third ELA conference will be held on Dec. 5-7, 2012, in Lyon, France. The main theme of the conference is early language acquisition with a focus on the role of input, in both normal and atypical development. The conference will encompass research on the following topics: - Language development before the age of 3: phonetics, phonology, lexicon, morphosyntax - Input and language acquisition - Spoken production and gestures - Crosslinguistic comparisons - Typical and atypical language development The conference will consist of plenary lectures, paper sessions and poster sessions. The languages of the conference will be French and English. Keynote Speakers ---------------------- We are very pleased to announce the following keynote speakers: - Elena Lieven, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Germany - Steven Gillis, Department of Linguistics, University of Antwerp, Belgium - Stephanie Stokes, Department of communication disorders, University of Canterbury, New-Zealand - Luca Surian, Department of Cognitive Sciences and Education and Center for Mind/Brain Sciences University of Trento, Italy - St?phanie Barbu, Laboratoire d??thologie animale et humaine, Universit? Rennes 1, France Provisional programme ---------------------- See end of this mail or http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/PageWeb/pdf/ProvisionalTimetable.pdf Scientific Committee ---------------------- Ranka Bijeljac-Babic, University of Poitiers, France Dorthe Bleses, University of Odense, Denmark Marc Bornstein, NIH, USA M?lanie Canault, University of Lyon, France Jean-Pierre Chevrot, University Grenoble 3, France Anne Christophe, ENS Paris, France Eve Clark, Stanford University, USA Jean-Marc Colletta, University of Grenoble, France Barbara Davis, University of Texas at Austin, USA Annick De Houwer, University of Erfurt, Deutschland Christelle Dodane, University Paul Val?ry, France Paula Fikkert, Radboud University, The Netherlands Roberta Golinkoff, University of Delaware, USA Sybille Gonzalez, University of Lyon, France Harriet Jisa, University of Lyon, France Kova?evi?, Melita, University of Zagreb, Croatia Aylin K?ntay, University Ko? , Turkey Florence Labrell, University of Reims, France Bernard L?t?, University of Lyon, France Karine Martel, University of Caen, France Danielle Matthews, University of Sheffield, UK Alyah Morgenstern, University Sorbonne Nouvelle - Paris 3, France Bhuvana Narasimhan, University of Colorado, USA Thierry Nazzi, University of Paris-Descartes, France Miguel Pereira, University of Santiago de Compostela, Spain Yvan Rose, Memorial University of Newfoundland, Canada Caroline Rossi, University of Lyon, France Anne Salazar-Orvig, University of Paris La Sorbonne, France Alessandra Sansavini, University of Bologna, Italia Elin Thordardottir, University McGILL, Canada Anne Vilain, University of Stendhal, France Pascal Zesiger, University of Gen?ve, Switzerland Organizing committee ---------------------- Mehmet-Ali Akinci (DDL) Nathalie Bedoin (DDL) Linda Brendlin (DDL) Florence Chenu (DDL) Christophe Coup? (DDL) Christophe dos Santos (Universit? de Tours) Fr?d?rique Gayraud (DDL) Harriet Jisa (DDL) Sophie Kern (Responsable) (DDL) Egidio Marsico (DDL) Audrey Mazur Palandre (ICAR) Khadija Mhafoud (DDL) Sophie Rimbaud (DDL) Darine Saidi (DDL) Faustine Sanchez (DDL) FOR MORE INFORMATION ---------------------- Email : ela2012 at ish-lyon.cnrs.fr Visit http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/ Conf?rence ELA 2012 - Version fran?aise ************************************ DATE LIMITE D?INSCRIPTION : 5 novembre 2012 ************************************ La troisi?me ?dition de la conf?rence ELA se tiendra du 5 au 7 d?cembre 2012 ? Lyon, France. La th?matique principale de la conf?rence est l?acquisition pr?coce du langage avec une emphase particuli?re sur le r?le de l?input sur le d?veloppement normal et pathologique. La conf?rence porte sur les th?mes suivants : -D?veloppement du langage avant 3 ans : phon?tique, phonologie, lexique et morphosyntaxe -Input et acquisition du langage -Production orale et gestes -Comparaisons translinguistiques -D?veloppement typique et atypique du langage La conf?rence se composera de conf?rences invit?es, de communications orales et affich?es. Les langues officielles de la conf?rence sont le fran?ais et l?anglais. Conf?renciers invit?s ---------------------- Nous sommes heureux d?annoncer les conf?renciers invit?s suivants : - Elena Lieven, D?partement de psychologie d?veloppementale et comparative, Institut Max Planck d?anthropologie, Allemagne - Steven Gillis, D?partement de linguistique, Universit? d?Anvers, Belgique - Stephanie Stokes, D?partement des troubles de la communication, Universit? de Canterbury, Nouvelle-Z?lande - Luca Surian, D?partement de sciences cognitives et ?ducation et Centre pour les sciences de l?Esprit/Cerveau, Universit? de Trente, Italie - St?phanie Barbu, Laboratoire d??thologie animale et humaine, Universit? de Rennes1, France Comit? scientifique ---------------------- Ranka Bijeljac-Babic, Universit? de Poitiers, France Dorthe Bleses, Universit? d?Odense, Danemark Marc Bornstein, NIH, USA M?lanie Canault, Universit? de Lyon, France Jean-Pierre Chevrot, Universit? Grenoble 3, France Anne Christophe, ENS Paris, France Eve Clark, Universit? de Stanford, USA Jean-Marc Colletta, Universit? de Grenoble, France Barbara Davis, Universit? du Texas ? Austin, USA Annick De Houwer, Universit? d?Erfurt, Allemagne Christelle Dodane, Universit? Paul Val?ry, France Paula Fikkert, Universit? de Radboud, Hollande Roberta Golinkoff, Universit? du Delaware, USA Sybille Gonzalez, Universit? de Lyon, France Harriet Jisa, Universit? de Lyon, France Kova?evi?, Melita, Universit? de Zagreb, Croatie Aylin K?ntay, Universit? Ko?, Turkey Florence Labrell, Universit? de Reims, France Bernard L?t?, Universit? de Lyon, France Karine Martel, Universit? de Caen, France Danielle Matthews, Universit? de Sheffield, Angleterre Alyah Morgenstern, Universit? Sorbonne Nouvelle - Paris 3, France Bhuvana Narasimhan, Universit? du Colorado, USA Thierry Nazzi, Universit? Paris-Descartes, France Miguel Pereira, Universit? de Santiago de Compostelle, Espagne Yvan Rose, Universit? Memorial de Terre-Neuve, Canada Caroline Rossi, Universit? de Lyon, France Anne Salazar-Orvig, Universit? de Paris La Sorbonne, France Alessandra Sansavini, Universit? de Bologne, Italie Elin Thordardottir, Universit? McGill, Canada Anne Vilain, Universit? Stendhal, France Pascal Zesiger, Universit? de Gen?ve, Suisse Comit? d?organisation ---------------------- Mehmet-Ali Akinci (DDL) Nathalie Bedoin (DDL) Linda Brendlin (DDL) Florence Chenu (DDL) Christophe Coup? (DDL) Christophe dos Santos (Universit? de Tours) Fr?d?rique Gayraud (DDL) Harriet Jisa (DDL) Sophie Kern (Responsable) (DDL) Egidio Marsico (DDL) Audrey Mazur Palandre (ICAR) Khadija Mhafoud (DDL) Sophie Rimbaud (DDL) Darine Saidi (DDL) Faustine Sanchez (DDL) POUR PLUS D?INFORMATIONS ---------------------- Email : ela2012 at ish-lyon.cnrs.fr Web : http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/ Programme provisoire / Provisional programme ---------------------- http://www.ddl.ish-lyon.cnrs.fr/colloques/ELA2012/PageWeb/pdf/ProvisionalTimetable.pdf 5-d?c 8:15 Accueil/Registration 9:00 S. Stokes, "Learning in Emerging Lexicons: Crosslinguistic Evidence" 10:00 "The interaction of cognitive and articulatory skills in phonological acquisition. " Marta Szreder 10:30 Pause caf? / Coffee break 11:00 "Why is Danish so hard to acquire? ", Laila Kj?rb?k, Dorthe Bleses, Hans Basb?ll" 11 :30 "Comparaison de l'acquisition des consonnes dans les mots lexicaux et dans les mots grammaticaux", Naomi Yamaguchi, Annie Rialland 12 :00 "Discours adress? ? l'enfant francophone et acquisition phonologique" Damien Chabanal 12 :30 Pause d?jeuner / Lunch break 14:00 "Crosslinguistic differences in the availability of syntactic cues for noun categorization in child-directed speech?, Sara Feij?o, Elisabet Serrat 14:30 "Do children use abstract syntactic representations from very early? Four experiments using the preferential looking technique with 2 and 3-year old children learning Spanish?, Javier Aguado-Orea, Martha Casla, Ana Prior, Eva Murillo, Irene Rujas, Sonia Mariscal 15:30 "Input - output relations in the early acquisition of the Hebrew verb?, Orit Ashkenazi, Dorit Ravid, Bracha Nir, Steven Gillis 16:00 Pause caf? / Coffee break 16:30 "On-line processing of Subject and Object Relative Clauses in Adults and Infants? Flavia Adani, Adrienne Scutellaro, Megha Sundara, Nina Hyams 17:00 L. Surian ?Should we see language and conversation as the keys to understand cognitive development? A talk in honor of Michael Siegal" 18:30 "ap?ritif de bienvenue / welcome aperitif" 6-D?c 9:00 S. Barbu "Socio-economic status and gender influences on early language acquisition: input exposure and developmental dynamics over the preschool years." 10:00 "Input Effects on the Acquisition of Finiteness", Matthew Rispoli, Pamela Hadley 10:30 Pause caf? / Coffee break 11:00 "Dyadic co-regulation, affective intensity and maternal communicative style at 12 months: a comparison among extremely preterm and full-term dyads. ", Sansavini Alessandra, Veronica Zavagli, Annalisa Guarini, Silvia Savini 11:30 "First language development in full term and preterm low risk children. ", Miguel P?rez-Pereira, Mariela Resches, Pilar Fern?ndez, Marisa G?mez-Taibo 12:00 "Left and right dislocations in French and English: A bilingual case study", Coralie Herv? 12:30 "The effects of input and interaction on early 2L1 acquisition: a longitudinal case study", Francesca La Morgia 13:00 Pause d?jeuner / Lunch break 14:00 Poster session 16:00 Pause caf? / Coffee break 16:30 "Young Children Search to Understand Under- and Over-informative Utterances", Tiffany Morisseau, Danielle Matthews, Catherine Davies 17:00 S. Gillis, "Will they ever catch up? The effects of auditory depreviation and cochlear implantation on language acquisition" 19:45 Dinner & Cruise / D?ner croisi?re 7-D?c 9:00 "Norwegian children's first words", Nina Garmann, Hanne Simonsen, Kristian Kristoffersen 9:30 "Developing a Valid Parent Report Instrument of Early Language Development for Turkish-Speaking Children from Different Socio-Educational Backgrounds", Bur?ak Akt?rk, Aylin K?ntay, Ayhan Aksu-Ko? 10:00 "The effect of mothers' input on children's spontaneous constructions of motion events: Evidence from German early child language", Eva Freiberger 10:30 Pause caf? / Coffee break 11:00 "Mum is from London, baby is born in the South West: How accent exposure shapes early word representations", Claire Delle Luche, Samantha Durrant, Caroline Floccia, Joseph Butler, Jeremy Goslin 11 :30 "The role of pitch and final lengthening in infants' prosodic boundary processing ? Evidence from behavioral and electrophysiological investigations", Julia Holzgrefe, Caroline Schr?der, Barbara H?hle, Isabell Wartenburger 12:00 "Intermodal synchrony as a form of maternal responsiveness is associated with language development", Iris Nomikou, Katharina J. Rohlfing 12:30 Pause d?jeuner / Lunch break 14:00 E. Lieven 15:00 "Suffix-stem interface in the early acquisition of German noun plurals", Sabine Laaha 15:30 "The shape of the input frequency distribution affects novel morphology learning", Anne-Kristin Cordes, Grzegorz Krajewski, Elena Lieven 16:00 "The use of gender information in lexical processing in Czech 23-month-olds: an eyetracking study", Filip Smol?k 16:30 Farewell drink Posters 1 A case study on the early Acquisition of Voice by a German-Greek bilingual child. Katerina Zombolou, Artemis Alexiadou 2 A Comparative Study of the Degree of Transparency of Split Intransitivity in Adult Input and It Effects on the Emerging Patterns of Intransitive Verbs in Healthy, Monolingual Children Learning Spanish or Italian. John Ryan 3 Acoustic study of speech production of French children wearing cochlear implants. Lucie Scarbel, Anne Vilain, H?l?ne Loevenbruck, S?bastien Schmerber 4 Acquiring the adjective alternation in French: can the input explain child usage? Gwendoline Fox 5 Acquisition de veux et de donne par deux enfants de langue fran?aise entre 1;06 et 2.06. Veroniqque Devianne 6 Age or experience? The influence of age at implantation and child directed speech on language development in young children with cochlear implants. Gisela Szagun 7 Applying the Index of Grammar, a Polish adaptation of H. Scarborough's Index of Productive Syntax, to the analysis of late talker's samples of speech. Magdalena Smoczynska, Magdalena Kocha?ska, Anna Stypu?a 8 Associations between early language and features of mother-child interaction in very-low-birth-weight children. Suvi Stolt, Riikka Korja, Jaakko Matom?ki, Helena Lapinleimu, Leena Haataja, Liisa Lehtonen 9 Comment des enfants de 3-4 ans encodent-ils des situations causatives en fran?ais et en bulgare ? R?les des aspects s?mantiques et Syntaxiques. Yanka Bezinska, Jean?Pierre Chevrot, Iva Novakova 10 Common Ground About Object Use Predicts Gesture Production in Infancy. Nevena Dimitrova 11 Correlations of Action Words, Body Parts, and Argument Structure in Maternal and Child Speech. Josita Maouene, Nitya Sethuraman, Mounir Maouene 12 Croatian CDI and Croatian Child Language Frequency Dictionary. Melita Kovacevic 13 Developmental Trajectory of the Acquisition of Arabic Verbal Morphology. Maha Foster 14 Does prosody of Child-Directed Speech inform preverbal children about adult's intentions? Karine Martel, Christelle Dodane, Marc Aguert 15 Early discrimination of declarative and question intonation. Joseph Butler, Sonia Frota, Marina Vig?rio 16 Effect of early bilingual exposure on children with Primary Language Impairment. Elin Thordardottir 17 Etayage verbal dans des dyades m?re-enfant avec et sans troubles du d?veloppement du langage: influence de l'activit?. Genevi?ve de Weck, Stefano Rezzonico 19 French-speaking 14-month-olds are fast to detect a voiceless-to-voiced mispronunciation, but not the reverse: An ERP picture-word study. Jane J?hr, Marina Laganaro, Uli Frauenfelder, Pascal Zesiger 20 Future Talk and Lexical Input. A Study with Two Social Groups from Argentina. Celia Rosemberg, Florencia Alam, Alejandra Stein 21 Gender and declension classes in early Norwegian child language. Yulia Rodina, Marit Westergaard 22 Hearing relative clauses boosts relative clause usage (and referential clarity) in young Turkish language learners. Aylin K?ntay 23 How does language input and dominance play a role in 14-month-old monolingual and bilingual Dutch infants' consonant and vowel perception? Liquan Liu, Ren? Kager 24 How parents talk to their infants: Exploring the effects of speech style on VOT. Melanie Fish, Adrian Garcia?Sierra, Nairan Ramirez?Esparza, Patricia Kuhl 25 Implicit word learning and verb knowledge in infants with typical and delayed language. Erica Ellis, Donna Thal, Stephanie Stokes, Jeff Elman, Julia Evans 26 Interaction pattens of parents and children with different degrees of hearing Liesbeth Vanormelingen, Steven Gillis 27 Interactional roots of person morphology in Spanish verbs Rojas?Nieto Cecilia 28 Interplay between what input offers and what child takes: Modal morphology in Turkish. Ayhan Aksu?Ko?, Eser Erguvanl? Taylan, Treysi Terziyan 29 La valeur r?f?rentielle de ? c'est ? dans le discours de jeunes enfants en dialogue. Christine da Silva, Julien Heurdier, Marine Le Men?, Anne Salazar Orvig 30 Language Development in the Absence of Input: Evidence from an enriched case study of a young bilingual child. Barbara Lust, Suzanne Flynn, Sujin Yang, Carissa Kang, Seong Won Park 31 Language profiles of preschoolers displaying externalizing behaviors. C?line Van Schendel Brisack, Marie? Anne Schelstraete, Isabelle Roskam 32 Learning indirect speech acts from the input ? a corpus-based study from a usage-based perspective. Ursula Kania 33 Maternal response patterns to infant vocalisations: A comparison of at-high-risk-for-autism (HR) infants and a group of low-risk (LR) infant controls. Jean Quigley, Sinead McNally 34 Mummy, ask me! I will give you an answer! Feyza T?rkay 35 Narrative profiles of young vietnamese children with externalizing behaviours and language impairment. Thi V?n Hoang 36 On ?negative evidence': Russian CDS in comparison with Austrian-German, French and Lithuanian. Victoria Kazakovskaya 37 Parental use of content words and child vocabulary size at age 2;6. Ulrika Marklund, Ulla Sundberg, Ellen Marklund, Iris?Corinna Schwarz 38 Phonological representation of words during silent naming. C?line Ngon, Sharon Peperkamp 39 Precursors to speech and language development in typically-developing infants and infants with Down syndrome. Emily Mason?Apps, Vesna Stojanovik, Carmel Houston?Price 40 Processus d'appropriation des articles chez des enfants francophones entre 1 et 3 ans : r?le des modalit?s interactionnelles et fonctionnement cognitivo-langagier. Tiphanie Bertin 41 Siblings' use of co-speech gestures and infants' vocabulary development. Paul Vogt, J. Douglas Mastin 42 Stability of Language from Childhood and Adolescence: A Multi-Age, -Domain, -Measure, and -Source Study. Marc Bornstein 43 The acquisition of infinitival constructions in European Portuguese: from bare forms to embedding. Carla Soares?Jesel 44 The form and function of early finite complement constructions: A diary-based case study. Bahar Koymen, Elena Lieven, Silke Brandt 46 The relationship between context of acquisition and vocabulary development. Rachael Pineo, Elin Thordardottir 47 The role of input in pronominal ?errors? when two French-speaking children refer to self. St?phanie Caet 48 The semantic and synchronic relationship between gestures and talk in a mixed-method analysis: what about 6-year old children? Audrey Mazur?Palandre 49 Vocal-manual coordination in child vs adult in two deictic tasks, Anne Vilain, Coriandre Vilain 50 When do children begin to use grammar productively? The case of French deaf children with Cochlear Implant, Ignacio Moreno?Torres, Marie?Th?r?se Le Normand 51 Whoops! ? Spill Cries as Indicators of Cognitive Development in Early Childhood, Ulrike Stange -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 mblume at utep.edu Mon Nov 5 01:31:56 2012 From: mblume at utep.edu (Blume, Maria) Date: Sun, 4 Nov 2012 17:31:56 -0800 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl Message-ID: Dear Colleagues: A friend of mine is adopting a 9 year-old Russian girl. The family lives in El Paso, TX. The family language is Spanish and the language the child would be schooled in would be primarily English. They are planning to home school her for the some months until she adapts to the family and the language change, and have her tested in Russian first to see how she is doing cognitively and linguistically since this is a child who has spent many years in an orphanage. The family is learning Russian but obviously their Russian is very basic. They have found a Russian speaker here at our university who can help tutor her in English and there is a chance they may find a Russian-Spanish bilingual in nearby Ciudad Ju?rez to help with Spanish. In principle they do not want to change the home language from Spanish to English. The mother asked me for advice but I do not have much experience in late childhood trilingualism. I advised that since the child is going to stay at home at first, Spanish should be introduced first so that she feels comfortable in the home environment and later could English be introduced. Could you please give me your advise so that I can tell the mother on Should they introduce one language first or both at the same time? What would be indicators that the child is ready for the second language if they introduce one first? Any bibliography suited for university-educated parents who are not experts in language (mother is a translator, the father is a doctor) or any practical tips? Thanks in advance for your responses Mar?a Mar?a Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/Sbtqa9Z0iGAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mblume at utep.edu Mon Nov 5 01:35:11 2012 From: mblume at utep.edu (Blume, Maria) Date: Sun, 4 Nov 2012 17:35:11 -0800 Subject: Position announcement. Bilingual Education. University of Texas at El Paso. Message-ID: Dear Colleagues: Would you please help me spread the word on this position? I am sure many of you have collaborators and students in Bilingual Education, as I do. Please note that the November 1st date is not a deadline. Applications will be received until the position is filled. Dear Professor: I?m writing to inform you of an opening for candidates at the Associate or Professor levels the Department of Teacher Education at The University of Texas at El Paso. A copy of the position ad is attached. We ask that you inform other colleagues of this position and, if you have an interest in it yourself, we would welcome your application. You may view the department on-line at the following: http://coe.utep.edu/ted/ Very sincerely, Mar?a Mar?a Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/A0o-T_HFQYEJ. 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: CoED_TED_Bilingual_Ad_13-03.doc Type: application/msword Size: 34304 bytes Desc: not available URL: From vvvstudents at gmail.com Mon Nov 5 15:46:19 2012 From: vvvstudents at gmail.com (vvvstudents at gmail.com) Date: Mon, 5 Nov 2012 07:46:19 -0800 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6c424da4-fd22-4c04-a85d-e5e0fedb990b@googlegroups.com> Message-ID: You didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/PjIEmmoRJTgJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vvvstudents at gmail.com Mon Nov 5 15:49:14 2012 From: vvvstudents at gmail.com (Virginia Valian) Date: Mon, 5 Nov 2012 10:49:14 -0500 Subject: international adoptees Message-ID: The post didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- Virginia Valian Distinguished Professor Department of Psychology, Hunter College PhD Programs in Linguistics, Psychology, and Speech-Language-Hearing Sciences, CUNY Grad Center vvvstudents at gmail.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rusnakes at gmail.com Mon Nov 5 16:03:24 2012 From: rusnakes at gmail.com (Emily Rusnak) Date: Mon, 5 Nov 2012 11:03:24 -0500 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6c424da4-fd22-4c04-a85d-e5e0fedb990b@googlegroups.com> Message-ID: Hi Maria, As someone who adopted an older child from the foster care system in the US, I might suggest that the family also look seriously into mental health services for the child. Older children often have complex issues that do not present themselves before or at placement (the honeymoon period). I have known many families adopting older children from orphanages that later regret not having addressed the mental health piece early and often, as they were much more (rightfully so) focused on language acquisition and transitioning the child to a new culture. Child mental health outcomes appear to be connected with the number of traumas experienced by the child, as well as the number of placements before adoption. Just my two cents! Language was a huge concern for us as well on placement, as our daughter was very delayed with language skills. However, she ultimately picked up language skills quickly as her delays were secondary to environmental risk, not a true language disorder. We did not have the second/third language issue, but we did have a substantial dialect shift with which to contend. I hope their placement goes smoothly and successfully-- Emily Rusnak Assistant Professor Bowling Green State University Bowling Green, OH 43403 On Sun, Nov 4, 2012 at 8:31 PM, Blume, Maria wrote: > Dear Colleagues: > > A friend of mine is adopting a 9 year-old Russian girl. The family lives > in El Paso, TX. The family language is Spanish and the language the child > would be schooled in would be primarily English. > > They are planning to home school her for the some months until she adapts > to the family and the language change, and have her tested in Russian first > to see how she is doing cognitively and linguistically since this is a > child who has spent many years in an orphanage. The family is learning > Russian but obviously their Russian is very basic. They have found a > Russian speaker here at our university who can help tutor her in English > and there is a chance they may find a Russian-Spanish bilingual in nearby > Ciudad Ju?rez to help with Spanish. > > In principle they do not want to change the home language from Spanish to > English. The mother asked me for advice but I do not have much experience > in late childhood trilingualism. I advised that since the child is going to > stay at home at first, Spanish should be introduced first so that she feels > comfortable in the home environment and later could English be introduced. > > Could you please give me your advise so that I can tell the mother on > > Should they introduce one language first or both at the same time? > What would be indicators that the child is ready for the second language > if they introduce one first? > Any bibliography suited for university-educated parents who are not > experts in language (mother is a translator, the father is a doctor) or any > practical tips? > > Thanks in advance for your responses > > Mar?a > > Mar?a Blume > Assistant Professor > Department of Languages and Linguistics > Liberal Arts Building, Room 119 > University of Texas at El Paso > El Paso, TX 79968 > mblume at utep.edu > 915-747-6320 > > Director of the UTEP Language Acquisition and Linguistics Research Lab > Liberal Arts Building, Room 111 > University of Texas at El Paso > El Paso, TX 79968 > 915-747-7024 > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to 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/-/Sbtqa9Z0iGAJ. > 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 mblume at utep.edu Mon Nov 5 16:23:53 2012 From: mblume at utep.edu (Blume, Maria) Date: Mon, 5 Nov 2012 09:23:53 -0700 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: <6922ff51-b9c3-4776-ba99-586abe9f2ad5@googlegroups.com> Message-ID: Thank you for the references. These parents have already adopted another Russian girl and she is doing great, now speaking both English and Spanish, but she was adopted when she was only 18 months old, so the 9 year-old will be a greater challenge no-doubt. Mar?a Mar?a Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 From: "vvvstudents at gmail.com" > Reply-To: "info-childes at googlegroups.com" > Date: Monday, November 5, 2012 8:46 AM To: "info-childes at googlegroups.com" > Subject: Re: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl You didn't say how much research the prospective parents of the 9-year-old Russian child have done on the daunting challenges facing international adoptees and their adoptive parents. If the prospective parents have not done much research, here are some places they might start: http://www.waisman.wisc.edu/childemotion/WIAP.html http://www.ncbi.nlm.nih.gov/pubmed/21413938 http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=8509409 At BUCLD 37 on 4 November 2012 , Audrey Delcenserie & Fred Genesee presented stunning data documenting the long-lasting language delays in Chinese children adopted between the ages of 7 and 24 months and reared in a monolingual French-speaking environment. Inge-Marie Eigsti has also worked extensively on the language outcomes of internationally adopted children, and here is a link to one of her and her colleagues' papers: http://eigsti.psy.uconn.edu/Eigsti_IntAdop_2011.pdf Any of these individuals would have a great deal to contribute to anyone considering adoption. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/PjIEmmoRJTgJ. 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 mblume at utep.edu Mon Nov 5 20:07:11 2012 From: mblume at utep.edu (Blume, Maria) Date: Mon, 5 Nov 2012 13:07:11 -0700 Subject: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl In-Reply-To: Message-ID: Thanks so much. I am sure they will find this advise most valuable. They previously had adopted an 18 month-old but they are aware that this case is going to be a lot more challenging. I am glad your child is doing great. Mar?a Mar?a Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 From: Emily Rusnak > Reply-To: "info-childes at googlegroups.com" > Date: Monday, November 5, 2012 9:03 AM To: "info-childes at googlegroups.com" > Subject: Re: Advise for Spanish-English bilingual family adopting a 9-year-old Russian girl Hi Maria, As someone who adopted an older child from the foster care system in the US, I might suggest that the family also look seriously into mental health services for the child. Older children often have complex issues that do not present themselves before or at placement (the honeymoon period). I have known many families adopting older children from orphanages that later regret not having addressed the mental health piece early and often, as they were much more (rightfully so) focused on language acquisition and transitioning the child to a new culture. Child mental health outcomes appear to be connected with the number of traumas experienced by the child, as well as the number of placements before adoption. Just my two cents! Language was a huge concern for us as well on placement, as our daughter was very delayed with language skills. However, she ultimately picked up language skills quickly as her delays were secondary to environmental risk, not a true language disorder. We did not have the second/third language issue, but we did have a substantial dialect shift with which to contend. I hope their placement goes smoothly and successfully-- Emily Rusnak Assistant Professor Bowling Green State University Bowling Green, OH 43403 On Sun, Nov 4, 2012 at 8:31 PM, Blume, Maria > wrote: Dear Colleagues: A friend of mine is adopting a 9 year-old Russian girl. The family lives in El Paso, TX. The family language is Spanish and the language the child would be schooled in would be primarily English. They are planning to home school her for the some months until she adapts to the family and the language change, and have her tested in Russian first to see how she is doing cognitively and linguistically since this is a child who has spent many years in an orphanage. The family is learning Russian but obviously their Russian is very basic. They have found a Russian speaker here at our university who can help tutor her in English and there is a chance they may find a Russian-Spanish bilingual in nearby Ciudad Ju?rez to help with Spanish. In principle they do not want to change the home language from Spanish to English. The mother asked me for advice but I do not have much experience in late childhood trilingualism. I advised that since the child is going to stay at home at first, Spanish should be introduced first so that she feels comfortable in the home environment and later could English be introduced. Could you please give me your advise so that I can tell the mother on Should they introduce one language first or both at the same time? What would be indicators that the child is ready for the second language if they introduce one first? Any bibliography suited for university-educated parents who are not experts in language (mother is a translator, the father is a doctor) or any practical tips? Thanks in advance for your responses Mar?a Mar?a Blume Assistant Professor Department of Languages and Linguistics Liberal Arts Building, Room 119 University of Texas at El Paso El Paso, TX 79968 mblume at utep.edu 915-747-6320 Director of the UTEP Language Acquisition and Linguistics Research Lab Liberal Arts Building, Room 111 University of Texas at El Paso El Paso, TX 79968 915-747-7024 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/Sbtqa9Z0iGAJ. 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 Ben.Ambridge at liverpool.ac.uk Thu Nov 8 12:23:45 2012 From: Ben.Ambridge at liverpool.ac.uk (Ambridge, Ben) Date: Thu, 8 Nov 2012 12:23:45 +0000 Subject: Corpus studies of locatives Message-ID: Dear colleagues Does anyone know of any naturalistic-data studies of the English locative constructions? We'd like to get some sense of whether the figure- or ground-locative (if either), seems to be acquired first, and which verbs children start out using in each. Thanks Ben === Dr Ben Ambridge University of Liverpool -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 macw at cmu.edu Thu Nov 8 22:16:30 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 8 Nov 2012 17:16:30 -0500 Subject: Streaming audio Message-ID: Dear Info-CHILDES, It appears that the update to Mountain Lion on Apple machines resulted in a problem with the audio during streaming web playback (Web CLAN and TalkBank browser) for some older video files with Sorenson compression. This problem only impacts Apple hardware, only machines produced during 2007-2009, only machines with Mountain Lion, and only the videos that used Sorenson compression. Hopefully Apple will fix this, but we are not holding our breath. There is little we can do on our side to fix this other than to shift to a totally new way of streaming video, such as HTML5. Eventually, we may consider doing this. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From hkasuya at gmail.com Wed Nov 14 15:55:29 2012 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Thu, 15 Nov 2012 00:55:29 +0900 Subject: JSLS 2013 Call for Papers Message-ID: Japanese Society for Language Sciences 15th Annual International Conference (JSLS2013) Call for Papers The Japanese Society for Language Sciences (JSLS) invites proposals for our Fifteenth Annual International Conference (JSLS2013). JSLS2013 will be held at Kwassui Women?s University, Nagasaki, Japan. Kwassui Women?s University is located in Nagasaki City, two hours from Fukuoka, the nearest major international airport. We welcome proposals for two types of presentations: (1) oral presentations and (2) poster presentations. JSLS is a bilingual conference and papers and posters may be presented in either English or Japanese. Submissions are invited in any area related to language sciences. Conference Dates: June 28th (Fri) ? June 30th (Sun), 2013 (The conference will have a break in the morning of June 30 and will resume in the afternoon.) Our plenary speakers will be: James McClelland (Stanford University) Ayumi Ueyama (Kyushu University) The deadline for submission of abstracts is February 8th (Fri), 2013 (Japan Standard Time). For more detailed information on the submission process, please visit the conference webpage, http://www.jslsweb.sakura.ne.jp/jsls2013/ JSLS2013 Conference Committee Chair Akihiro Kano (Kwassui Women?s University, Japan) For inquiries, please contact us at jsls2013-conf at googlegroups.com JSLS: http://www.jsls.jpn.org/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jill.hohenstein at kcl.ac.uk Thu Nov 15 08:40:58 2012 From: jill.hohenstein at kcl.ac.uk (Hohenstein, Jill) Date: Thu, 15 Nov 2012 08:40:58 +0000 Subject: ESRC studentships at King's College London In-Reply-To: <01D009655DA29C419135BCF03763125B0F5D43F8@DB3PRD0311MB403.eurprd03.prod.outlook.com> Message-ID: KING?S ESRC STUDENTSHIPS IN LINGUISTICS and/or LANGUAGE, MEDIA & CULTURE ESRC Studentships for September 2013 are available at King?s College London, in the thematic area Language Media & Culture (LMC) (http://www.kcl.ac.uk/study/pg/school/dtc/research-themes/Theme10.aspx). LMC is part of the King?s Interdisciplinary Social Science Doctoral Training Centre (KISS-DTC), and it encompasses two broad pathways: * Language, discourse & communication (www.kcl.ac.uk/ldc), covering text & discourse analysis, linguistic ethnography, literacy studies, sociolinguistics, psycholinguistics, applied, educational, cognitive and corpus linguistics * Media & culture (http://www.kcl.ac.uk/artshums/depts/cmci/index.aspx and http://www.kcl.ac.uk/artshums/depts/filmstudies/index.aspx) You can either apply to one or other of these areas, or you can apply with a project that works across them. You should have very good qualifications and a clear research idea, and to apply, there are a number of steps to follow: 1) Identify a potential supervisor, referring to the relevant pathway webpages above. 2) Email the person you have identified, providing detailed information about your background, your qualifications, prior research methods training, and a research proposal. If after a careful look, you are unsure about who to contact, please send the material to ben.rampton at kcl.ac.uk writing ?ESRC Studentship? in the Subject. 3) If the person you have contacted encourages you, follow the application procedures outlined at http://www.kcl.ac.uk/study/pg/funding/sources/esrc.aspx. Check your eligibility very carefully, and confer with your potential supervisor if you?re unclear whether your project qualifies for funding from the ESRC rather than the Arts & Humanities Research Council (see www.kcl.ac.uk/study/pg/funding/sources/ESRCsubjectguide.pdf ) 4) As well as writing your studentship application ? the ?Case for Support? ? you need to apply for an ordinary/non-funded doctoral place through the online admissions portal: https://myapplication.kcl.ac.uk/. You?ll need to include a research proposal in the ordinary application, but do note the difference between this and the Studentship Case for Support. The CfS form asks specific questions and you can?t use more than 2 sides of A4. 5) The closing data for the ESRC Studentship applications is Friday 1 February 2013, 17.00hrs. If you?re encouraged to apply, start working on the forms well before this deadline. You will also need to contact your referees well in advance, to ensure that they have submitted their references by the deadline. If you need further advice, contact ldc at kcl.ac.uk inserting ?ESRC Studentships? in the message subject. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 patricia.matos.amaral at gmail.com Thu Nov 15 20:54:32 2012 From: patricia.matos.amaral at gmail.com (Patricia Amaral) Date: Thu, 15 Nov 2012 15:54:32 -0500 Subject: Digest for info-childes@googlegroups.com - 2 Messages in 2 Topics In-Reply-To: <0015175ce198eb338704ce10853f@google.com> Message-ID: Dear Info-CHILDES, Does anyone know of studies on how children perceive and interpret single vs repeated events? I'm interested in linguistic and/or psychological studies. Thank you very much! Patricia Patricia Amaral University of North Carolina at Chapel Hill ........................... pamaral at unc.edu http://sites.google.com/site/patriciamatosamaral/ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 vogt.pa at gmail.com Mon Nov 19 09:33:08 2012 From: vogt.pa at gmail.com (Paul Vogt) Date: Mon, 19 Nov 2012 10:33:08 +0100 Subject: Call for Papers: TiGeR 2013 Tilburg Gesture Research Meeting Message-ID: :: apologies for cross-postings :: CALL FOR PAPERS TiGeR 2013 http://tiger.uvt.nl/ Tilburg Gesture Research Meeting June 19-21, 2013 Deadline for submissions: February 20, 2013 TiGeR 2013 is the combined meeting of the 10th International Gesture Workshop (GW) and the 3rd Gesture and Speech in Interaction (GESPIN) conference, and is hosted by the Tilburg center for Cognition and Communication (TiCC) of Tilburg University, The Netherlands. During TiGeR 2013, we aim to bring together researchers working on empirical and technical approaches to gesture production and comprehension. The meeting will contain a special theme-session on theoretical and computational models of gesture and speech production. During this special session, we will discuss and compare competing models of the speech-gesture interface, both from an empirical and a technical perspective, with the following invited speakers: - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Catherine Pelachaud (CNRS, France) - Jan de Ruiter (Bielefeld University, Germany) Two other themes that we want to highlight during TiGeR 2013 are cross-cultural differences in gesture production/comprehension and language acquisition and gesture. These topics will be addressed by our invited speakers: - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Danielle Matthews (University of Sheffield, UK) TiGeR 2013 hopes to bring together researchers working on gesture from the social sciences and humanities as well as researchers from computer science and engineering, in order to further our understanding of human gesture production and improve the development of interactive systems that exploit gesture as a means of interacting with machines. We invite submissions on all topics related to gesture production and perception. Specific topics include, but are not limited to, the following list: Gesture research: - Gesture and speech or other natural modalities - Gesture and adaptation - Gesture and aphasia - Gesture in cross-cultural comparisons - Gesture in non-human primates - Gesture and individual differences - Gesture and language acquisition - Gesture and sign language - Gesture and multimodal dialogue - Gesture and embodied cognition - Gesture development and learning Gesture application: - Gesture in virtual and augmented reality - Automatic gesture recognition and/or generation - Gesture in embodied conversational agents - Gesture and social signal processing - Gesture for gaming and entertainment - Gesture for audio-visual applications - Gesture for therapy and rehabilitation - Gesture for education We invite papers for oral as well as for posters presentations. More detail about how to submit can be found here: http://tiger.uvt.nl/call-for-papers.html The following researchers have agreed to be members of the Program Committee: - Martha Alibali (University of Chicago, USA) - Elisabeth Andre (University of Augsburg, Germany) - Annelies Braffort (LIMSI-CNRS, France) - Alan Cienki (Vrije Universiteit, Amsterdam, The Netherlands) - Onno Crasborn (Radboud University, Nijmegen, The Netherlands) - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Sylvie Gibet (University of Bretagne Sud, France) - Marianne Gullberg (Lund University, Sweden) - Judith Holler (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Maciej Karpinski (Adam Mickiewicz University, Poznan, Poland) - Spencer Kelly (Colgate University, USA) - Michael Kipp (Saarland University, Germany) - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Anna Kuhlen (Humboldt Universit?t zu Berlin, Germany) - Ulf Liszkowski (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Max Louwerse (University of Memphis/University of Tilburg, USA/The Netherlands) - Danielle Matthews (University of Sheffield, UK) - Cornelia Muller (Europa Universit?t Viadrina Frankfurt/Oder, Germany) - Asli Ozyurek (Radboud University, Nijmegen & Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Catherine Pelachaud (CNRS at Telecom Paris Tech, France) - Pamela Perniss (Deafness, Cognition and Language Research Centre, UCL, UK) - Thies Pfeiffer (Bielefeld University, Germany) - Matthias Rehm (Aalborg University, Germany) - Miranda Rose (La Trobe University, Australia) - Eric Vatikiotis-Bateson (The University of British-Columbia, Canada) - Gabriella Vigliocco (University College London, UK) The TiGeR 2013 Organizing Committee: - Marieke Hoetjes, Tilburg University - Emiel Krahmer, Tilburg University - Lisette Mol, Tilburg University - Karin van Nispen, Tilburg University - Eric Postma, Tilburg University - Marc Swerts, Tilburg University - Paul Vogt, Tilburg University If you have any questions, please feel free to contact the organizers at tiger2013tilburg at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Mon Nov 19 11:16:09 2012 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Mon, 19 Nov 2012 03:16:09 -0800 Subject: Second Call for Papers - Child Language Seminar - June 2013 Message-ID: *Second Call for Papers for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013 * (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Norbury, Royal Holloway College, London *Call for papers:* Proposals are invited for papers and posters related to *all* aspects of child language acquisition and disorders. There are no key themes for CLS 2013 as we want to encourage proposals covering the full breadth of research relating to child language learning and developmental language disorders. To illustrate, proposals will be considered on children's first, simultaneous and/or subsequent language development, in areas such as grammar, phonology, lexicon, pragmatics, discourse, literacy, sign language, and psycholinguistic processing. The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by the abstract committee. * * *Presentation format* Proposals should indicate whether an oral presentation or poster is preferred. The organising committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. * * *Proposal format* Proposals must be written in English and include the following: * * *1. Cover Page:* Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) * * *2. Abstract:* Title of presentation Summary of research undertaken (300 words maximum, single spaced). One figure or table and up to 3 references may be added and will not be included in the word count. (Do not include authors' names) * * *Submitting proposals:* Proposals must be submitted in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) to Jenny.Freed at Manchester.ac.ukusing ?CLS Abstract Submission? as the subject of the email. You will receive an email back confirming receipt of your abstract. *Key dates:* Deadline for submission of abstracts: 1st January 2013 Notification of acceptance/rejection: 1st February 2013 Registration opens: 1st February 2013 Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 30th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Registration:* The registration fees are now listed on the CLS website. We are offering an early registration discount (deadline 30th April 2013) and a discount for students. Registration will open on 1st February 2013. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK?s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children?s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* There are many excellent places to stay in Manchester and good public transport links to and from the University. We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at a few hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details have now been added to the CLS website. Please follow the link on the website to make a booking. *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *Dr Jenny Freed* *Human Communication and Deafness* *University of Manchester* *Oxford Road Manchester* *M13 9PL* *0161 275 3433* *07818 496130* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/YfbpoF6kTzUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From elenan at ualberta.ca Mon Nov 19 23:47:42 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 19 Nov 2012 16:47:42 -0700 Subject: How idiosyncratic are 2-3 year olds' vocabularies? Message-ID: Dear colleagues, I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? Any leads would be much appreciated. Elena -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 Mon Nov 19 23:57:08 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 00:57:08 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Elena, Jean Berko-Gleason and Richard Ely worked things related to this issue. The children they studied were a bit older and the emphasis there was on different recording situations, but they found that there was a great deal of non-overlap across situations and also across children. Of course, this type of glass can be half full and half empty. Common function words are going to overlap; it is for the less frequent words that we find the strong non-overlap. Jean's corpora are in CHILDES and the papers are mostly from the late 1990s. Jean can provide more info. By the way, when you talk about "percentage of words", I wonder if you mean types or tokens? I assume you mean types. -- Brian MacWhinney On Nov 20, 2012, at 12:47 AM, Elena Nicoladis wrote: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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 elenan at ualberta.ca Tue Nov 20 00:00:05 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 19 Nov 2012 17:00:05 -0700 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <0557A11E-B029-4F43-8AE8-FF4C78080779@cmu.edu> Message-ID: Dear Brian, I'm thinking types. I've got some data for one-year olds: their vocabularies look pretty idiosyncratic to me, but I'd like something to compare to... Thanks for the lead to Jean's work: I didn't know about it! Much appreciated, Elena On Mon, Nov 19, 2012 at 4:57 PM, Brian MacWhinney wrote: > Dear Elena, > Jean Berko-Gleason and Richard Ely worked things related to this > issue. The children they studied were a bit older and the emphasis there > was on different recording situations, but they found that there was a > great deal of non-overlap across situations and also across children. Of > course, this type of glass can be half full and half empty. Common > function words are going to overlap; it is for the less frequent words that > we find the strong non-overlap. Jean's corpora are in CHILDES and the > papers are mostly from the late 1990s. Jean can provide more info. > By the way, when you talk about "percentage of words", I wonder if you > mean types or tokens? I assume you mean types. > > -- Brian MacWhinney > > On Nov 20, 2012, at 12:47 AM, Elena Nicoladis wrote: > > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 cbowen at ihug.com.au Tue Nov 20 00:08:11 2012 From: cbowen at ihug.com.au (Caroline Bowen) Date: Tue, 20 Nov 2012 11:08:11 +1100 Subject: Multilingual Children's Speech website launch In-Reply-To: Message-ID: Sharynne McLeod writes (14 November): Dear Colleagues Today the Multilingual Children's Speech website has been launched: http://www.csu.edu.au/research/multilingual-speech/ The purpose of this website is to present a compilation of resources for speech-language pathologists who are working with multilingual children with speech sound disorders and to partially address the following question: How do we "close the gap between the linguistic homogeneity of the profession and the linguistic diversity of its clientele"? (Caesar & Kohler, 2007, p. 198) The website contains the following information: *Overview: an overview about the site * Position paper: description of the Multilingual Children with Speech Sound Disorders: Position Paper * Languages: comparative information about 25 languages * Speech acquisition: a summary of speech acquisition for English + a compilation of information from 250 studies of monolingual speech acquisition around the world * Speech assessments: a list of 96 speech assessments (articulation and phonology) in languages other than English (including purchasing information) * Intelligibility in Context Scale: quick parent-report measure translated into 29 languages * Information about publications and the research team Some of the content on this website also may be useful for others who support monolingual and multilingual children's speech skills including educators, interpreters, other health and education professionals, families, and communities. Funding for this website has been made available from the Australian Research Council Future Fellowship (FT0990588) and I appreciate the support from colleagues from Charles Sturt University, as well as speech-language pathologists, phoneticians, linguists and others around the world have contributed to the development of this website. Specific contributions are acknowledged throughout the website; however, the generosity of others within the wider international community is acknowledged. Please use this website to make a difference in children's lives. Please share this information with your colleagues. Regards Sharynne Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190-200. Sharynne McLeod, PhD, CPSP, FSPA, ASHA Fellow Professor in Speech and Language Acquisition Australian Research Council Future Fellow Research Institute for Professional Practice, Learning and Education (RIPPLE) Charles Sturt University Panorama Ave, Bathurst, 2795 AUSTRALIA Phone 61-2-63384463; Fax 61-2-63384417 Email smcleod at csu.edu.au > http://www.csu.edu.au/faculty/educat/teached/staff/profiles/professor/mcleod _sharynne__,_._,___ -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 djacksonqro at gmail.com Tue Nov 20 00:13:36 2012 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 19 Nov 2012 18:13:36 -0600 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: You could probably figure that by using either one of the CDI programs: CLEX or LEX. Donna Jackson-Maldonado 2012/11/19 Elena Nicoladis > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Aut?noma de Quer?taro M?xico web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 dalep at unm.edu Tue Nov 20 01:15:41 2012 From: dalep at unm.edu (Philip Dale) Date: Tue, 20 Nov 2012 01:15:41 +0000 Subject: how idiosyncratic? Message-ID: I did a project a few years ago constructing an index of vocabulary typicality. Basically I asked, if a child has a vocabulary of, say, 37 words, how typical is each of those 37, relative to other children with vocabulary of the same size, based on the norming sample on the CDI? The measure had some useful psychometric properties, and the program that computed it could identify particularly atypical words in a given child?s vocabulary relative to vocabulary size. Autistic children showed up as quite atypical, as you would want, but children with simple language delay did not. For various reasons, that paper never got published, but I?d be willing to share it. Philip Dale -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 bpearson at research.umass.edu Tue Nov 20 01:52:50 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Mon, 19 Nov 2012 20:52:50 -0500 Subject: how idiosyncratic? In-Reply-To: <6618A51715035E4B9E651AABE824D9772931EE5A@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Dear Philip, Yes, please send. I sent something off-line to Elena, telling her about the word list at the end of Betty Hart's 1999 book that tells how many children and parents (of 42) said each word on the list at 3 different ages, with an indication of how common the word was. I said I thought a mathematician could turn it into essentially what you describe. I started to put "a mathematician like Phil Dale," but in the end, I deleted the Phil Dale part. Looks like I was right! Or rather, wrong to delete it. Cheers, Barbara Btw, I find that many people do not know about the 1999 book: The Social World of Children Learning to Talk. Lots of fascinating stuff in it. On Nov 19, 2012, at 8:15 PM, Philip Dale wrote: > I did a project a few years ago constructing an index of vocabulary typicality. Basically I asked, if a child has a vocabulary of, say, 37 words, how typical is each of those 37, relative to other children with vocabulary of the same size, based on the norming sample on the CDI? The measure had some useful psychometric properties, and the program that computed it could identify particularly atypical words in a given child?s vocabulary relative to vocabulary size. Autistic children showed up as quite atypical, as you would want, but children with simple language delay did not. For various reasons, that paper never got published, but I?d be willing to share it. > Philip Dale > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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. > > ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From miguel.perez.pereira at usc.es Tue Nov 20 11:10:35 2012 From: miguel.perez.pereira at usc.es (=?iso-8859-1?Q?Miguel_P=E9rez_Pereira?=) Date: Tue, 20 Nov 2012 12:10:35 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Elena, Anne Peters studied the use of idiosyncratic terms by one blind child (Seth). She found that Seth invented quite a number of idiosyncratic words (20 words) between 15 and 19 months of age. Since this information comes from Ann's personal communication, you may ask her to give you detailed information. Best regards El 20/11/2012, a las 00:47, Elena Nicoladis escribi?: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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. > > Miguel P?rez Pereira Departamento de Psicolox?a Evolutiva e da Educaci?n Universidade de Santiago de Compostela 157802 Santiago de Compostela Spain miguel.perez.pereira at usc.es -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 smith4 at indiana.edu Tue Nov 20 14:58:13 2012 From: smith4 at indiana.edu (Linda Smith) Date: Tue, 20 Nov 2012 06:58:13 -0800 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Hi, This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. Anyway, I think this is something the field really needs to answer. Linda Smith On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: > > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic > children aged 2-3 years are in terms of vocabulary. Has anyone, for > example, attempted something as foolhardy as calculating the average > percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in > such tremendous realms of the uncertain and the unknown, the best that any > individual scientist, especially any psychologist, can do seems to be to > follow his own gleam and his own bent, however inadequate they may be. In > fact, I suppose that actually this is what we all do. In the end, the only > sure criterion is to have fun." > Edward Tolman > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to 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/-/LLTUPfu4380J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dalep at unm.edu Tue Nov 20 15:09:20 2012 From: dalep at unm.edu (Philip Dale) Date: Tue, 20 Nov 2012 15:09:20 +0000 Subject: how idiosyncratic are children? Message-ID: I?ve had quite a number of expressions of interest in this paper. I?m checking with my co-authors first to get permission to distribute the paper, and once I have that (in the next week or so, I imagine), I will just post it here on this list as an attachment. I agree completely with Linda - the CDI is only useful for variability relatively close to the normal range, i.e., words on the list that show up relatively late or early compared to other children of the same vocabulary size. It complete misses 'far' variability in the sense of words that aren't on the list at all. Useful for some research questions, not others. Philip Dale -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 pul8 at psu.edu Tue Nov 20 15:54:35 2012 From: pul8 at psu.edu (Ping Li) Date: Tue, 20 Nov 2012 10:54:35 -0500 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <07096a1d-4bed-4a8d-b3df-93a6b69e231e@googlegroups.com> Message-ID: Linda's important question could be addressed if someone goes into the CHILDES database and runs a huge contingency table of every word by every other word for each child and for each month/age. One could compute the likelihood of how likely a pair words co-occur for every child (or a group of children) at any given age. Ping On Tue, Nov 20, 2012 at 9:58 AM, Linda Smith wrote: > Hi, > > This is a very interesting question. In an unpublished study (for reasons > noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI > productive vocabularies for over 100 children from 18 to 30 months. We > asked how well any one word predicted knowing another word --across > children or groups of children --at any point in time. It is like doing a > big Chi square. Does, for example, --across children --knowing "milk" > predicts already knowing "dog" (not because they are semantically related > but because of regularities in the acquisition and ordering of words). > There were differences among groups of children (slower versus more rapid > learners), and also hints of changes with age --converging to being all > statistically alike with age and more different young. > > BUT the problem is the measure. The MCDI was specifically made --and > constrained to --the words most children acquired (had to be produced by > 50% of children at 30 months in original normative sample to be included). > This was done so that it would be useful as a relative measure, but is > minimizes the idioscyncracies and make make the hard to find. Diary > studies or recordings might be better. > > Anyway, I think this is something the field really needs to answer. > > Linda Smith > > On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >> >> Dear colleagues, >> I'm trying to find some sort of quantification of how idiosyncratic >> children aged 2-3 years are in terms of vocabulary. Has anyone, for >> example, attempted something as foolhardy as calculating the average >> percentage of words shared by all/most/some preschoolers?? >> >> Any leads would be much appreciated. >> Elena >> >> -- >> Elena Nicoladis >> >> "Since all the sciences, and especially psychology, are still immersed in >> such tremendous realms of the uncertain and the unknown, the best that any >> individual scientist, especially any psychologist, can do seems to be to >> follow his own gleam and his own bent, however inadequate they may be. In >> fact, I suppose that actually this is what we all do. In the end, the only >> sure criterion is to have fun." >> Edward Tolman >> >> -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to 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/-/LLTUPfu4380J. > > 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 elenan at ualberta.ca Tue Nov 20 16:14:13 2012 From: elenan at ualberta.ca (Elena Nicoladis) Date: Tue, 20 Nov 2012 09:14:13 -0700 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thanks, Philip. I'm looking forward to it! Elena On Tue, Nov 20, 2012 at 8:09 AM, Philip Dale wrote: > > I?ve had quite a number of expressions of interest in this paper. I?m > checking with my co-authors first to get permission to distribute the > paper, and once I have that (in the next week or so, I imagine), I will > just post it here on this list as an attachment. > > > I agree completely with Linda - the CDI is only useful for variability > relatively close to the normal range, i.e., words on the list that show up > relatively late or early compared to other children of the same vocabulary > size. It complete misses 'far' variability in the sense of words that > aren't on the list at all. Useful for some research questions, not others. > > > Philip Dale > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Elena Nicoladis "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." Edward Tolman -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 debgibson at telus.net Tue Nov 20 19:37:21 2012 From: debgibson at telus.net (Deborah Gibson) Date: Tue, 20 Nov 2012 11:37:21 -0800 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thank you. I would also very much like to read it. Deborah Gibson On 2012-11-20, at 7:09 AM, Philip Dale wrote: > > I?ve had quite a number of expressions of interest in this paper. I?m checking with my co-authors first to get permission to distribute the paper, and once I have that (in the next week or so, I imagine), I will just post it here on this list as an attachment. > > I agree completely with Linda - the CDI is only useful for variability relatively close to the normal range, i.e., words on the list that show up relatively late or early compared to other children of the same vocabulary size. It complete misses 'far' variability in the sense of words that aren't on the list at all. Useful for some research questions, not others. > > Philip Dale > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email 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 macw at cmu.edu Tue Nov 20 20:15:47 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 21:15:47 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <07096a1d-4bed-4a8d-b3df-93a6b69e231e@googlegroups.com> Message-ID: Dear Info-CHILDES, Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is freq +d2 +t*CHI *.cha This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. -- Brian MacWhinney On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: > Hi, > > This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. > > BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. > > Anyway, I think this is something the field really needs to answer. > > Linda Smith > > On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: > Dear colleagues, > I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? > > Any leads would be much appreciated. > Elena > > -- > Elena Nicoladis > > "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." > Edward Tolman > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to 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/-/LLTUPfu4380J. > 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 bpearson at research.umass.edu Tue Nov 20 20:39:18 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 20 Nov 2012 15:39:18 -0500 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: Message-ID: Dear Brian, I read last month that Betty Hart passed away. If you'll recall, the data were on 5 1/2 inch floppies. *IF* someone from her lab could make them available, could anyone read them? The hold-up was anonymizing them. I don't think she ever got to it. Would have been nice. I'm happy at least that she put as much information as she did in the appendices of her 1999 book--but it's not transcripts! Cheers, Barbara On Nov 20, 2012, at 3:15 PM, Brian MacWhinney wrote: > Dear Info-CHILDES, > > Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is > > freq +d2 +t*CHI *.cha > > This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. > > We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. > > By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. > > -- Brian MacWhinney > > On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: > >> Hi, >> >> This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. >> >> BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. >> >> Anyway, I think this is something the field really needs to answer. >> >> Linda Smith >> >> On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >> Dear colleagues, >> I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? >> >> Any leads would be much appreciated. >> Elena >> >> -- >> Elena Nicoladis >> >> "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." >> Edward Tolman >> >> >> -- >> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >> To post to 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/-/LLTUPfu4380J. >> 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 macw at cmu.edu Tue Nov 20 22:25:23 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Nov 2012 23:25:23 +0100 Subject: How idiosyncratic are 2-3 year olds' vocabularies? In-Reply-To: <53DB29D1-90DB-4E23-9B38-590085A0C1D9@research.umass.edu> Message-ID: Dear Barbara, What a shame. Betty had written me, very much out of the blue, less than a year ago saying that she would be sending the data soon. If the files are still available, it would seem to be our duty to do whatever we can to preserve the data and to anonymize it, in accord with what she wanted. Best regards, -- Brian MacWhinney On Nov 20, 2012, at 9:39 PM, Barbara Pearson wrote: > Dear Brian, > > I read last month that Betty Hart passed away. > > If you'll recall, the data were on 5 1/2 inch floppies. *IF* someone from her lab could make them available, could anyone read them? > The hold-up was anonymizing them. I don't think she ever got to it. > > Would have been nice. I'm happy at least that she put as much information as she did in the appendices of her 1999 book--but it's not transcripts! > > Cheers, > Barbara > > On Nov 20, 2012, at 3:15 PM, Brian MacWhinney wrote: > >> Dear Info-CHILDES, >> >> Linda is right. You need to compare apples with apples. You can basically do the first part of this already in CLAN. Using the /lib/ne32 folder for the example, the command is >> >> freq +d2 +t*CHI *.cha >> >> This then produces stat.frq.xls as an Excel spreadsheet output. The next step would be to write a program in either Excel or better R to do all the comparisons and statistics across the children. >> >> We don't really want to do this in a pre-canned fashion, because people are going to have very different ideas about the shape of the comparison and the comparison set. However, if people are interested and can tightly specify the shape of the analysis, then I think John Kowalski, who works with me on SLA stuff could probably write the relevant R script. It is possible that the version Ping is specifying might be the best, but the output from that might be more than people really want. >> >> By the way, every few years I get a note from Betty Hart saying that she will soon send me the transcripts from her study. It would be a lovely corpus to have. >> >> -- Brian MacWhinney >> >> On Nov 20, 2012, at 3:58 PM, Linda Smith wrote: >> >>> Hi, >>> >>> This is a very interesting question. In an unpublished study (for reasons noted below), Shohei Hidaka (a former post doc) and I looked at the MCDI productive vocabularies for over 100 children from 18 to 30 months. We asked how well any one word predicted knowing another word --across children or groups of children --at any point in time. It is like doing a big Chi square. Does, for example, --across children --knowing "milk" predicts already knowing "dog" (not because they are semantically related but because of regularities in the acquisition and ordering of words). There were differences among groups of children (slower versus more rapid learners), and also hints of changes with age --converging to being all statistically alike with age and more different young. >>> >>> BUT the problem is the measure. The MCDI was specifically made --and constrained to --the words most children acquired (had to be produced by 50% of children at 30 months in original normative sample to be included). This was done so that it would be useful as a relative measure, but is minimizes the idioscyncracies and make make the hard to find. Diary studies or recordings might be better. >>> >>> Anyway, I think this is something the field really needs to answer. >>> >>> Linda Smith >>> >>> On Monday, November 19, 2012 6:47:46 PM UTC-5, Elena Nicoladis wrote: >>> Dear colleagues, >>> I'm trying to find some sort of quantification of how idiosyncratic children aged 2-3 years are in terms of vocabulary. Has anyone, for example, attempted something as foolhardy as calculating the average percentage of words shared by all/most/some preschoolers?? >>> >>> Any leads would be much appreciated. >>> Elena >>> >>> -- >>> Elena Nicoladis >>> >>> "Since all the sciences, and especially psychology, are still immersed in such tremendous realms of the uncertain and the unknown, the best that any individual scientist, especially any psychologist, can do seems to be to follow his own gleam and his own bent, however inadequate they may be. In fact, I suppose that actually this is what we all do. In the end, the only sure criterion is to have fun." >>> Edward Tolman >>> >>> >>> -- >>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. >>> To post to 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/-/LLTUPfu4380J. >>> 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 dalep at unm.edu Wed Nov 21 03:44:56 2012 From: dalep at unm.edu (Philip Dale) Date: Wed, 21 Nov 2012 03:44:56 +0000 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D97729320549@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: I am attaching the paper I mentioned yesterday about a quantitative measure of typicality in children's vocabularies (or inventories of gestures), independent of the size of vocabulary. I hope you will find it useful. At the time, we developed a program to compute this measure from Excel files that contained item-level data from the CDI (one row per individual, a column for each item). It was developed for research purposes, with the idea that later a more user-friendly version for distribution might be developed, but that never happened. However, the logic is explained in enough detail in the paper that an experienced database programmer should not have much difficulty preparing such a program. Thanks to all who have written expressing interest. I'd love to hear if someone picks this up and runs (or even walks, or crawls) with it. Philip Dale Speech & Hearing Sciences University of New Mexico -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: TypicalityMeasuresDaleetal.pdf Type: application/pdf Size: 343677 bytes Desc: TypicalityMeasuresDaleetal.pdf URL: From Roberta at udel.edu Wed Nov 21 11:54:33 2012 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 21 Nov 2012 06:54:33 -0500 Subject: how idiosyncratic are children? In-Reply-To: <6618A51715035E4B9E651AABE824D977293209C2@BY2PRD0710MB366.namprd07.prod.outlook.com> Message-ID: Thanks Phil! Look forward to reading this! And while I have everyone's attention the University of Delaware has TWO jobs open in areas such as language/literacy/English language learners/writing. I am attaching the two PDFs that describe the positions and would be thrilled if you or your best students apply for these jobs. The University of Delaware is a great place to work. One job is a named professorship for an early career scholar; the other is for a tenure-track assistant professor. All best and have a great holiday all! Roberta Golinkoff On Tue, Nov 20, 2012 at 10:44 PM, Philip Dale wrote: > I am attaching the paper I mentioned yesterday about a quantitative > measure of typicality in children's vocabularies (or inventories of > gestures), independent of the size of vocabulary. I hope you will find it > useful. > At the time, we developed a program to compute this measure from Excel > files that contained item-level data from the CDI (one row per individual, > a column for each item). It was developed for research purposes, with the > idea that later a more user-friendly version for distribution might be > developed, but that never happened. However, the logic is explained in > enough detail in the paper that an experienced database programmer should > not have much difficulty preparing such a program. > > Thanks to all who have written expressing interest. I'd love to hear if > someone picks this up and runs (or even walks, or crawls) with it. > > Philip Dale > Speech & Hearing Sciences > University of New Mexico > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: DCTE Faculty Scholar.pdf Type: application/pdf Size: 915255 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ELL Position FINAL 11-13-12.pdf Type: application/pdf Size: 79488 bytes Desc: not available URL: From macw at cmu.edu Thu Nov 22 20:31:42 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 22 Nov 2012 15:31:42 -0500 Subject: server down Message-ID: Dear Info-CHILDES, The CHILDES server machine seems to have a bad power supply and today is a holiday in the States. So, it will be offline for a day or two until I can fix the power supply or perhaps get a new machine. -- Brian MacWhinney -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From djacksonqro at gmail.com Sun Nov 25 19:05:45 2012 From: djacksonqro at gmail.com (Donna Jackson) Date: Sun, 25 Nov 2012 13:05:45 -0600 Subject: Position opening in psycholinguistics in Mexico Message-ID: Hello all, I am attaching information, in Spanish, for a position opening at the Universidad Aut?noma de Quer?taro in Mexico to work in areas of psycholinguistics, language disorders and/or theoretical linguistics. Candidates must be fluent speakers of Spanish. The call will close when the position if filled. Thank-you, Donna Jackson-Maldonado -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Aut?noma de Quer?taro M?xico web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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: Plaza honorarios UAQ.docx.pdf Type: application/pdf Size: 30399 bytes Desc: not available URL: From KNelson at gc.cuny.edu Mon Nov 26 21:37:25 2012 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Mon, 26 Nov 2012 16:37:25 -0500 Subject: variability Message-ID: Dear colleagues, I am just catching up on the exchange re variability and typicality in language, specifically in word learning, and I'd like to thank Philip Dale for sending the paper on typicality measures. I have several brief comments and additions: I prefer "individuality" to "idiosyncratic" as the latter term implies a norm from which the child has deviated, rather than simply an alternative and perhaps individual pathway. We know from many studies across the universe of culltures, social classes, communities, languages, etc. that there are different entry points to a language. This is related to the second point. As is now generally recognized from the beginning word learning, and language learning in general is a social and cultural enterprise. Rather than musing on whether the words learned are influenced by maternal characteristics, we need to study how children learn words that are used by others in social activities. That these activities may be typical of a period of development may well influence both the words heard and words learned, thus accounting for different 'typical' words learned at different ages. Of course young children may also pick up a word for sheer fun or because it can be pronounced with pleasure, or for some other reason. In my original study (Nelson, 1973, which relied on mother's diaries for 18 children over the second year) I tried to capture both the individuality and the change over time with a set of tree diagrams showing how words in certain groups expanded as the vocabulary grew. For example, some children expanded animal names, forming a sort of category (no doubt related to picture book "reading"). Another expanded household items (e.g., spoon, cup, clock, etc.), clothes, or foods, whereas others (the non-noun learners) expanded on social expressions. These were not pre-determined semantic categories, but rather ones that emerged for each child independently. As I have observed previously, the grammatical categories of noun and verb may be of interest to later development, but in the first phase of learning, words seem to be added in meaningful clusters related to activities. Unfortunately, I did not and do not have a measure for this, but the phenomenon appeared quite clearly in the tree diagrams constructed from words learned from 10 to 50 words. If anyone is interested in these (and the 1973 monograph is not accessible) I could make copies available. I also wanted to point out that maternal influence on what we called style was studied longitudinally by June Hampson, who found that "referential mothers" (identified independently in advance) had "referential children" whereas "expressive mothers" tended to have "expressive children" in the 13-18month period. However, at the latter time the mothers and children were more similar, suggesting that each might be influencing the other over time. References for these studies: Nelson, K. (1973). "Structure and strategy in learning to talk." Monographs of the Society for Research in Child Development 38 (1-2, Serial No. 149). Nelson, K. (1981). "Individual differences in language development: Implications for development and language." Developmental Psychology 17: 170-187. Hampson, J. and K. Nelson (1993). "The relation of maternal language to variation in rate and style of language acquisition." Journal of child language 20: 313-342. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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 sabra2308 at gmail.com Wed Nov 28 03:26:34 2012 From: sabra2308 at gmail.com (sabra) Date: Wed, 28 Nov 2012 03:26:34 +0000 Subject: kindly view! Message-ID: I have uploaded the document for you to see using Good docs click here and just sign in with your email to view the document -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email 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.