From dukeje at gmail.com  Tue Oct  2 03:22:55 2012
From: dukeje at gmail.com (J.Alexander)
Date: Mon, 1 Oct 2012 20:22:55 -0700
Subject: databases with sibling information?
Message-ID: <MON.1.OCT.2012.202255.0700.>

Hi all,

I'm currently mentoring an undergraduate student who is interested in the 
role of older siblings in early language development. I typically work with 
adults, so the CHILDES databases seemed like a potential way to help her 
get some experience working with child language data given limited time and 
resources. I'm new to using the CHILDES databases, so I may have overlooked 
this information, but is family/demographic information easily available 
for any of the children in the larger sample databases (such as the New 
England, Rollins, Davis, or HSLLD)?

Thanks for your help,
Jessica Alexander

Assistant Professor of Psychology
Concord University

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From macw at cmu.edu  Tue Oct  2 03:52:06 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 1 Oct 2012 23:52:06 -0400
Subject: databases with sibling information?
In-Reply-To: <18939_1349148178_q923Mw0Y005387_0647e44e-07bb-470b-8836-0dffacfaa93b@googlegroups.com>
Message-ID: <MON.1.OCT.2012.235206.0400.>

Dear Jessica,

    Unfortunately, researchers often do not systematically address this issue.  For example, in the New England corpus, the children came into the lab, so information about siblings seemed less important .  However, the Hall corpus was done in the home and at school and there are siblings around and their ages are recorded.  For the smaller case studies, older child output is often available.  For example, in the MacWhinney corpus, Ross is nearly always talking with his younger brother Mark. The Ervin-Tripp data, which are still being put into CHAT have families with older siblings present.  And there are even some corpora, such as the Conti-Ramsden ones where data comes from both a child with SLI and the sibling, but in separate files.  If you work with a given transcript, often you will find that information encoded in the header line of the file itself.  Basically, there is some information on this, but it is not very systematic. 
   If your interest is basically in the role of older siblings, why not just go through to spot transcripts in which older siblings are present and work with those?
   Perhaps some other readers will have further suggestions.

-Brian MacWhinney

On Oct 1, 2012, at 11:22 PM, "J.Alexander" <dukeje at gmail.com> wrote:

> Hi all,
> 
> I'm currently mentoring an undergraduate student who is interested in the role of older siblings in early language development. I typically work with adults, so the CHILDES databases seemed like a potential way to help her get some experience working with child language data given limited time and resources. I'm new to using the CHILDES databases, so I may have overlooked this information, but is family/demographic information easily available for any of the children in the larger sample databases (such as the New England, Rollins, Davis, or HSLLD)?
> 
> Thanks for your help,
> Jessica Alexander
> 
> Assistant Professor of Psychology
> Concord University
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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>  
>  

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From dukeje at gmail.com  Tue Oct  2 13:59:21 2012
From: dukeje at gmail.com (J.Alexander)
Date: Tue, 2 Oct 2012 06:59:21 -0700
Subject: databases with sibling information?
In-Reply-To: <96256E5F-7327-4DD9-965E-D255426AC778@cmu.edu>
Message-ID: <TUE.2.OCT.2012.065921.0700.>

Brian,

Thanks so much. Those are very helpful solutions. Our ultimate goal was to 
find a corpus where we could compare children with older siblings to those 
without on a number of different measures (sentence complexity, unique 
words used, etc) rather than looking at sibling interactions themselves. 
I'll poke around in the file headers and see what I can find. 

I assumed we'd eventually have to tweak the research question as we saw 
what information was available. It's a student's senior thesis, so while 
we're limited on time and resources, we do have a great deal of flexibility 
in the ultimate research question.  It would be possible for my student to 
collect a small dataset of CDI responses for only children and those with 
siblings, but I wanted to help her gain some experience working with 
transcriptions of utterances as well as the CDI. 

Thanks again for your help,
Jessica


On Monday, October 1, 2012 11:52:09 PM UTC-4, Brian MacWhinney wrote:
>
> Dear Jessica,
>
>     Unfortunately, researchers often do not systematically address this 
> issue.  For example, in the New England corpus, the children came into the 
> lab, so information about siblings seemed less important .  However, the 
> Hall corpus was done in the home and at school and there are siblings 
> around and their ages are recorded.  For the smaller case studies, older 
> child output is often available.  For example, in the MacWhinney corpus, 
> Ross is nearly always talking with his younger brother Mark. The 
> Ervin-Tripp data, which are still being put into CHAT have families with 
> older siblings present.  And there are even some corpora, such as the 
> Conti-Ramsden ones where data comes from both a child with SLI and the 
> sibling, but in separate files.  If you work with a given transcript, often 
> you will find that information encoded in the header line of the file 
> itself.  Basically, there is some information on this, but it is not very 
> systematic. 
>    If your interest is basically in the role of older siblings, why not 
> just go through to spot transcripts in which older siblings are present and 
> work with those?
>    Perhaps some other readers will have further suggestions.
>
> -Brian MacWhinney
>
> On Oct 1, 2012, at 11:22 PM, "J.Alexander" <duk... at gmail.com <javascript:>> 
> wrote:
>
> Hi all,
>
> I'm currently mentoring an undergraduate student who is interested in the 
> role of older siblings in early language development. I typically work with 
> adults, so the CHILDES databases seemed like a potential way to help her 
> get some experience working with child language data given limited time and 
> resources. I'm new to using the CHILDES databases, so I may have overlooked 
> this information, but is family/demographic information easily available 
> for any of the children in the larger sample databases (such as the New 
> England, Rollins, Davis, or HSLLD)?
>
> Thanks for your help,
> Jessica Alexander
>
> Assistant Professor of Psychology
> Concord University
>
> -- 
> You received this message because you are subscribed to the Google Groups 
> "Info-CHILDES" group.
> To post to this group, send email to info-c... at googlegroups.com<javascript:>
> .
> To unsubscribe from this group, send email to 
> info-childes... at googlegroups.com <javascript:>.
> To view this discussion on the web visit 
> https://groups.google.com/d/msg/info-childes/-/9iGLpZ90qmkJ.
> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  
>
>
>

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From sbraunwd at cox.net  Tue Oct  2 15:27:35 2012
From: sbraunwd at cox.net (sbraunwd at cox.net)
Date: Tue, 2 Oct 2012 08:27:35 -0700
Subject: Information on siblings in a data base
Message-ID: <TUE.2.OCT.2012.082735.0700.>

The Braunwald-Max Planck corpus come from diary record  on a second child. There should be information on the subject's 2 -years and 9-months older sibling's production to her younger sibling. The best source would probably be the linked sound files and transcripts. It would be important to compare the sound files to the transcripts because the transcribers at Max Planck sometimes had trouble  distinguishing between the two children. The diary data also include information about siblings speech to each other.

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From vvvstudents at gmail.com  Tue Oct  2 18:35:14 2012
From: vvvstudents at gmail.com (Virginia Valian)
Date: Tue, 2 Oct 2012 14:35:14 -0400
Subject: stats on IASCL meetings
Message-ID: <TUE.2.OCT.2012.143514.0400.>

Dear Colleagues,

Brian MacWhinney and I are collaborating on a project we hope you will help
us with.  We would like to post on the IASCL site the statistics on the
numbers of contributors and attendees since the first meeting in 1975.  We
believe that we would see an enormous increase over the years.  Data of
this sort could be very useful for funding requests, especially for
international collaborations, since they would document the widespread
interest and value of work in child language.

Some of you were organizers, some contributors, some attendees.  Each of
you may have different information to convey.  Brian and I will attempt to
collate and organize the information so that it will be useful.  Perhaps
you have a program from one of the previous meetings.  If you could mail us
a copy or scan a copy, we will undertake to scan any programs we receive
and return the originals to their owners and perform the tabulations listed
below as well as others that you may suggest.

Even if all you know is that the meeting you attended did not have
concurrent sessions and met in a room that held no more than N people, that
would be helpful.  We have no way of knowing whether we will be flooded
with information or will receive almost none.  At present, we're hoping for
the former more than the latter!

Here is the information we are particularly interested in:
number of talks
number of posters
number of registered participants
number of faculty, post-docs, independent researchers, students
number of countries represented
number of languages reported on in a talk or poster
number of symposia
number of symposia with more than one country represented
invited addresses (with stats on country represented and sex)
organizers
location of meeting (e.g., a university, a convention center)

If there is other information you think it would be useful to track, please
let us know.

Please also correct, if necessary, the information we have at present on
dates, locations, and primary organizers of previous conferences. We are
sorry if we have failed to include organizers or credited the wrong people!

1975 - London
1978 - Tokyo (Fred Peng)
1981 - Vancouver (John Gilbert)
1984 - Austin (Anne VanKleeck)
1987 - Lund
1990 - Budapest (Zita Reger)
1993 - Trieste (Maria Silvia Barbieri)
1996 - Istanbul (Ayhan Aksu)
1999 - San Sebastian/Donostia (Jasone Cenoz)
2002 - Madison (Jon Miller)
2005 - Berlin
2008 - Edinburgh (Sorace)
2011 - Montreal (Henri Cohen)
2014 - Amsterdam
2017 - Lyon

Sincerely,

Virginia Valian

-- 
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

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From mfriend at sciences.sdsu.edu  Tue Oct  2 19:05:28 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 2 Oct 2012 12:05:28 -0700
Subject: stats on IASCL meetings
In-Reply-To: <CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.120528.0700.>

Dear Virginia,


Please find a list of my attendance and activity at the IASCL.


Best,

Maggie


Friend, M.  Home Literacy Environment and Maternal Responsiveness as
Predictors of Preschool Outcomes.  Poster presented at the meeting of the
International Association for the Study of Child Language, Montreal, Canada.


Pace, A., Friend, M., & Carver, L.J. (2011).  The Roots of Action Verbs in
Event Structure: A Neurophysiological Perspective. Poster presented at the
meeting of the International Association for the Study of Child Language,
Montreal, Canada.


 Zesiger, P., Schoenhals, L., Lévy, A., Mounir, D.G., Jöhr, J.  & Friend,
M. (2008).  Vocabulary assessment in toddlers: A comparison between 2
versions of the French adaptation of the Computerized Comprehension Test.*
*Poster presented at the meeting of the Association for the Study of Child
Language, Edinburgh.


Simpson, A., Schoenhals, L. Duenas, A., Zesiger, P. & Friend, M. (2008). A
Cross-Linguistic Comparison of the Relationship between the Home Literacy
Environment and Early Receptive Vocabulary. Poster presented at the meeting
of the International Association for the Study of Child Language, Edinburgh.


 Friend, M. & Keplinger, M. (2005).  An engaging approach to early
vocabulary assessment in American English and Mexican Spanish.  In M.
Friend (Chair), Picture recognition approaches to comprehension:
Neuroscience, cross-linguistic, and atypical development perspectives,
Symposium presentation at the International Association for the Study of
Child Language, Berlin, Germany.

 Thal, D. & Friend, M. (2005). Predicting comprehension from parent report
and child performance. In Friend (Chair), Picture recognition approaches to
comprehension: Neuroscience, cross-linguistic,and atypical development
perspectives, Symposium presentation at the International Association for
the Study of Child Language, Berlin, Germany.

On Tue, Oct 2, 2012 at 11:35 AM, Virginia Valian <vvvstudents at gmail.com>wrote:

> Dear Colleagues,
>
> Brian MacWhinney and I are collaborating on a project we hope you will
> help us with.  We would like to post on the IASCL site the statistics on
> the numbers of contributors and attendees since the first meeting in 1975.
>  We believe that we would see an enormous increase over the years.  Data of
> this sort could be very useful for funding requests, especially for
> international collaborations, since they would document the widespread
> interest and value of work in child language.
>
> Some of you were organizers, some contributors, some attendees.  Each of
> you may have different information to convey.  Brian and I will attempt to
> collate and organize the information so that it will be useful.  Perhaps
> you have a program from one of the previous meetings.  If you could mail us
> a copy or scan a copy, we will undertake to scan any programs we receive
> and return the originals to their owners and perform the tabulations listed
> below as well as others that you may suggest.
>
> Even if all you know is that the meeting you attended did not have
> concurrent sessions and met in a room that held no more than N people, that
> would be helpful.  We have no way of knowing whether we will be flooded
> with information or will receive almost none.  At present, we're hoping for
> the former more than the latter!
>
> Here is the information we are particularly interested in:
> number of talks
> number of posters
> number of registered participants
> number of faculty, post-docs, independent researchers, students
> number of countries represented
> number of languages reported on in a talk or poster
> number of symposia
> number of symposia with more than one country represented
> invited addresses (with stats on country represented and sex)
> organizers
> location of meeting (e.g., a university, a convention center)
>
> If there is other information you think it would be useful to track,
> please let us know.
>
> Please also correct, if necessary, the information we have at present on
> dates, locations, and primary organizers of previous conferences. We are
> sorry if we have failed to include organizers or credited the wrong people!
>
> 1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
> 1987 - Lund
> 1990 - Budapest (Zita Reger)
> 1993 - Trieste (Maria Silvia Barbieri)
> 1996 - Istanbul (Ayhan Aksu)
> 1999 - San Sebastian/Donostia (Jasone Cenoz)
> 2002 - Madison (Jon Miller)
> 2005 - Berlin
> 2008 - Edinburgh (Sorace)
> 2011 - Montreal (Henri Cohen)
> 2014 - Amsterdam
> 2017 - Lyon
>
> Sincerely,
>
> Virginia Valian
>
> --
> 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.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From roeper at linguist.umass.edu  Tue Oct  2 19:43:10 2012
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Tue, 2 Oct 2012 15:43:10 -0400
Subject: stats on IASCL meetings
In-Reply-To: <4202_1349202921_506B33E9_4202_666_1_CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.154310.0400.>

Brian---
  the meeting I think it was 1978 that occurred in Tokyo was so sparsely
attended I think they considered cancelling it.
If you track that one down, you will get a big spread in current and former
numbers.

Tom Roeper

On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com>wrote:

> Dear Colleagues,
>
> Brian MacWhinney and I are collaborating on a project we hope you will
> help us with.  We would like to post on the IASCL site the statistics on
> the numbers of contributors and attendees since the first meeting in 1975.
>  We believe that we would see an enormous increase over the years.  Data of
> this sort could be very useful for funding requests, especially for
> international collaborations, since they would document the widespread
> interest and value of work in child language.
>
> Some of you were organizers, some contributors, some attendees.  Each of
> you may have different information to convey.  Brian and I will attempt to
> collate and organize the information so that it will be useful.  Perhaps
> you have a program from one of the previous meetings.  If you could mail us
> a copy or scan a copy, we will undertake to scan any programs we receive
> and return the originals to their owners and perform the tabulations listed
> below as well as others that you may suggest.
>
> Even if all you know is that the meeting you attended did not have
> concurrent sessions and met in a room that held no more than N people, that
> would be helpful.  We have no way of knowing whether we will be flooded
> with information or will receive almost none.  At present, we're hoping for
> the former more than the latter!
>
> Here is the information we are particularly interested in:
> number of talks
> number of posters
> number of registered participants
> number of faculty, post-docs, independent researchers, students
> number of countries represented
> number of languages reported on in a talk or poster
> number of symposia
> number of symposia with more than one country represented
> invited addresses (with stats on country represented and sex)
> organizers
> location of meeting (e.g., a university, a convention center)
>
> If there is other information you think it would be useful to track,
> please let us know.
>
> Please also correct, if necessary, the information we have at present on
> dates, locations, and primary organizers of previous conferences. We are
> sorry if we have failed to include organizers or credited the wrong people!
>
> 1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
> 1987 - Lund
> 1990 - Budapest (Zita Reger)
> 1993 - Trieste (Maria Silvia Barbieri)
> 1996 - Istanbul (Ayhan Aksu)
> 1999 - San Sebastian/Donostia (Jasone Cenoz)
> 2002 - Madison (Jon Miller)
> 2005 - Berlin
> 2008 - Edinburgh (Sorace)
> 2011 - Montreal (Henri Cohen)
> 2014 - Amsterdam
> 2017 - Lyon
>
> Sincerely,
>
> Virginia Valian
>
> --
> 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.
>
>
>



-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From magsmocz at gmail.com  Tue Oct  2 20:23:54 2012
From: magsmocz at gmail.com (Magdalena Smoczynska)
Date: Tue, 2 Oct 2012 22:23:54 +0200
Subject: stats on IASCL meetings
In-Reply-To: <CABkofSmubMwPAh-dJNdmosoCa5ydCtjZ30PDinPgtb65BYyUEA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.222354.0200.>

Brian,
maybe I have the program of the London 1975 meeting. I have to check.
Among those who attended it were: Paul Fletcher, Gordon Wells, Melissa
Bowerman, Dan Slobin, David Crystal, Maria Przetacznikowa (from Poland),
Robin Campbell - I think I will recall the name of the organizer (I saw her
quite recently).
I think the person organizing the Lund meeting was Ragnhild Sodebergh.
Magdalena Smoczynska

On 2 October 2012 21:43, Tom Roeper <roeper at linguist.umass.edu> wrote:

> Brian---
>   the meeting I think it was 1978 that occurred in Tokyo was so sparsely
> attended I think they considered cancelling it.
> If you track that one down, you will get a big spread in current and
> former numbers.
>
> Tom Roeper
>
>
> On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com>wrote:
>
>> Dear Colleagues,
>>
>> Brian MacWhinney and I are collaborating on a project we hope you will
>> help us with.  We would like to post on the IASCL site the statistics on
>> the numbers of contributors and attendees since the first meeting in 1975.
>>  We believe that we would see an enormous increase over the years.  Data of
>> this sort could be very useful for funding requests, especially for
>> international collaborations, since they would document the widespread
>> interest and value of work in child language.
>>
>> Some of you were organizers, some contributors, some attendees.  Each of
>> you may have different information to convey.  Brian and I will attempt to
>> collate and organize the information so that it will be useful.  Perhaps
>> you have a program from one of the previous meetings.  If you could mail us
>> a copy or scan a copy, we will undertake to scan any programs we receive
>> and return the originals to their owners and perform the tabulations listed
>> below as well as others that you may suggest.
>>
>> Even if all you know is that the meeting you attended did not have
>> concurrent sessions and met in a room that held no more than N people, that
>> would be helpful.  We have no way of knowing whether we will be flooded
>> with information or will receive almost none.  At present, we're hoping for
>> the former more than the latter!
>>
>> Here is the information we are particularly interested in:
>> number of talks
>> number of posters
>> number of registered participants
>> number of faculty, post-docs, independent researchers, students
>> number of countries represented
>> number of languages reported on in a talk or poster
>> number of symposia
>> number of symposia with more than one country represented
>> invited addresses (with stats on country represented and sex)
>> organizers
>> location of meeting (e.g., a university, a convention center)
>>
>> If there is other information you think it would be useful to track,
>> please let us know.
>>
>> Please also correct, if necessary, the information we have at present on
>> dates, locations, and primary organizers of previous conferences. We are
>> sorry if we have failed to include organizers or credited the wrong people!
>>
>> 1975 - London
>> 1978 - Tokyo (Fred Peng)
>> 1981 - Vancouver (John Gilbert)
>> 1984 - Austin (Anne VanKleeck)
>> 1987 - Lund
>> 1990 - Budapest (Zita Reger)
>> 1993 - Trieste (Maria Silvia Barbieri)
>> 1996 - Istanbul (Ayhan Aksu)
>> 1999 - San Sebastian/Donostia (Jasone Cenoz)
>> 2002 - Madison (Jon Miller)
>> 2005 - Berlin
>> 2008 - Edinburgh (Sorace)
>> 2011 - Montreal (Henri Cohen)
>> 2014 - Amsterdam
>> 2017 - Lyon
>>
>>  Sincerely,
>>
>> Virginia Valian
>>
>> --
>> 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.
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>> info-childes+unsubscribe at googlegroups.com.
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>>
>>
>>
>
>
>
> --
> Tom Roeper
> Dept of Lingiustics
> UMass South College
> Amherst, Mass. 01003 ISA
> 413 256 0390
>
> --
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From nratner at umd.edu  Tue Oct  2 21:09:47 2012
From: nratner at umd.edu (Nan Bernstein Ratner)
Date: Tue, 2 Oct 2012 21:09:47 +0000
Subject: stats on IASCL meetings
In-Reply-To: <CACyoegF+G97zy0kdDTFy16ktimyZFZKcVsC69Ra+eOzPO_HEHw@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.210947.0000.>

It might be good if folks wrote directly to Virginia or Brian?
N


Nan Bernstein Ratner, Professor and Chairman
Department of Hearing and Speech Sciences
0100 Lefrak Hall
University of Maryland, College Park
College Park, MD 20742
301-405-4213
http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Magdalena Smoczynska
Sent: Tuesday, October 02, 2012 4:24 PM
To: info-childes at googlegroups.com
Subject: Re: stats on IASCL meetings

Brian,
maybe I have the program of the London 1975 meeting. I have to check.
Among those who attended it were: Paul Fletcher, Gordon Wells, Melissa Bowerman, Dan Slobin, David Crystal, Maria Przetacznikowa (from Poland), Robin Campbell - I think I will recall the name of the organizer (I saw her quite recently).
I think the person organizing the Lund meeting was Ragnhild Sodebergh.
Magdalena Smoczynska
On 2 October 2012 21:43, Tom Roeper <roeper at linguist.umass.edu<mailto:roeper at linguist.umass.edu>> wrote:
Brian---
  the meeting I think it was 1978 that occurred in Tokyo was so sparsely attended I think they considered cancelling it.
If you track that one down, you will get a big spread in current and former numbers.

Tom Roeper

On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com<mailto:vvvstudents at gmail.com>> wrote:
Dear Colleagues,

Brian MacWhinney and I are collaborating on a project we hope you will help us with.  We would like to post on the IASCL site the statistics on the numbers of contributors and attendees since the first meeting in 1975.  We believe that we would see an enormous increase over the years.  Data of this sort could be very useful for funding requests, especially for international collaborations, since they would document the widespread interest and value of work in child language.

Some of you were organizers, some contributors, some attendees.  Each of you may have different information to convey.  Brian and I will attempt to collate and organize the information so that it will be useful.  Perhaps you have a program from one of the previous meetings.  If you could mail us a copy or scan a copy, we will undertake to scan any programs we receive and return the originals to their owners and perform the tabulations listed below as well as others that you may suggest.

Even if all you know is that the meeting you attended did not have concurrent sessions and met in a room that held no more than N people, that would be helpful.  We have no way of knowing whether we will be flooded with information or will receive almost none.  At present, we're hoping for the former more than the latter!

Here is the information we are particularly interested in:
number of talks
number of posters
number of registered participants
number of faculty, post-docs, independent researchers, students
number of countries represented
number of languages reported on in a talk or poster
number of symposia
number of symposia with more than one country represented
invited addresses (with stats on country represented and sex)
organizers
location of meeting (e.g., a university, a convention center)

If there is other information you think it would be useful to track, please let us know.

Please also correct, if necessary, the information we have at present on dates, locations, and primary organizers of previous conferences. We are sorry if we have failed to include organizers or credited the wrong people!

1975 - London
1978 - Tokyo (Fred Peng)
1981 - Vancouver (John Gilbert)
1984 - Austin (Anne VanKleeck)
1987 - Lund
1990 - Budapest (Zita Reger)
1993 - Trieste (Maria Silvia Barbieri)
1996 - Istanbul (Ayhan Aksu)
1999 - San Sebastian/Donostia (Jasone Cenoz)
2002 - Madison (Jon Miller)
2005 - Berlin
2008 - Edinburgh (Sorace)
2011 - Montreal (Henri Cohen)
2014 - Amsterdam
2017 - Lyon

Sincerely,

Virginia Valian

--
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<mailto:vvvstudents at gmail.com>
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--
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390<tel:413%20256%200390>

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From M_Soderstrom at umanitoba.ca  Wed Oct  3 03:17:46 2012
From: M_Soderstrom at umanitoba.ca (Melanie Soderstrom)
Date: Tue, 2 Oct 2012 22:17:46 -0500
Subject: databases with sibling information?
In-Reply-To: <0647e44e-07bb-470b-8836-0dffacfaa93b@googlegroups.com>
Message-ID: <TUE.2.OCT.2012.221746.0500.>

Hi,

Not sure if this is helpful to your student, but my small corpus of 
maternal language to two infants (the Soderstrom corpus) includes one 
mother who recorded largely in the absence of siblings and one in which 
the siblings were often present). They are infants though (under 12 
months), so the children themselves aren't talking yet...


On 10/1/2012 10:22 PM, J.Alexander wrote:
> Hi all,
>
> I'm currently mentoring an undergraduate student who is interested in 
> the role of older siblings in early language development. I typically 
> work with adults, so the CHILDES databases seemed like a potential way 
> to help her get some experience working with child language data given 
> limited time and resources. I'm new to using the CHILDES databases, so 
> I may have overlooked this information, but is family/demographic 
> information easily available for any of the children in the larger 
> sample databases (such as the New England, Rollins, Davis, or HSLLD)?
>
> Thanks for your help,
> Jessica Alexander
>
> Assistant Professor of Psychology
> Concord University
> -- 
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-- 
Melanie Soderstrom
Associate Professor
Department of Psychology
P435C Duff Roblin Building
University of Manitoba
R3T 2N2 Canada
(204) 474-9528

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From rberman at post.tau.ac.il  Wed Oct  3 06:20:06 2012
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Wed, 3 Oct 2012 08:20:06 +0200
Subject: Abridged summary of info-childes@googlegroups.com - 2
 Messages in 2 Topics
In-Reply-To: <20cf306678d32f551604cb13ba1d@google.com>
Message-ID: <WED.3.OCT.2012.082006.0200.>

Dear Jessica,

There is a data-base of this kind on CHILDES, under the name RAVID -- 
but unfortunately it was in Hebrew.  It was recorded over several years 
by Dorit Ravid of her two older children, a girl and a boy about one 
year apart in age.  I have all the relevant details, since the materials 
were transcribed and organized for transferral to CHILDES in my lab

Best
Ruth Berman


On 10/2/2012 3:44 PM, info-childes at googlegroups.com wrote:
> Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>   * databases with sibling information? <#group_thread_0> [1 Update]
>   * databases with sibling information? <#group_thread_1> [1 Update]
>
> databases with sibling information? 
> <http://groups.google.com/group/info-childes/t/25a2fb14550d1e91>
>
>     Brian MacWhinney <macw at cmu.edu> Oct 01 11:52PM -0400
>
>     Dear Jessica,
>
>     Unfortunately, researchers often do not systematically address
>     this issue. For example, in the New England corpus, the children
>     came into the lab, so information about siblings ...more
>     <http://groups.google.com/group/info-childes/msg/e9e6479723fbd544>
>
> databases with sibling information? 
> <http://groups.google.com/group/info-childes/t/5f563b6636a1c0f3>
>
>     "J.Alexander" <dukeje at gmail.com> Oct 01 08:22PM -0700
>
>     Hi all,
>
>     I'm currently mentoring an undergraduate student who is interested
>     in the
>     role of older siblings in early language development. I typically
>     work with
>     adults, so the CHILDES databases ...more
>     <http://groups.google.com/group/info-childes/msg/69aa749fa58b21f6>
>
> You received this message because you are subscribed to the Google 
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>
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From cathy.lonngren at googlemail.com  Wed Oct  3 08:46:48 2012
From: cathy.lonngren at googlemail.com (Cathy Lonngren)
Date: Wed, 3 Oct 2012 09:46:48 +0100
Subject: databases with sibling information?
In-Reply-To: <506BAE5A.80004@umanitoba.ca>
Message-ID: <WED.3.OCT.2012.094648.0100.>

Hi,

Again I don't know whether my corpus would be of interest but it contains
naturalistic interactions (dinner time, playing games, chatting etc) where
the main speakers are a mother and her two children (2 and half years
difference between them). It is a longitudinal corpus spanning
approximately 3 years (at the first recording the siblings were ages 3:5
and 5:10). It is a bilingual corpus (English and Brazilian Portuguese)
where my aim was to study the codeswitching practices of the family, so
that clearly adds another variable into the equation. The whole corpus is
coded for addressee (and language) so that may aid analysis. I am currently
checking the last few files but anticipate it's addition to the CHILDES
database very soon. However, if you were interested I would be happy for
you to have access before its contribution.

Regards,

Cathy Lonngren-Sampaio
University of Hertfordshire

 3 October 2012 04:17, Melanie Soderstrom <M_Soderstrom at umanitoba.ca> wrote:

> Hi,
>
> Not sure if this is helpful to your student, but my small corpus of
> maternal language to two infants (the Soderstrom corpus) includes one
> mother who recorded largely in the absence of siblings and one in which the
> siblings were often present). They are infants though (under 12 months), so
> the children themselves aren't talking yet...
>
>
>
> On 10/1/2012 10:22 PM, J.Alexander wrote:
>
>> Hi all,
>>
>> I'm currently mentoring an undergraduate student who is interested in the
>> role of older siblings in early language development. I typically work with
>> adults, so the CHILDES databases seemed like a potential way to help her
>> get some experience working with child language data given limited time and
>> resources. I'm new to using the CHILDES databases, so I may have overlooked
>> this information, but is family/demographic information easily available
>> for any of the children in the larger sample databases (such as the New
>> England, Rollins, Davis, or HSLLD)?
>>
>> Thanks for your help,
>> Jessica Alexander
>>
>> Assistant Professor of Psychology
>> Concord University
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to info-childes+unsubscribe@**
>> googlegroups.com <info-childes%2Bunsubscribe at googlegroups.com>.
>> To view this discussion on the web visit https://groups.google.com/d/**
>> msg/info-childes/-/**9iGLpZ90qmkJ<https://groups.google.com/d/msg/info-childes/-/9iGLpZ90qmkJ>
>> .
>> For more options, visit https://groups.google.com/**groups/opt_out<https://groups.google.com/groups/opt_out>
>> .
>>
>>
>>
>
> --
> Melanie Soderstrom
> Associate Professor
> Department of Psychology
> P435C Duff Roblin Building
> University of Manitoba
> R3T 2N2 Canada
> (204) 474-9528
>
>
> --
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> .
>
>
>

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From K.McManus at soton.ac.uk  Wed Oct  3 08:30:40 2012
From: K.McManus at soton.ac.uk (Mcmanus K.)
Date: Wed, 3 Oct 2012 08:30:40 +0000
Subject: 2nd Call: Residence Abroad,
 Social Networks and Second Language Learning
Message-ID: <WED.3.OCT.2012.083040.0000.>

Residence Abroad, Social Networks and Second Language Learning



11th & 12th April, 2013
Centre for Applied Language Research, University of Southampton, UK


Conference website: http://www.llas.ac.uk/residence-abroad


in collaboration with:
University Council for Modern Languages
AILA Research Network on "Study Abroad and Language Acquisition"
Centre for Languages, Linguistics and Area Studies



Paper and Poster Abstract Submission Deadline: 5th November, 2012

Paper and Poster Notification of Acceptance: 11th January, 2013



Keynote Speakers:
Jim Coleman, Open University, UK
Celeste Kinginger, Pennsylvania State University, USA
Ulrich Teichler, University of Kassel, Germany


Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level.

Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it.

This conference arises from "LANGSNAP", a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network "Study Abroad and Language Acquisition".

The conference will take place at the Avenue Campus, University of Southampton, United Kingdom. Details of the location are available at: http://www.southampton.ac.uk/visitus/campuses/avenue.html

Registration and accommodation details available from the conference webpage: http://www.llas.ac.uk/residence-abroad



Call for papers

The organizers invite proposals for papers and posters related to residence/study abroad, relevant to these two main strands. Both research-oriented presentations, as well as informational presentations on innovative programmatic features of residence/study/ work experience abroad programs and support materials are welcome.


Guidelines for paper and poster submissions

Please include a title, abstract (300 words), and short summary (50 words) for both paper and poster submissions. Paper sessions will last 30 minutes (20 minute presentation followed by 10 minutes for questions). There will be two poster sessions, one on each day. Poster presenters will have 45 minutes to present their work.

Proposals should be submitted by the deadline 05 November, 2012 to: langsnap at soton.ac.uk<mailto:langsnap at soton.ac.uk>


Organising Committee:

Dr Jaine Beswick (University of Southampton)
Dr Patricia Grounds (Universidad Politécnica de San Luis Potosí, Mexico)
Dr Martin Howard (AILA REN/University College Cork, Ireland)
Dr Cristobal Lozano (University of Granada, Spain)
Dr Kevin McManus (University of Southampton, UK)
Prof Rosamond Mitchell (University of Southampton, UK)
Dr Carmen Pérez Vidal (AILA REN/ Universitat Pompeu Fabra, Spain)
Ms Laurence Richard (University of Southampton, UK)
Dr Patricia Romero (University of Southampton, UK)
Dr Nicole Tracy-Ventura (University of Southampton, UK)
Dr Henry Tyne (University of Perpignan, France)


All enquiries should be addressed to: langsnap at soton.ac.uk<mailto:langsnap at soton.ac.uk>



--
Dr Kevin McManus
Research Fellow in French Applied Linguistics
Modern Languages
University of Southampton

tel: +44 (0) 23 8059 3970
http://www.soton.ac.uk/ml/about/staff/km2m10.page

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From sarunach at bu.edu  Wed Oct  3 13:14:04 2012
From: sarunach at bu.edu (Sudha Arunachalam)
Date: Wed, 3 Oct 2012 06:14:04 -0700
Subject: Tenured Senior Faculty Position in Speech,
 Language and Hearing Sciences
Message-ID: <WED.3.OCT.2012.061404.0700.>

**Apologies for cross-posting.

The Department of Speech, Language and Hearing Sciences at Boston 
University College of Health and Rehabilitation Sciences: Sargent College 
invites applications for the position of Senior Faculty at the level of 
Associate/Full Professor beginning Fall 2013. 


Candidates should have demonstrated a strong research background and a 
successful record of obtaining external support for research and 
training/mentoring activities. Areas of research expertise are open, but we 
encourage candidates with a clear interest in collaborative 
interdisciplinary research. Qualifications include: (a) earned doctorate 
with a specialty in one of the communication sciences or disorders areas, 
(b) experience in teaching, research, and mentoring, and (c) clinical 
certification is preferred, but not required. The Department has a rotating 
Chair model with a limited appointment as Chair and all senior faculty will 
be eligible to serve in this administrative role as appropriate to their 
overall career development. This is a full-time, tenured position, with a 
9-month appointment; academic year requirements include teaching at the 
undergraduate and/or graduate level, research and service. 


The Department of Speech, Language and Hearing Sciences is housed at Boston 
University College of Health and Rehabilitation Sciences: Sargent College 
and offers undergraduate, masters, and doctoral programs. The College’s 
three ranked graduate professional programs (physical therapy, occupational 
therapy, and speech-language pathology) all place in the top 8% nationally, 
and Sargent is among the nation’s leaders in funded research. The 
environment is highly collaborative with faculty who have intersecting 
research interests that span speech and hearing, psychology, linguistics, 
swallowing, and neuroscience. There is an on-site speech pathology and 
audiology clinic, and affiliated clinics are located at the Boston 
University Medical Campus. In addition, the Boston area is home to many 
highly regarded medical and educational institutions and offers numerous 
opportunities for collaborative and interdisciplinary activities. 


For more information about Sargent College and our programs, visit our 
website at http://www.bu.edu/sargent. 


Applications should include a letter of interest explaining background and 
qualifications, curriculum vitae, and three current letters of 
recommendation. For more information about the department and Boston 
University, please contact Joseph Perkell, Chair of the search committee at 
perkell at bu.edu or 617-353-3252. Review of applications will begin 
immediately and will continue until the position is filled. 


Applications may be held in confidence at the applicant’s request 
until/unless an invitation for an interview is extended. Application 
packets should be directed to: 

Joseph Perkell, PhD 

Speech, Language and Hearing Sciences Search Committee Chair 

Boston University 

College of Health and Rehabilitation Sciences: Sargent College 

635 Commonwealth Avenue 

Boston, MA 02215 

*
*

*Boston University is an Equal Opportunity, Affirmative Action Employer. *

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From judithbryant at usf.edu  Wed Oct  3 14:01:21 2012
From: judithbryant at usf.edu (Judith B. Bryant)
Date: Wed, 3 Oct 2012 10:01:21 -0400
Subject: Cognitive Psychology position, University of South Florida
Message-ID: <WED.3.OCT.2012.100121.0400.>

Please draw this ad to the attention of potentially interested individuals.

> The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA 
> invites applications for a tenure-track position in Cognitive 
> Psychology at the Assistant Professor level, beginning August 7, 2013. 
> We are particularly interested in scholars with research interests 
> that augment our current strengths in learning & memory, perception, 
> decision-making and cognitive neuroscience. Priority will be given to 
> scholars who can build bridges with the social psychologists and 
> neuroscientists within the Cognitive, Neuroscience, and Social 
> Psychology program, the Clinical and I/O Areas in our department, and 
> with other departments and centers at USF, e.g., Aging Studies, 
> Communication Sciences, Computer Engineering, the USF Visualization 
> Center, the Byrd Alzheimer's Institute, the Neuroscience 
> Collaborative, Morsani College of Medicine, and the Center for 
> Advanced Medical Learning and Simulation. The successful applicant 
> will be expected to establish an independent program of research that 
> will attract extramural support, teach graduate and undergraduate 
> classes, supervise graduate students, and participate in departmental 
> governance. Review of applications will begin November 19, 2012. 
> Applications received after November 19, 2012 may be reviewed and 
> advanced, in cases of compelling merit, up to the conclusion of the 
> search process. Applicants must have the Ph.D. degree by the time of 
> the appointment.
>
> Please click here for the online application
>
> http://employment.usf.edu/applicants/Central?quickFind=60242.
>
> The University of South Florida is a metropolitan, Carnegie-designated 
> Doctoral/Research-Extensive university enrolling more than 47,000 
> undergraduate students and is ranked in the top 50 US universities in 
> extramural funding for research. The Department of Psychology 
> (http://psychology.usf.edu/) has 33 faculty members on the Tampa 
> Campus and is housed in a building containing research labs, offices, 
> and classrooms.
>
> Applicants should upload a cover letter describing their teaching and 
> research interest and experience as well as a CV to the following 
> link: http://employment.usf.edu/applicants/Central?quickFind=60242. 
> Three letters of recommendation should be sent directly to the Chair 
> of the Cognitive Search Committee, Dr. Sandra Schneider, PCD 4118G, 
> University of South Florida, Tampa FL 33620-7200 (Sandra at usf.edu). The 
> University of South Florida encourages applications from women and 
> members of minority groups. According to Florida Law, applications and 
> meetings regarding them are open to the public.For ADA accommodations, 
> please contact Carrie Jewett (813-974-2438)**at least five working 
> days prior to need.USF is an Equal Opportunity Institution.
>

-- 
Judith Becker Bryant, Ph.D.
Professor and Area Director, Doctoral Program in Cognition, Neuroscience, and Social Psychology
Dept of Psychology, PCD 4118G
University of South Florida
Tampa, FL 33620-7200

Office: (813) 974-0475     Fax:  (813) 974-4617
Office location:  PCD 4152
Email:  judithbryant at usf.edu

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From vvvstudents at gmail.com  Thu Oct  4 13:56:42 2012
From: vvvstudents at gmail.com (Virginia Valian)
Date: Thu, 4 Oct 2012 09:56:42 -0400
Subject: stats on IASCL meetings
In-Reply-To: <CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <THU.4.OCT.2012.095642.0400.>

Dear Colleagues,

Many thanks to those of you who have responded so quickly about materials
from previous IASCL meetings!  We now have promises of programs for the
following years:  1987, 1990, 1993, ..., 1999, 2002, 2005, 2008, and 2011.
 So here's what we still need:

1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
>
> 1996 - Istanbul (Ayhan Aksu)
>

 Best wishes,

Virginia Valian


-- 
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

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From h.g.simonsen at iln.uio.no  Fri Oct  5 13:33:06 2012
From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen)
Date: Fri, 5 Oct 2012 15:33:06 +0200
Subject: Post doc position in early bilingual language acquisition at the
 University of Oslo, Norway - Extended deadline
Message-ID: <FRI.5.OCT.2012.153306.0200.>

A Post Doctoral research fellowship is available at the Department of Linguistics and Scandinavian Studies at the University of Oslo, Norway.

The person appointed will be affiliated with the Research Group in Clinical Linguistics and Language Acquisition. The group conducts research on typical and atypical speech and language development in children and on atypical speech and language as a result of brain damage in adults. Our research focuses strongly on cross-linguistic studies of language development and disorders.

The appointee is expected to investigate language acquisition in bilingual preschool children with a minority background learning the majority language as a (simultaneous or successive) second language, with particular focus on the acquisition of lexical and grammatical skills.

Deadline for application: October 29, 2012.

For the detailed announcement, please see
http://uio.easycruit.com/vacancy/767259/62043?iso=gb

Hanne Gram Simonsen
Professor, Department of Linguistics and Scandinavian Studies, University of Oslo
E-mail: h.g.simonsen at iln.uio.no



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From rbahr at cas.usf.edu  Fri Oct  5 17:24:16 2012
From: rbahr at cas.usf.edu (rbahr)
Date: Fri, 5 Oct 2012 10:24:16 -0700
Subject: Faculty Position in Communication Sciences & Disorders,
 University of South Florida
Message-ID: <FRI.5.OCT.2012.102416.0700.>

 

The Department of Communication Sciences and Disorders at the University of 
South Florida(USF), Tampa, FL invites applications to fill *three*tenure-track faculty positions.  
Appointments are expected to be at the assistant level; however, an 
especially well-qualified candidate may be appointed as associate 
professor. Successful candidates will be expected to conduct research, seek 
external funding, publish in areas of interest, develop and teach graduate 
and undergraduate courses in areas of specialty, advise Master’s and 
Doctoral students and provide service to the department, college, 
university, community and profession. Summer teaching is possible. 

A Ph. D. in Communication Sciences and Disorders or other related 
discipline is required by the start date. Applicants should demonstrate 
strong potential for Federal funding, research and intradepartmental 
collaboration. Particularly desirable areas include adult neurogenics, 
hearing impairment in children, early intervention, language/literacy, and 
bilingualism, but strong candidates in other areas of specialization will 
receive full consideration. Eligibility for CCC is preferred. Applicants at 
the Associate Professor level must show evidence of external funding and a 
strong publication record. Applicants for an Assistant Professor position 
will demonstrate potential for scholarly publications and are expected to 
pursue vigorous research programs that could lead to external funding. 

USF is a comprehensive multi-campus research university serving more than 
47,000 students, one of the nation’s top 73 public research universities 
and one of only 41 public research universities nationwide with very high 
research activity that is designated as community engaged by the Carnegie 
Foundation for the Advancement of Teaching.  According to the National 
Science Foundation, USF ranks 50th in the nation for federal expenditures 
in research and total expenditures in research among all U.S. universities, 
public or private, and is ranked 44th in total research expenditures and 
34th in federal research expenditures for public universities. Numerous 
research and health care partnerships are available through affiliation 
agreements with the H. Lee Moffitt Cancer Center and Research Institute, 
James A. Haley Veterans Hospital, Bay Pines Veterans Hospital, Tampa 
General Hospital, All Children's Hospital and Bayfront Medical Center, 
Shriner's Children's Hospital, Florida Hospital, the Johnnie B. Byrd, Sr. 
Alzheimer's Center and Research Institute, and the US Geological Survey. 

Applications should include a cover letter that describes the applicant’s 
research program and teaching philosophy and any obtained or pending 
external funding, a current curriculum vita and a maximum of three reprints 
of representative publications. Applicants must apply for these positions 
through the USF online employment application system Careers at USF https://employment.usf.edu/applicants/jsp/shared/ 
Welcome_css.jsp<https://employment.usf.edu/applicants/jsp/shared/%20Welcome_css.jsp>(view the positions for the College of Behavioral and Community Sciences, 
Department of Communication Sciences and Disorders, position #s 16168, 
10312, and 19148). The position is open until filled and review of 
applications will begin immediately. If you have any difficulties 
submitting your application, please contact Human Resources at 
USFCareersHelp at admin.usf.edu. Three letters of recommendation should be 
sent directly to Ruth Bahr, Chair, Search Committee. A Level 1background 
check will be required for employment in this position.  

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From macw at cmu.edu  Sat Oct  6 19:26:50 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 6 Oct 2012 15:26:50 -0400
Subject: KidEval
Message-ID: <SAT.6.OCT.2012.152650.0400.>

Dear Info-CHILDES,

    In the context of the AphasiaBank project, we have developed a system for automatic profiling from language transcripts called EVAL.  The predecessors of this system were the CLAN programs of MORTABLE which dumps out counts of all grammatical morphemes from the %mor line to rows in an Excel spreadsheet and MEASURES which does the same for additional things like MLU, TTR, pauses, retraces and so on.  MORTABLE and MEASURES are designed primarily for researchers who are conducting cross-sectional studies to speed up and synchronize their work.  In these programs, the basic idea is that rows in the Excel spreadsheet are participants and columns are measures. Computation of the various measures depends on accurate use of CHAT transcription and then running of the MOR program to create a %mor line.  All recent work in AphasiaBank and the majority of the corpora now in CHILDES have these features. 
    The next step has involved configuring this system into something more relevant to clinicians.  In that case, the idea was to focus not on output for groups, but for individual participants.  Here, what is particularly interesting is the ability to compare the participant with some reference group, perhaps normal controls or perhaps other people with Broca's aphasia.  For AphasiaBank, this is easy, because the whole project was designed to collect data in this format.  This system is called EVAL and it is now operational.  However, it is primarily conceived of as a method for studying people with aphasia.
    This use of reference databases can also be extended to child language, much as is done now in the SALT framework.  We are now working with Nan Bernstein Ratner to modify the MEASURES program for use with child language transcripts.  The new program would be called KidEval.  Here, we envision a combined usage, both with individual children and with groups.  In addition to the columns currently in MEASURES, we hope to add DSS, VOCD, IPSyn, and counts of the 14 morphemes of Brown (1973).  A big challenge here will be the addition of reference data sets.  In child language, there are so many possible reference sets, varying by age, language, bilingual status, topic, method of elicitation, and so on.  My sense is that we want to make available all possible reference datasets and allow the user to select the ones that best match the current child or group of children.  So, this will be a big project.
    This same method could also possibly be extended to the PHON program that Yvan Rose and Greg Hedlund have built.  Again, either individual children or groups of children would be compared against some standard set of control or norm data for phonological development.  
  We would love to receive suggestions regarding this project, including ideas about reference databases and additional automatic measures,  either posted to the list or sent directly to me, Nan, or Yvan, depending on the focus.

-- Brian MacWhinney

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From pamelanortonphd at gmail.com  Sat Oct  6 21:59:23 2012
From: pamelanortonphd at gmail.com (Pam Norton)
Date: Sat, 6 Oct 2012 14:59:23 -0700
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 1
 Topic
In-Reply-To: <0015175caea8c9e1df04ca49b8bd@google.com>
Message-ID: <SAT.6.OCT.2012.145923.0700.>

I have also heard "em" as a filler in Spanish.

Pam Norton

Sent from my iPhone

On Sep 22, 2012, at 5:44 AM, info-childes at googlegroups.com wrote:

>   Today's Topic Summary
> Group: http://groups.google.com/group/info-childes/topics
> 
> coding disfluencies in Spanish/cross-linguistic coding of disfluency [2 Updates]
>  coding disfluencies in Spanish/cross-linguistic coding of disfluency
> Shelley Brundage <shelley.brundage at gmail.com> Sep 21 01:20PM -0700  
> 
> Dear Info-CHILDES
>  
> In my lab we are investigating characteristics of child-directed speech in 
> a group of bilingual (Spanish-English) parents. Right now, we are analyzing 
> speech rate and disfluencies in the parents during conversations with their 
> children. To this end, we have developed sets of rules for analyzing rate 
> and disfluency. The rate calculations are fairly straightforward across 
> languages. We have developed a set of rules for disfluency coding in 
> English, and have been working to apply these same rules in Spanish. This 
> process has proved to be slightly less straightforward. We think we now 
> have a set of rules that adequately captures disfluencies in Spanish, but *we 
> wondered if anyone on the list has experience in coding disfluency 
> behaviors in Spanish, and if you would be willing to share the coding rules 
> that you use. * We would like to compare our set of rules to make sure that 
> we have not missed anything in Spanish. While I have native Spanish 
> speakers working in my lab, I would like to connect with an established 
> researcher in this area if possible. I would be happy to share our set of 
> disfluency coding rules if anyone is interested. Thank you!
>  
> 
>  
> Shelley Brundage
>  
> 
> Brian MacWhinney <macw at cmu.edu> Sep 21 04:54PM -0400  
> 
> Dear Shelley,
>  
> This sounds quite interesting. However, I am curious why you would expect the coding of disfluencies to be to be different for Spanish. Do you mean that the actual content of filled pauses is different? Just introspecting a bit, it seems to me that Spanish speakers tend to prolong vowels more than in English. They tend to use slightly different fillers. More "ee" and "ah" and seldom "um". Differences in the actual content of filled pauses are common between languages. One of my favorite fillers is the Hungarian "izé" which is so marked. 
> Perhaps some differences are just quantitative. For example, numbers of repeated words might differ, but that would not impact your coding scheme.
> Or perhaps you are talking about the details of error analysis, rather than disfluencies. If that is the focus, you might want to take a look at the system for error coding we are using in the AphasiaBank project.
>  
> -- Brian MacWhinney
>  
>  
> 
> You received this message because you are subscribed to the Google Group info-childes.
> You can post via email.
> To unsubscribe from this group, send an empty message.
> For more options, visit this group.
> -- 
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>  
>  

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From v.chondrogianni at googlemail.com  Sun Oct  7 11:29:10 2012
From: v.chondrogianni at googlemail.com (Vicky Chondrogianni)
Date: Sun, 7 Oct 2012 12:29:10 +0100
Subject: Call for papers - International Journal of Bilingualism
 special issue
In-Reply-To: <CALbw=1AkVJsVQnM98z8-E9kciiSjbEGt1vm9p-PMScf+FknNiw@mail.gmail.com>
Message-ID: <SUN.7.OCT.2012.122910.0100.>

>
> *Reminder: Call for papers - International Journal of Bilingualism
>
> *
>
> We are now inviting abstracts for the annual thematic issue of the
> International Journal of Bilingualism (IJB) to be published in March 2015.
> The topic of the proposed thematic issue is *“Cross-linguistic aspects in
> child L2 acquisition” *and intends to bring together contributions from
> researchers examining the acquisition of interface and syntax-only
> phenomena in child L2 learners from a cross-linguistic perspective and/or
> by using different methodologies (production, off-line/on-line
> comprehension).
>
>
>
> Our thematic issue will seek to comprise articles investigating how target
> language (TL) properties influence child L2 acquisition, whether
> acquisition of different kinds of interface conditions influences transfer
> differently, how the acquisition pattern can be mediated by external
> factors such as age of onset (AoO), length of exposure (LoE) to the L2 and
> quality of input, and how transfer can interact with TL properties to give
> rise to different acquisition patterns cross-linguistically. Finally, by
> comparing different modalities such as production, off-line and on-line
> comprehension, we will address possible (a)symmetries between production
> and comprehension, and we will investigate the nature of the potential
> production problems in L2 children with different AoO and LoE.
>
>
>
> Potential contributions could aim to address the following research
> questions:
>
> * *
>
> 1)      How do TL properties influence the acquisition of morpho-syntactic
> and semantic phenomena in L2 children cross-linguistically?
>
> 2)      Do internal (e.g. syntax-semantics) and external (e.g.
> syntax-discourse) interface conditions have different effects on language
> development?
>
> 3)      How does L1 transfer interact with TL properties in child L2
> acquisition and with external factors such as LoE, AoO and quality of input?
>
> 4)      Do cross-linguistic differences in TL properties influence
> production, on-line and/or off-line comprehension of morpho-syntax and
> semantics in L2 children differentially?
>
>
>
> If you are interested in contributing to this special issue, please send
> us (Vicky Chondrogianni: v.chondrogianni at bangor.ac.uk, Leonie Cornips:
> leonie.cornips at meertens.knaw.nl, Nada Vasić: nadavasic at gmail.com) a
> 500-word abstract stating the research questions, methodology, results,
> implications for the field of L2 acquisition. Abstracts should include the
> title of the submission as well as the authors’ names and affiliations.
>
>
>
> Please note that this is a competitive call and that the thematic issue
> cannot comprise more than six papers. Paper selection will follow a
> peer-review process, and therefore, eventual publication is not guaranteed
> for all manuscript submissions.
>
>
>
> The deadline for abstract submissions is *October 15, 2012*. Other
> relevant deadlines are listed below:
>
>
>
> November 9, 2012:     Contributors notified by editors
>
> May 31, 2013:             Submission of first drafts/ papers sent out to
> reviewers
>
> July 14, 2013:              All first round reviews in / final decision on
> papers to be included in the special issue reached by editors / selected
> papers for second round of reviews, if necessary
>
> September 14, 2013:   Submission of second drafts
>
> September 27, 2013:   Second round of reviews in
>
> October 10, 2013:       Guest editors’ final decision and evaluation
>
> January 24, 2014:       Introduction due from Guest Editors
>
> February 21, 2014:     Final form-corrected copy reviewed by authors
>
> March 28, 2014:         Submission to Sage publications
>
> April-June 2014:         Proofs sent to authors and *IJB* staff
>
>
>
> We look forward to receiving your contributions!
>
>
>
> Vicky Chondrogianni, Leonie Cornips & Nada Vasić (IJB Guest editors)
>
>

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From editor.iascl.clbulletin at gmail.com  Mon Oct  8 07:03:46 2012
From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor)
Date: Mon, 8 Oct 2012 00:03:46 -0700
Subject: BUCLD 37 Pre-registration now open
Message-ID: <MON.8.OCT.2012.000346.0700.>



***message posted on behalf of the BUCLD 37 conference organizers***

--------------------------------------------------------------------------------------------------------------------------------------------------------


Dear Prospective BUCLD 37 Attendee,****

** **

We would like to remind you that the deadline to pre-register for BUCLD 37 
is Tuesday, October 23, 2012. By pre-registering not only will you receive 
a reduced rate for the conference, but you will also be able to check-in at 
the registration desk quickly and proceed to the various exciting talks 
without waiting in line. Regular full-price registration will continue to 
be available online from Wednesday, October 24 through Tuesday, October 30. 
To register, please visit the following website: 
http://www.bu.edu/bucld/conference-info/registration/****

** **

For general information on the conference including the full schedule, 
please visit: http://www.bu.edu/bucld****

** **

Also, you can register for the Society for Language Development Symposium 
“Neuroplasticity and language” on Thursday November 1, 1-4pm through our 
website. The SLD would also like to announce a new student award. Please 
see their website for more information: 
http://www.bcs.rochester.edu/sld/symposium.html****

** **

We look forward to seeing you at BUCLD 37!


BUCLD 37 conference organizers


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From dukeje at gmail.com  Mon Oct  8 10:41:42 2012
From: dukeje at gmail.com (Jessica Alexander)
Date: Mon, 8 Oct 2012 06:41:42 -0400
Subject: databases with sibling information?
In-Reply-To: <CAP0r51T_q0j_Nsd3kOxT9LNER=7AakvFsKrM1cVnSgAaHBJZGg@mail.gmail.com>
Message-ID: <MON.8.OCT.2012.064142.0400.>

Hi Cathy,

Thank you for your help. That sounds like a fantastic corpus, but I think
it's too complex for our goals. We may have to change the focus of the
project somewhat depending on what materials are available, but since I'm
working with an undergraduate student, we have to keep it fairly simple.

Thanks for the information. I've just been overwhelmed by the response I've
gotten from this community. Everyone has been so helpful and supportive!

Thanks again,
Jessica Alexander



On Wed, Oct 3, 2012 at 4:46 AM, Cathy Lonngren <
cathy.lonngren at googlemail.com> wrote:

> Hi,
>
> Again I don't know whether my corpus would be of interest but it contains
> naturalistic interactions (dinner time, playing games, chatting etc) where
> the main speakers are a mother and her two children (2 and half years
> difference between them). It is a longitudinal corpus spanning
> approximately 3 years (at the first recording the siblings were ages 3:5
> and 5:10). It is a bilingual corpus (English and Brazilian Portuguese)
> where my aim was to study the codeswitching practices of the family, so
> that clearly adds another variable into the equation. The whole corpus is
> coded for addressee (and language) so that may aid analysis. I am currently
> checking the last few files but anticipate it's addition to the CHILDES
> database very soon. However, if you were interested I would be happy for
> you to have access before its contribution.
>
> Regards,
>
> Cathy Lonngren-Sampaio
> University of Hertfordshire
>
>  3 October 2012 04:17, Melanie Soderstrom <M_Soderstrom at umanitoba.ca>wrote:
>
>> Hi,
>>
>> Not sure if this is helpful to your student, but my small corpus of
>> maternal language to two infants (the Soderstrom corpus) includes one
>> mother who recorded largely in the absence of siblings and one in which the
>> siblings were often present). They are infants though (under 12 months), so
>> the children themselves aren't talking yet...
>>
>>
>>
>> On 10/1/2012 10:22 PM, J.Alexander wrote:
>>
>>> Hi all,
>>>
>>> I'm currently mentoring an undergraduate student who is interested in
>>> the role of older siblings in early language development. I typically work
>>> with adults, so the CHILDES databases seemed like a potential way to help
>>> her get some experience working with child language data given limited time
>>> and resources. I'm new to using the CHILDES databases, so I may have
>>> overlooked this information, but is family/demographic information easily
>>> available for any of the children in the larger sample databases (such as
>>> the New England, Rollins, Davis, or HSLLD)?
>>>
>>> Thanks for your help,
>>> Jessica Alexander
>>>
>>> Assistant Professor of Psychology
>>> Concord University
>>> --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
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>>> *googlegroups.com <info-childes%2Bunsubscribe at googlegroups.com>.
>>> To view this discussion on the web visit https://groups.google.com/d/**
>>> msg/info-childes/-/**9iGLpZ90qmkJ<https://groups.google.com/d/msg/info-childes/-/9iGLpZ90qmkJ>
>>> .
>>> For more options, visit https://groups.google.com/**groups/opt_out<https://groups.google.com/groups/opt_out>
>>> .
>>>
>>>
>>>
>>
>> --
>> Melanie Soderstrom
>> Associate Professor
>> Department of Psychology
>> P435C Duff Roblin Building
>> University of Manitoba
>> R3T 2N2 Canada
>> (204) 474-9528
>>
>>
>> --
>> You received this message because you are subscribed to the Google Groups
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>> .
>>
>>
>>
>  --
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>

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From Florence.Chenu at univ-lyon2.fr  Wed Oct 10 12:32:06 2012
From: Florence.Chenu at univ-lyon2.fr (Florence Chenu)
Date: Wed, 10 Oct 2012 14:32:06 +0200
Subject: Early Language Acquisition 2012, 5-7 Dec 2012, Lyon, France
Message-ID: <WED.10.OCT.2012.143206.0200.>

ELA 2012 conference announcement

***********************************
REGISTRATION DEADLINE : 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

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From cynthia.fisher at gmail.com  Fri Oct 12 16:00:46 2012
From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com)
Date: Fri, 12 Oct 2012 09:00:46 -0700
Subject: Annual Society for Language Development (SLD) Symposium
Message-ID: <FRI.12.OCT.2012.090046.0700.>

The Society for Language Development (SLD) invites you to attend its annual 
symposium, and announces a new SLD Student Award.

*SLD 2012 Symposium: *
*“Neuroplasticity and language”
*Thursday, November 1, 2012, 1-4pm
Boston University’s George Sherman Union, 775 Commonwealth Ave.

Speakers include: 
Rebecca Saxe, MIT
Alvaro Pascual-Leone, Harvard University

A reception will follow.

To pre-register for the symposium, as well as the BU Conference on Language 
Development, go to http://www.bu.edu/bucld/conference-info/registration/
BUCLD home page: http://www.bu.edu/bucld/ <http://www.bu.edu/bucld/%20>
The cost of registration for the SLD symposium is $20 for members, $10 for 
student members; $50 for non-members, $25 for student non-members.

*New SLD Student Award*:

The Society for Language Development invites applications for a new SLD 
Student Award, sponsored by the Cognitive Science Society. This award is 
intended to help defray the costs of attending the Symposium, for graduate 
students who are presenting papers or posters at BUCLD. The award includes 
a year's free membership in the Society for Language Development, a year's 
free membership in the Cognitive Science Society, free admission to this 
year's SLD Symposium, and a cash award of $75. Applicants should send a CV 
and their accepted BUCLD abstract (paper, poster, or alternate status) 
by email to Cynthia Fisher at clfishe at illinois.edu; applications are due by 
Oct 15. Two graduate students whose CVs show a record of achievement and of 
sustained interest in interdisciplinary research will be selected. Award 
recipients will be notified by email before the conference (approximately 
Oct 25), and the awards will be announced at the SLD Symposium on Nov. 1.

We hope to see you there. 

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From Roberta at udel.edu  Tue Oct 16 01:26:09 2012
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Mon, 15 Oct 2012 21:26:09 -0400
Subject: Two tenure track positions in Human Development at the University
 of Delaware!
Message-ID: <MON.15.OCT.2012.212609.0400.>

-- 
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."

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From krohlfing at gmail.com  Wed Oct 17 07:11:59 2012
From: krohlfing at gmail.com (Katharina Rohlfing)
Date: Wed, 17 Oct 2012 00:11:59 -0700
Subject: CfP: Microdynamics of Interaction
Message-ID: <WED.17.OCT.2012.001159.0700.>

Dear colleagues,

please consider to contribute to the Special Issue of IEEE TAMD on 
Microdynamics of Interaction.
The deadline is 15 January, next year.

Best regards,

    Katharina Rohlfing.

PD Dr. Katharina J. Rohlfing
Emergentist Semantics Group
Universität Bielefeld, CITEC
http://www.cit-ec.de/es

-----------------
IEEE Transactions on Autonomous Mental Development Special Issue on 
Microdynamics of Interaction: Capturing and Modeling Early Social Learning

Call for Papers

We solicit papers that show approaches to bridging macro- and micro-level 
behavioral research on the “social interaction loop” that supports early 
learning. By “social interaction loop” we mean action sequences during 
interactions between learners and teachers. There are many unanswered 
questions about the content and qualities of those interactions. For 
example, how is the information available to a new learner selected and 
shaped by a parent or teacher? How do learners display their knowledge or 
ability, and how do teachers pick up on this information and adapt to it? 
The phenomena of interest prototypically focus on human infants and 
parents, but the same questions can be asked about non-human juvenile-adult 
dyads, or robot learners with human teachers. There are exciting recent 
efforts to precisely quantify and describe what these reciprocal 
interactions provide; that is, to specify the events and mechanisms that 
support social learning and adaptation.

Contributions can exemplify diverse approaches to studying learning through 
real-time, contingent, reciprocal interaction (or “co-action”). The focus 
of manuscripts should be on bridging macro-level (i.e., qualitative; long 
time-scales) and micro-level (i.e., descriptive, short time-scales) data, 
analyses, and/or explanations. We encourage a broad range of approaches and 
phenomena drawn from different disciplines, including but not limited to, 
anthropology, artificial intelligence, cognitive science, developmental 
science, ethnography, linguistics, machine learning, neuroscience, 
robotics, pediatrics, philosophy, psychology). Interested parties are 
encouraged to contact the editors with questions about the suitability of a 
manuscript. 

Editors:

·      Gedeon Deák, UCSD, deak at cogsci.ucsd.edu

·      Katharina J. Rohlfing, Bielefeld University, kjr at uni-bielefeld.de

 Two kinds of submissions are possible:

·      Regular papers, up to 15 double column pages, should describe new 
empirical findings that utilize innovative methodological and/or analytic 
techniques for extracting structure from rich, high-dimensional behavioral 
data.

·      Correspondence papers, up to 8 double column pages, can focus on one 
of three more limited goals:

1.     Modeling: Quantitative methods for explaining the sorts of patterns 
found in social action loops of teacher-learner interactions. Papers should 
specify how the model can capture the dynamics described above, and/or ways 
to test those models using further behavioral and modeling studies.

2.     Methods: Practical explanations of novel tools for collecting, 
coding, and/or analyzing dyadic interaction data. Papers should describe 
the kinds of interaction-loops for which the method is appropriate, and 
should explain what gap-bridging challenge is met by using the method.

3.     Theoretical perspectives into social interaction loops, and the 
importance of bridging micro- and macro-level explanations. Theoretical 
essays will preferably incorporate insights and constructs from different 
disciplines (cognitive science, neurobiology, computational models, machine 
learning, sociology, and ethnology).

Instructions for authors:

http://cis.ieee.org/ieee-transactions-on-autonomous-mental-development.html

We are accepting submissions through Manuscript Central at
http://mc.manuscriptcentral.com/tamd-ieee (please select “Microdynamics” as 
the submission type)

When submitting your manuscript, please also cc it to deak at cogsci.ucsd.edu 
and kjr at uni-bielefeld.de.

Timeline:

15 January 2013: Deadline for paper submission

15 April 2013:  Notification of the first round of review results

15 July 2013: Final version

20 July 2013: Electronic publication
September 2013: Printed publication

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From nitya12345 at gmail.com  Wed Oct 17 14:24:25 2012
From: nitya12345 at gmail.com (Nitya Sethuraman)
Date: Wed, 17 Oct 2012 10:24:25 -0400
Subject: List of "English" nonsense words?
Message-ID: <WED.17.OCT.2012.102425.0400.>

Hello,

Does anyone know of a list of nonsense words that follow English
phonology?  I've collected about 20 words from various studies, but need
50-60 more nonsense words, especially ones that are monosyllabic.

I would be grateful for any suggestions,

Nitya.

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From erikachoff at gmail.com  Wed Oct 17 15:06:14 2012
From: erikachoff at gmail.com (Erika Hoff)
Date: Wed, 17 Oct 2012 11:06:14 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.110614.0400.>

I have attached a paper that has a few nonsense words (see the section on
phonological memory in the methods). It also describes a procedure for
transforming real words into phonologically allowable nonsense words.

Best,

Erika Hoff

On Wed, Oct 17, 2012 at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>wrote:

> Hello,
>
> Does anyone know of a list of nonsense words that follow English
> phonology?  I've collected about 20 words from various studies, but need
> 50-60 more nonsense words, especially ones that are monosyllabic.
>
> I would be grateful for any suggestions,
>
> Nitya.
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>



-- 
Erika Hoff, Professor
Department of Psychology
Florida Atlantic University
3200 College Ave.
Davie, FL 33314

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From forbesmm at andrew.cmu.edu  Wed Oct 17 15:50:09 2012
From: forbesmm at andrew.cmu.edu (Margie Forbes)
Date: Wed, 17 Oct 2012 11:50:09 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.115009.0400.>

Lewis Carroll's "Jabberwocky"  contains many.

Margie Forbes

On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com> wrote:

> Hello,
>  
> Does anyone know of a list of nonsense words that follow English phonology?  I've collected about 20 words from various studies, but need 50-60 more nonsense words, especially ones that are monosyllabic.
>  
> I would be grateful for any suggestions,
>  
> Nitya.
>  
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  

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From aprior at edu.haifa.ac.il  Wed Oct 17 16:00:15 2012
From: aprior at edu.haifa.ac.il (Anat Prior)
Date: Wed, 17 Oct 2012 12:00:15 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <9693D082-2FFD-44AC-AE51-D63FC9711B98@andrew.cmu.edu>
Message-ID: <WED.17.OCT.2012.120015.0400.>

several relevant references:

Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A Tool
for Word Selection and Non-Word Generation in Dutch, German, English, and
French. *Behavior Research Methods, Instruments & Computers*, 36(3),
488-499.
the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf

*Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords: The
ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
*
*1339-1362. *
*see also: *http://www.maccs.mq.edu.au/~nwdb/

 *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual pseudoword
generator. **Behavior Research Methods 42(3), 627-633**.*
and see here:  http://crr.ugent.be/programs-data/wuggy

Best,
Anat
On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes <forbesmm at andrew.cmu.edu>wrote:

> Lewis Carroll's "Jabberwocky"  contains many.
>
> Margie Forbes
>
> On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>
> wrote:
>
> Hello,
>
> Does anyone know of a list of nonsense words that follow English
> phonology?  I've collected about 20 words from various studies, but need
> 50-60 more nonsense words, especially ones that are monosyllabic.
>
> I would be grateful for any suggestions,
>
> Nitya.
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>
>
>  --
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>
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From mmillians at gmail.com  Wed Oct 17 15:39:56 2012
From: mmillians at gmail.com (Molly)
Date: Wed, 17 Oct 2012 11:39:56 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CAAhHXzXZwuFWonxaqfN-=cDTtrv-9CrAMkZ9xu2m2MtZfc5hAA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.113956.0400.>

Look at the words off of the WIAT-III or the Test of Word Reading Efficiency did nonsense words that are used in reading efficiency tests. 

Sent from my iPhone

On Oct 17, 2012, at 11:06 AM, Erika Hoff <erikachoff at gmail.com> wrote:

> I have attached a paper that has a few nonsense words (see the section on phonological memory in the methods). It also describes a procedure for transforming real words into phonologically allowable nonsense words.
>  
> Best,
>  
> Erika Hoff
> 
> On Wed, Oct 17, 2012 at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com> wrote:
>> Hello,
>>  
>> Does anyone know of a list of nonsense words that follow English phonology?  I've collected about 20 words from various studies, but need 50-60 more nonsense words, especially ones that are monosyllabic.
>>  
>> I would be grateful for any suggestions,
>>  
>> Nitya.
>>  
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email 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.
> 
> 
> 
> -- 
> Erika Hoff, Professor
> Department of Psychology
> Florida Atlantic University
> 3200 College Ave.
> Davie, FL 33314
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  
> <2011 Parra,Hoff, Core JECP .pdf>

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From pul8 at psu.edu  Wed Oct 17 16:39:33 2012
From: pul8 at psu.edu (Ping Li)
Date: Wed, 17 Oct 2012 12:39:33 -0400
Subject: the new Language History Questionnaire (LHQ v. 2)
Message-ID: <WED.17.OCT.2012.123933.0400.>

Dear Colleagues,

I am pleased to let you know that we have revised the Language History
Questionnaire (Li, Sepanski & Zhao, 2006) that many colleagues have used in
the past. The new LHQ has much enhanced functionality on the web and can
collect data in the cloud (and it works much better than googleforms). Data
will be accumulatively saved as the participants fill in the online
questionnaire (there will no longer be transcription errors with data
collected this way). Privacy issues are considered by an investigator-based
sign-up process and the participants will use randomly assigned numbers to
complete the LHQ. Here is the website (http://cogsci.psu.edu/lhq.shtml),
along with a description of how to use the LHQ.

Please let me know if you encounter any problems or if you have any
comments and suggestions. We will continue to update the website so that it
can suit the needs of your study.

Best wishes,
Ping Li

---------------  http://cogsci.psu.edu/lhq.shtml  ----------------

Language history questionnaire (LHQ) is an important tool for assessing
language learners' linguistic background, the context and habits of
language use, proficiency in multiple languages, and the dominance and
cultural identity of the languages acquired. Outcomes from such assessments
have often been used to predict or correlate with learners' linguistic
performance in cognitive and behavioral tests. Previously we identified the
most commonly asked questions in published questionnaires and proposed a
generic LHQ (Li, Sepanski, & Zhao, 2006). Taking advantage of the dynamic
features of web-based interfaces, we have implemented a new cloud-based
LHQ, in four different modules to suit different researchers' focuses and
needs (history, usage, proficiency, and dominance). The new LHQ will allow
investigators to dynamically produce their own LHQ on the fly, and allow
participants to complete the LHQ online through individualized URLs. The
results are saved in a spreadsheet for all participants who have completed
the LHQ. The investigators can view, download, sort, and delete the LHQ
results on the web. Privacy issues are handled through online assignments
of ID numbers for experiments and recording of data with only participant
numbers. The new LHQ is estimated to save an average of 40-50 hours per
experiment while eliminating coding errors from manually transcribing LHQ
results.

The new online LHQ is easy to use. Simply follow the three steps below.
*Step 1:*
The investigator or experimenter completes the sign-up process (click on
Sign-Up below under LHQ Functions), and receives a unique Experiment ID and
a unique URL associated with his or her experiment.
*Step 2:*
The participant completes the LHQ online through the unique URL, and data
(with only participant numbers) are automatically saved. The LHQ is
self-explanatory, and there are often pull-down menus for the participant
to use.
*Step 3:*
The investigator or experimenter accesses the data through the unique
Experiment ID (from Step 1). He or she then deletes the data so that no
data are stored in the cloud after LHQ results are obtained.

Please cite the reference "Li, P., Sepanski, S., & Zhao, X. (2006).
Language history questionnaires: A web-based interface for bilingual
research. Behavior Research Methods, 38,
202-210."<http://cogsci.psu.edu/brm06.pdf>in any publications that
report data based on the LHQ. A future reference
to the new LHQ may be published and updated here.

If you have any questions or need further information on the questionnaire
or the use of it, please contact pul8 at psu.edu or fvz5016 at psu.edu. We
welcome your feeback, comments, and suggestions.

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From brunilda at gmail.com  Wed Oct 17 17:11:10 2012
From: brunilda at gmail.com (Bruno Estigarribia)
Date: Wed, 17 Oct 2012 13:11:10 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CAOMRPpZ_ARi_xsv9CnjuDr7d-9qM+=u3hM7H+iQNvEsYfu6CXw@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.131110.0400.>

Christine Dollaghan (http://bbs.utdallas.edu/people/dollaghan-pubs.html) 
has a well-balanced test for nonword repetition. Write her.
Bruno

Bruno Estigarribia
Assistant Professor of Spanish, Department of Romance Languages and 
Literatures
Research Assistant Professor of Psychology, Cognitive Science Program
Investigator, Carolina Institute for Developmental Disabilities
Dey Hall, Room 332, CB# 3170
University of North Carolina at Chapel Hill
estigarr at email.unc.edu
917-348-8162

> several relevant references:
>
> Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A 
> Tool for Word Selection and Non-Word Generation in Dutch, German, 
> English, and French. /Behavior Research Methods, Instruments & 
> Computers/, 36(3), 488-499.
> the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf 
> <http://users.ugent.be/%7Ewduyck/wordgen-brmic.pdf>
>
> *Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords: The
> ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
> *
> *1339-1362. *
> *see also: *http://www.maccs.mq.edu.au/~nwdb/ 
> <http://www.maccs.mq.edu.au/%7Enwdb/>
>
> *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual 
> pseudoword generator. */*Behavior Research Methods 42**(3), 627-633*/*.*
> and see here: http://crr.ugent.be/programs-data/wuggy
>
> Best,
> Anat
> On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes 
> <forbesmm at andrew.cmu.edu <mailto:forbesmm at andrew.cmu.edu>> wrote:
>
>     Lewis Carroll's "Jabberwocky"  contains many.
>
>     Margie Forbes
>
>     On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman
>     <nitya12345 at gmail.com <mailto:nitya12345 at gmail.com>> wrote:
>
>>     Hello,
>>     Does anyone know of a list of nonsense words that follow English
>>     phonology?  I've collected about 20 words from various studies,
>>     but need 50-60 more nonsense words, especially ones that are
>>     monosyllabic.
>>     I would be grateful for any suggestions,
>>     Nitya.
>>
>>     -- 
>>     You received this message because you are subscribed to the
>>     Google Groups "Info-CHILDES" group.
>>     To post to this group, send email to
>>     info-childes at googlegroups.com <mailto:info-childes at googlegroups.com>.
>>     To unsubscribe from this group, send email to
>>     info-childes+unsubscribe at googlegroups.com
>>     <mailto:info-childes+unsubscribe at googlegroups.com>.
>>     For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>
>     -- 
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>
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From gordana.hrzica at gmail.com  Thu Oct 18 09:01:37 2012
From: gordana.hrzica at gmail.com (Gordana Hrzica)
Date: Thu, 18 Oct 2012 11:01:37 +0200
Subject: List of "English" nonsense words?
In-Reply-To: <507EE6AE.80702@gmail.com>
Message-ID: <THU.18.OCT.2012.110137.0200.>

there is also wuggi
http://crr.ugent.be/programs-data/wuggy
it is a multilingual pseudowords generator, awailable also for English

best,
Gordana

2012/10/17 Bruno Estigarribia <brunilda at gmail.com>

>  Christine Dollaghan (http://bbs.utdallas.edu/people/dollaghan-pubs.html)
> has a well-balanced test for nonword repetition. Write her.
> Bruno
>
> Bruno Estigarribia
> Assistant Professor of Spanish, Department of Romance Languages and
> Literatures
> Research Assistant Professor of Psychology, Cognitive Science Program
> Investigator, Carolina Institute for Developmental Disabilities
> Dey Hall, Room 332, CB# 3170
> University of North Carolina at Chapel Hill
> estigarr at email.unc.edu
> 917-348-8162
>
>  several relevant references:
>
>  Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A
> Tool for Word Selection and Non-Word Generation in Dutch, German, English,
> and French. *Behavior Research Methods, Instruments & Computers*, 36(3),
> 488-499.
> the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf
>
>  *Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords:
> The
> ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
> *
> *1339-1362. *
> *see also: *http://www.maccs.mq.edu.au/~nwdb/
>
>   *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual pseudoword
> generator. **Behavior Research Methods 42(3), 627-633**.*
> and see here:  http://crr.ugent.be/programs-data/wuggy
>
> Best,
> Anat
> On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes <forbesmm at andrew.cmu.edu>wrote:
>
>> Lewis Carroll's "Jabberwocky"  contains many.
>>
>>  Margie Forbes
>>
>>  On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>
>> wrote:
>>
>>  Hello,
>>
>> Does anyone know of a list of nonsense words that follow English
>> phonology?  I've collected about 20 words from various studies, but need
>> 50-60 more nonsense words, especially ones that are monosyllabic.
>>
>> I would be grateful for any suggestions,
>>
>> Nitya.
>>
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email 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.
>>
>>
>>
>>
>>    --
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>>
>>
>>
>
>  --
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>
>
>
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>

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From Grinstead.11 at osu.edu  Thu Oct 18 13:13:16 2012
From: Grinstead.11 at osu.edu (Grinstead, John)
Date: Thu, 18 Oct 2012 13:13:16 +0000
Subject: stats on IASCL meetings
In-Reply-To: <CABkofSmubMwPAh-dJNdmosoCa5ydCtjZ30PDinPgtb65BYyUEA@mail.gmail.com>
Message-ID: <THU.18.OCT.2012.131316.0000.>

Hi Tom,

Can you please send me 10 keywords for your article for Nina's book?

It's the last thing I need to make the index.

I hope that all is well with you.

Very best,

John

~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>
John Grinstead
Associate Editor
Language Acquisition: A Journal of Developmental Linguistics
Department of Spanish and Portuguese
The Ohio State University
298 Hagerty Hall - 1775 College Road
Columbus, OH  43210

Tel. 614.292.8856
Fax. 614.292.7726
grinstead.11 at osu.edu
http://people.cohums.ohio-state.edu/grinstead11/
~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<

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From roeper at linguist.umass.edu  Thu Oct 18 14:54:07 2012
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Thu, 18 Oct 2012 10:54:07 -0400
Subject: stats on IASCL meetings
In-Reply-To: <8708_1350566005_50800075_8708_2794_1_FED205B0849A7A47AFD25EB37FAA8B0B105E17E1@MS5.asc.ohio-state.edu>
Message-ID: <THU.18.OCT.2012.105407.0400.>

John---
   I thought I had sent this to you:


   - Keywords: Internal merge/multiple grammars/Null Pronouns/
   there-insertion, Move-over-Merge, Null Subject Parameter, interfaces,
   pragmatics, learnability

Tom

PS.  I almost did not open this because the subject line was IASCL
attendance which is not of great
interest to me after I gave an initial comment.  That reminds me to be
careful about subject lines
too

On Thu, Oct 18, 2012 at 9:13 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:

>  Hi Tom,
>
>  Can you please send me 10 keywords for your article for Nina's book?
>
>  It's the last thing I need to make the index.
>
>  I hope that all is well with you.
>
>  Very best,
>
>  John
>
>    ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>
> John Grinstead
>  Associate Editor
> Language Acquisition: A Journal of Developmental Linguistics
> Department of Spanish and Portuguese
> The Ohio State University
> 298 Hagerty Hall - 1775 College Road
> Columbus, OH  43210
>
>  Tel. 614.292.8856
> Fax. 614.292.7726
> grinstead.11 at osu.edu
> http://people.cohums.ohio-state.edu/grinstead11/
> ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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>



-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From LISA.S.PEARL at GMAIL.COM  Thu Oct 18 15:44:56 2012
From: LISA.S.PEARL at GMAIL.COM (Lisa)
Date: Thu, 18 Oct 2012 08:44:56 -0700
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <THU.18.OCT.2012.084456.0700.>

Another potentially useful reference for identifying the nonsense words you 
might need for a study:

http://www.iphod.com
(The Irvine Phonotactic Dictionary)

>From their summary page:
"The Irvine Phonotactic Online Dictionary (IPhOD) is a large collection of 
English words and pseudowords developed that was originally developed at UC 
Irvine for research on speech perception and production. The collection 
allows researchers to select items for experiments, based on measures 
related to speech sounds. Specifically, it can be used to answer questions 
such as: Which contains more unusual sound-sequences, *dog* or *cat?* Which 
sounds like fewer other English words? What are some nonsense words with 
similar phonological qualities? All of the IPhOD tools on this website are 
freely available for academic and personal use. There is also an blog<http://iphodblog.blogspot.com/> to 
provide a forum for feedback, questions, and suggestions - or use email to 
contact: Kenny Vaden <http://people.musc.edu/~kiv3/>."

-Lisa



On Wednesday, October 17, 2012 7:24:27 AM UTC-7, Nitya Sethuraman wrote:
>
> Hello,
>  
> Does anyone know of a list of nonsense words that follow English 
> phonology?  I've collected about 20 words from various studies, but need 
> 50-60 more nonsense words, especially ones that are monosyllabic.
>  
> I would be grateful for any suggestions,
>  
> Nitya.
>  
>

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From margaretmfleck at yahoo.com  Thu Oct 18 23:33:27 2012
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Thu, 18 Oct 2012 16:33:27 -0700
Subject: List of "English" nonsense words?
In-Reply-To: <7bae2ead-bc4d-4a37-be0d-d9be4437eee2@googlegroups.com>
Message-ID: <THU.18.OCT.2012.163327.0700.>


It might also be good to run an explicit check that the words really are
nonsense to the specific kids in question.    Just because it's unfamiliar
to the researcher does not mean it's not a common household
word for the kids.    I won't say which reputable group used "gorp"
as a nonsense word.   Our kids were familiar with ikona, dal, and
pockie from very small.   (Hint:  two are South Africanisms, one
is a common food if you live near Indians and one of our kids had
a pash for it as a toddler.)   Unless you're selecting kids from a small
closed community, it's hard to see how you could design any list
that could avoid this.    But you could find out at least after the fact
which words the parents think their kids might know as meaningful.

Margaret Fleck (U. Illinois)

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From macw at cmu.edu  Fri Oct 19 16:41:23 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 19 Oct 2012 12:41:23 -0400
Subject: posting for Christina Behme on nonce word generation
Message-ID: <FRI.19.OCT.2012.124123.0400.>

I think in addition to avoiding nonsense words that may not be nonsense to some kids it is also desirable to check whether words that are nonsense in one dialect of English [say British] are not nonsense [and rather offensive] in another [like say Australian] - at least if one hopes one's publications are read by a wide audience. The not just once used 'dacking' comes to mind. For those not familiar with the australian slang-use i recommend google [which in general might be a good first test for potential candidates]

-- Christina

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From nitya12345 at gmail.com  Mon Oct 22 14:16:37 2012
From: nitya12345 at gmail.com (Nitya Sethuraman)
Date: Mon, 22 Oct 2012 10:16:37 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <1350603207.40150.YahooMailClassic@web124703.mail.ne1.yahoo.com>
Message-ID: <MON.22.OCT.2012.101637.0400.>

I greatly appreciate the generosity of the members of this list!

In addition to the replies sent to info-childes, a few more references were
sent directly to me:

For a lengthy list of novel verbs: Albright and Hayes (2003) past-tense
paper

For a lengthy list of novel nouns compiled from various previous studies:
Horst, J.S. & Scott, E. J. (2009). Learning Names of Rotated Novel Objects,
Poster presented at the Cognitive Science Society, Amsterdam, The
Netherlands.

For a short list of novel adjectives: Yoshida, Hanako and Rima Hanania
(2011). If it's red, it's not vap: how competition among words may benefit
early word learning. First Language.
http://fla.sagepub.com/content/early/2011/10/14/0142723711422632
Also see Sandra Waxman's papers for a few more novel adjectives.


Thanks very much again,
Nitya.


On Thu, Oct 18, 2012 at 7:33 PM, Margaret Fleck <margaretmfleck at yahoo.com>wrote:

>
> It might also be good to run an explicit check that the words really are
> nonsense to the specific kids in question.    Just because it's unfamiliar
> to the researcher does not mean it's not a common household
> word for the kids.    I won't say which reputable group used "gorp"
> as a nonsense word.   Our kids were familiar with ikona, dal, and
> pockie from very small.   (Hint:  two are South Africanisms, one
> is a common food if you live near Indians and one of our kids had
> a pash for it as a toddler.)   Unless you're selecting kids from a small
> closed community, it's hard to see how you could design any list
> that could avoid this.    But you could find out at least after the fact
> which words the parents think their kids might know as meaningful.
>
> Margaret Fleck (U. Illinois)
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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>
>
>

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From E.Tribushinina at uu.nl  Mon Oct 22 14:31:19 2012
From: E.Tribushinina at uu.nl (Tribushinina, E. (Elena))
Date: Mon, 22 Oct 2012 14:31:19 +0000
Subject: EMLAR IX: registration opened
Message-ID: <MON.22.OCT.2012.143119.0000.>

Experimental Methods in Language Acquisition Research (EMLAR) IX
Lectures and hands-on sessions on methodological aspects of language acquisition research

We are happy to announce the ninth edition of EMLAR, taking place in Utrecht, the Netherlands, from January 30 to 1 February 2013 (Wednesday to Friday).

The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. Experts in various domains of language acquisition research are giving various lectures and practices.

The full program of EMLAR IX and details about registration are available at: http://www.hum.uu.nl/emlar/home.htm

Registration deadline: December 15, 2012.

For further questions, contact us at: emlar2013 at uu.nl<mailto:emlar2013 at uu.nl>

Confirmed speakers:

  *   Aoju Chen (Utrecht University)
  *   Iris Mulders & Maartje de Klerk (Utrecht University)
  *   Alex Cristia (MPI - Nijmegen)
  *   Niels Schiller (University of Leiden)
  *   Emmanuelle le Pichon (Utrecht University)
  *   René Kager (Utrecht University)
  *   Rick de Graaff (Utrecht University)
  *   Jan de Jong (University of Amsterdam)
Tutorials:
·         CHILDES - Jacqueline van Kampen
·         Computational Methods - Maarten Versteegh & Christina Bergmann
·         ERP - Jos van Berkum & Titia van Zuijen
·         Eye Tracking: Visual World Paradigm - Pim Mak
·         Eye Tracking: Reading - Arnout Koornneef
·         Multilevel Analysis - Huub van den Bergh
·         PRAAT - Paul Boersma
·         Preferetial Looking/Listening - Elise de Bree
·         SPSS - Roeland van Hout
·         Statistics with R - Hugo Quené

Organizing committee:
Sergio Baauw
Shalom Zuckerman
Ileana Grama
Anna Sara Romøren
Elena Tribushinina

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From cdjanna at lsu.edu  Tue Oct 23 21:27:22 2012
From: cdjanna at lsu.edu (Janna B Oetting)
Date: Tue, 23 Oct 2012 16:27:22 -0500
Subject: job postings
Message-ID: <TUE.23.OCT.2012.162722.0500.>

October 3, 2012

 

Re: Search for two Assistant Professors in Communication Sciences and
Disorders

 

Dear Colleague,

 

The Department of Communication Sciences and Disorders at Louisiana
State University seeks two, tenure-track Assistant Professors to begin
Fall, 2013. LSU is a Research I University with outstanding research
facilities and funding support. For example, Louisiana Board of Regents
offers a substantial grant program that supports research of new
faculty; such funding opportunities contribute to LSU's position among
the top 30 public universities in total research awards. Our department
also has close ties with related units/centers in and around the campus,
facilitating interdisciplinary research collaborations. These centers
include Life Course and Aging Center and the Interdisciplinary Program
in Linguistics, and Our Lady of the Lake Regional Medical Center.
Finally, Baton Rouge, the capital of the state of Louisiana, boasts a
revival in its downtown area, an active cultural scene, and a below
average cost of living.

 

The candidates must have a Ph.D. or equivalent in Speech Sciences and
Communication Disorders or a related discipline and a demonstrated
commitment to scholarly research. The successful applicants will be
expected to conduct research in his/her area of expertise, seek
extramural funding for research activities, teach undergraduate and/or
graduate courses, mentor undergraduate and graduate students in
research, and participate in related scholarly activities. Strong
candidates in all areas of specialization will receive full
consideration. 

 

In order to be assured of full consideration, applications should be
received by December 1, 2012, although the search will remain active
until the positions are filled. Applicants should submit the following
material on-line 1) a cover letter including a summary of research and
teaching experience, 2) curriculum vitae, 3) a 5 year research plan, 4)
3 examples of their published works. In addition, applicants should have
three letters of recommendation submitted directly to: Melda Kunduk
Ph.D., Search Committee Chair at mkunduk at lsu.edu
<mailto:mkunduk at lsu.edu>  

 

Louisiana State University is an Equal Opportunity/ Affirmative Action
Employer. Women, minorities, Vietnam-era veterans, disabled veterans and
individuals with disabilities are encouraged to apply.

 

Apply online at: 

www.lsusystemcareers.lsu.edu.Position#000352
<http://www.lsusystemcareers.lsu.edu.Position#009199> 

 

Melda Kunduk Ph.D. CCC-SLP

Search Committee Chair

Associate Professor,

LSU-Department of Communication Sciences and Disorders, Baton Rouge,

LSUHSC- Department of Otolaryngology-Head and Neck Surgery, New Orleans.

The Our Lady of the Lake Regional Medical Center-Voice Center, Baton
Rouge

 

 

Janna B. Oetting, Ph.D.

Graduate Coordinator

Communication Sciences & Disorders/Linguistics

64 Hatcher Hall

Louisiana State University

Baton Rouge, LA 70803

225-LSU-2545

 

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From bpearson at research.umass.edu  Sat Oct 27 02:52:51 2012
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Fri, 26 Oct 2012 22:52:51 -0400
Subject: Help with stories about child bilinguals in China
In-Reply-To: <506BD916.3050504@post.tau.ac.il>
Message-ID: <FRI.26.OCT.2012.225251.0400.>

Dear Info-Childs,

Can you help me find 3 or 4 personal stories about the language environments of children growing up bilingually in China.  It can be about people who are currently children, or children now grown.

I am superstitious to say it out loud, because we do not yet have a publisher, but I would like them for the Chinese translation of my book, nearing completion.  For the other language editions, we have substituted local examples for some of the testimonials in Chapter 5 which emphasized the U.S. or western Europe.  There is currently one example of a family in Hong Kong, but we would like a broader range of experience.  It can be people whose child(ren) ended up actively bilingual--or not.  

I will welcome your suggestions, either of your own stories, or references to someone else who would be willing to correspond with me, or the translator, if the person does not speak a language I can understand.

Thank you in advance for your help.

Best wishes,

Barbara

************************************************
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

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From j.chen-wilson at wlv.ac.uk  Sat Oct 27 09:58:13 2012
From: j.chen-wilson at wlv.ac.uk (Chen-Wilson, Josephine)
Date: Sat, 27 Oct 2012 09:58:13 +0000
Subject: Help with stories about child bilinguals in China
In-Reply-To: <18D80680-25D8-4F94-832E-040F72F44063@research.umass.edu>
Message-ID: <SAT.27.OCT.2012.095813.0000.>

Dear Professor Pearson,
I grew up in Taiwan and spoke Taiwanese with occasional Japanese before the age of around 3-4. Mandarin Chinese gradually became my dominate language since I started per-school.  When
I left Taiwan in my 20s, I spoke Mandarin with a mainland accent as it was regarded more highly then. The language status of Taiwanese in Taiwan now is a lot higher than it was.  However, not many of our younger generations use it as parents predominately speak Mandarin with their children.
I am not sure if my language experience will be relevant to your book.  However, please feel free to contact me if I can be of any help.

Dr Josephine Chen-Wilson
Senior lecturer in Psychology
University of Wolverhampton
UK

Sent from my iPad

On 27 Oct 2012, at 03:51, "Barbara Pearson" <bpearson at research.umass.edu<mailto:bpearson at research.umass.edu>> wrote:

Dear Info-Childs,

Can you help me find 3 or 4 personal stories about the language environments of children growing up bilingually in China.  It can be about people who are currently children, or children now grown.

I am superstitious to say it out loud, because we do not yet have a publisher, but I would like them for the Chinese translation of my book, nearing completion.  For the other language editions, we have substituted local examples for some of the testimonials in Chapter 5 which emphasized the U.S. or western Europe.  There is currently one example of a family in Hong Kong, but we would like a broader range of experience.  It can be people whose child(ren) ended up actively bilingual--or not.

I will welcome your suggestions, either of your own stories, or references to someone else who would be willing to correspond with me, or the translator, if the person does not speak a language I can understand.

Thank you in advance for your help.

Best wishes,

Barbara

************************************************
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<mailto:bpearson at research.umass.edu>
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson


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From mfriend at sciences.sdsu.edu  Tue Oct 30 22:44:38 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 15:44:38 -0700
Subject: using words or trials as subjects
Message-ID: <TUE.30.OCT.2012.154438.0700.>

Dear All,

I am looking for a paper and I'm not sure where to begin.  We have a study
with a small sample but many, many trials.  We would like to organize our
data by trial (rather than subject) as this gives us much greater power and
also allows us to ask about relations within the data on a trial by trial
basis.  I seem to recall an older paper on doing something like this:
 transposing data to treat words as subjects.

Does anyone remember this paper and, if so, would you please send me the
citation?

Thanks in advance,
Maggie

-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From evan.kidd at anu.edu.au  Wed Oct 31 00:45:25 2012
From: evan.kidd at anu.edu.au (Evan Kidd)
Date: Wed, 31 Oct 2012 11:45:25 +1100
Subject: using words or trials as subjects
In-Reply-To: <7610eacb1bcf7.5090744d@anu.edu.au>
Message-ID: <WED.31.OCT.2012.114525.1100.>

Hi Folks,

Psycholinguistics is moving on from min'F now -- see the 2008 special issue of Journal of Memory and Language on emerging data analysis techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)


The Jaeger (2008) paper provides a good example of logit mixed models using (categorical) acquisition data.


Evan 

On 10/31/12, Susan Gelman  <gelman at umich.edu> wrote:
> I agree with Erika. Here's the citation:
> 
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335-359. 
>  
> 
> -Susan Gelman
> 
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
> 
> 
> > You might be talking about F prime--as opposed to the typical F. I think the argument is that one should do both because your words are sampled from the population of words just as your subjects are sampled from the population of people. I believe--and this is a long term memory experiment for me--the original reference is Herb Clark 1973.
> >   
> > See what others have to say.
> >  
> > Erika Hoff
> > 
> > 
> > On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <mfriend at sciences.sdsu.edu> wrote:
> >  
> > > Dear All,
> > > 
> > > I am looking for a paper and I'm not sure where to begin. We have a study with a small sample but many, many trials. We would like to organize our data by trial (rather than subject) as this gives us much greater power and also allows us to ask about relations within the data on a trial by trial basis. I seem to recall an older paper on doing something like this: transposing data to treat words as subjects.
> > >  
> > > 
> > > Does anyone remember this paper and, if so, would you please send me the citation?
> > > 
> > > 
> > > Thanks in advance,
> > > Maggie
> > >  
> > > 
> > > -- 
> > > Margaret Friend, Ph.D. Associate Professor
> > > Department of Psychology
> > > and Doctoral Program in Language and Communicative Disorders
> > > Department of Speech, Language, and Hearing Sciences
> > > San Diego State University
> > >  6505 Alvarado Road, Suite 101
> > > San Diego, CA 92120
> > > 
> > > 
> > > 
> > > 
> > > 
> > >  
> > >  
> > > 
> > >  -- 
> > > 
> > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > > 
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> > > 
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> > >  
> > >  
> > >  
> > 
> > 
> > 
> > 
> > -- 
> > Erika Hoff, Professor
> >  Department of Psychology
> >  Florida Atlantic University
> >  3200 College Ave.
> >  Davie, FL 33314
> > 
> >  
> > 
> >  -- 
> > 
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > 
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> > 
> > For more options, visit https://groups.google.com/groups/opt_out.
> >  
> >  
> >  
> 
> 
> 
> 
> 
> -- 
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
>  Ann Arbor, MI 48109-1043
> 
> 
> tel.: 734.764.0268
> fax: 734.615.0573
> e-mail: gelman at umich.edu
> 
> 
> http://sitemaker.umich.edu/gelman.lab/home
> 
> 
>  
>  
> 
>  -- 
> 
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> 
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>  
>  
>  
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From mfriend at sciences.sdsu.edu  Wed Oct 31 00:42:34 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 17:42:34 -0700
Subject: using words or trials as subjects
In-Reply-To: <CADRM5DuA+dMUnnHZX4hxE97pEz6eftQ0NDCQxOG1nwzky+5A=Q@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.174234.0700.>

Yes, that is just what I was looking for!  Thank you both so much!

Maggie

On Tue, Oct 30, 2012 at 5:40 PM, Susan Gelman <gelman at umich.edu> wrote:

> I agree with Erika.  Here's the citation:
>
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
> language statistics in psychological research. *Journal of Verbal
> Learning and Verbal Behavior, 12*, 335-359.
>
> -Susan Gelman
>
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>
>> You might be talking about F prime--as opposed to the typical F. I think
>> the argument is that one should do both because your words are sampled from
>> the population of words just as your subjects are sampled from the
>> population of people. I believe--and this is a long term memory experiment
>> for me--the original reference is Herb Clark 1973.
>>
>> See what others have to say.
>>
>> Erika Hoff
>>
>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>> mfriend at sciences.sdsu.edu> wrote:
>>
>>> Dear All,
>>>
>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>> study with a small sample but many, many trials.  We would like to organize
>>> our data by trial (rather than subject) as this gives us much greater power
>>> and also allows us to ask about relations within the data on a trial by
>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>  transposing data to treat words as subjects.
>>>
>>> Does anyone remember this paper and, if so, would you please send me the
>>> citation?
>>>
>>> Thanks in advance,
>>> Maggie
>>>
>>> --
>>> Margaret Friend, Ph.D.
>>> Associate Professor
>>> Department of Psychology
>>> and Doctoral Program in Language and Communicative Disorders
>>> Department of Speech, Language, and Hearing Sciences
>>> San Diego State University
>>> 6505 Alvarado Road, Suite 101
>>> San Diego, CA 92120
>>>
>>>
>>>
>>>  --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email 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.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Erika Hoff, Professor
>> Department of Psychology
>> Florida Atlantic University
>> 3200 College Ave.
>> Davie, FL 33314
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>
>
>
> --
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
> Ann Arbor, MI  48109-1043
>
> tel.:  734.764.0268
> fax: 734.615.0573
> e-mail:  gelman at umich.edu
>
> http://sitemaker.umich.edu/gelman.lab/home
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From mfriend at sciences.sdsu.edu  Wed Oct 31 00:50:01 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 17:50:01 -0700
Subject: using words or trials as subjects
In-Reply-To: <7590e6ae1f3b4.50910f55@anu.edu.au>
Message-ID: <TUE.30.OCT.2012.175001.0700.>

Okay!  Thanks for the update!

On Tue, Oct 30, 2012 at 5:45 PM, Evan Kidd <evan.kidd at anu.edu.au> wrote:

> Hi Folks,
>
> Psycholinguistics is moving on from min'F now -- see the 2008 special
> issue of Journal of Memory and Language on emerging data analysis
> techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)
>
> The Jaeger (2008) paper provides a good example of logit mixed models
> using (categorical) acquisition data.
>
> Evan
>
> On 10/31/12, *Susan Gelman * <gelman at umich.edu> wrote:
>
> I agree with Erika.  Here's the citation:
>
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
> language statistics in psychological research. *Journal of Verbal
> Learning and Verbal Behavior, 12*, 335-359.
>
> -Susan Gelman
>
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>
>> You might be talking about F prime--as opposed to the typical F. I think
>> the argument is that one should do both because your words are sampled from
>> the population of words just as your subjects are sampled from the
>> population of people. I believe--and this is a long term memory experiment
>> for me--the original reference is Herb Clark 1973.
>>
>> See what others have to say.
>>
>> Erika Hoff
>>
>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>> mfriend at sciences.sdsu.edu> wrote:
>>
>>> Dear All,
>>>
>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>> study with a small sample but many, many trials.  We would like to organize
>>> our data by trial (rather than subject) as this gives us much greater power
>>> and also allows us to ask about relations within the data on a trial by
>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>  transposing data to treat words as subjects.
>>>
>>> Does anyone remember this paper and, if so, would you please send me the
>>> citation?
>>>
>>> Thanks in advance,
>>> Maggie
>>>
>>> --
>>> Margaret Friend, Ph.D.
>>> Associate Professor
>>> Department of Psychology
>>> and Doctoral Program in Language and Communicative Disorders
>>> Department of Speech, Language, and Hearing Sciences
>>> San Diego State University
>>> 6505 Alvarado Road, Suite 101
>>> San Diego, CA 92120
>>>
>>>
>>>
>>>  --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email 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.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Erika Hoff, Professor
>> Department of Psychology
>> Florida Atlantic University
>> 3200 College Ave.
>> Davie, FL 33314
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>
>
>
> --
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
> Ann Arbor, MI  48109-1043
>
> tel.:  734.764.0268
> fax: 734.615.0573
> e-mail:  gelman at umich.edu
>
> http://sitemaker.umich.edu/gelman.lab/home
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
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> 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.
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> 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.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From gelman at umich.edu  Wed Oct 31 00:40:22 2012
From: gelman at umich.edu (Susan Gelman)
Date: Tue, 30 Oct 2012 20:40:22 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAAhHXzW3hnXdqqER6boLVKre=tVO71WBn=0_UeeXiA72_EnFrw@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.204022.0400.>

I agree with Erika.  Here's the citation:

Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
language statistics in psychological research. *Journal of Verbal Learning
and Verbal Behavior, 12*, 335-359.

-Susan Gelman

On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:

> You might be talking about F prime--as opposed to the typical F. I think
> the argument is that one should do both because your words are sampled from
> the population of words just as your subjects are sampled from the
> population of people. I believe--and this is a long term memory experiment
> for me--the original reference is Herb Clark 1973.
>
> See what others have to say.
>
> Erika Hoff
>
> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
> mfriend at sciences.sdsu.edu> wrote:
>
>> Dear All,
>>
>> I am looking for a paper and I'm not sure where to begin.  We have a
>> study with a small sample but many, many trials.  We would like to organize
>> our data by trial (rather than subject) as this gives us much greater power
>> and also allows us to ask about relations within the data on a trial by
>> trial basis.  I seem to recall an older paper on doing something like this:
>>  transposing data to treat words as subjects.
>>
>> Does anyone remember this paper and, if so, would you please send me the
>> citation?
>>
>> Thanks in advance,
>> Maggie
>>
>> --
>> Margaret Friend, Ph.D.
>> Associate Professor
>> Department of Psychology
>> and Doctoral Program in Language and Communicative Disorders
>> Department of Speech, Language, and Hearing Sciences
>> San Diego State University
>> 6505 Alvarado Road, Suite 101
>> San Diego, CA 92120
>>
>>
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email 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.
>>
>>
>>
>
>
>
> --
> Erika Hoff, Professor
> Department of Psychology
> Florida Atlantic University
> 3200 College Ave.
> Davie, FL 33314
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



-- 
Susan A. Gelman
Heinz Werner Collegiate Professor of Psychology
530 Church St.
University of Michigan
Ann Arbor, MI  48109-1043

tel.:  734.764.0268
fax: 734.615.0573
e-mail:  gelman at umich.edu

http://sitemaker.umich.edu/gelman.lab/home

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From erikachoff at gmail.com  Wed Oct 31 00:28:10 2012
From: erikachoff at gmail.com (Erika Hoff)
Date: Tue, 30 Oct 2012 20:28:10 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b65zyRzCHEOu5NfHMF7XQ2_CxfCJtbhx0m3DD56-L3Row@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.202810.0400.>

You might be talking about F prime--as opposed to the typical F. I think
the argument is that one should do both because your words are sampled from
the population of words just as your subjects are sampled from the
population of people. I believe--and this is a long term memory experiment
for me--the original reference is Herb Clark 1973.

See what others have to say.

Erika Hoff

On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend
<mfriend at sciences.sdsu.edu>wrote:

> Dear All,
>
> I am looking for a paper and I'm not sure where to begin.  We have a study
> with a small sample but many, many trials.  We would like to organize our
> data by trial (rather than subject) as this gives us much greater power and
> also allows us to ask about relations within the data on a trial by trial
> basis.  I seem to recall an older paper on doing something like this:
>  transposing data to treat words as subjects.
>
> Does anyone remember this paper and, if so, would you please send me the
> citation?
>
> Thanks in advance,
> Maggie
>
> --
> Margaret Friend, Ph.D.
> Associate Professor
> Department of Psychology
> and Doctoral Program in Language and Communicative Disorders
> Department of Speech, Language, and Hearing Sciences
> San Diego State University
> 6505 Alvarado Road, Suite 101
> San Diego, CA 92120
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>



-- 
Erika Hoff, Professor
Department of Psychology
Florida Atlantic University
3200 College Ave.
Davie, FL 33314

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From henrietta.lempert at gmail.com  Wed Oct 31 11:31:46 2012
From: henrietta.lempert at gmail.com (henrietta lempert)
Date: Wed, 31 Oct 2012 07:31:46 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b5B6=k-5=RGO7hTOzwcx_m1w_zJ=g+cJqZBN187vC5zqw@mail.gmail.com>
Message-ID: <WED.31.OCT.2012.073146.0400.>

R.H. Baayen (2009).  Analyzing Linguistic Data:  A practical introduction
statistics using R  - this is a must-read for using logit mixed models (or
linear models) for anyone who wants  to use  R to analyze psycholinguistic
data

Henrietta

On Tue, Oct 30, 2012 at 8:50 PM, Margaret Friend
<mfriend at sciences.sdsu.edu>wrote:

> Okay!  Thanks for the update!
>
>
> On Tue, Oct 30, 2012 at 5:45 PM, Evan Kidd <evan.kidd at anu.edu.au> wrote:
>
>> Hi Folks,
>>
>> Psycholinguistics is moving on from min'F now -- see the 2008 special
>> issue of Journal of Memory and Language on emerging data analysis
>> techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)
>>
>> The Jaeger (2008) paper provides a good example of logit mixed models
>> using (categorical) acquisition data.
>>
>> Evan
>>
>> On 10/31/12, *Susan Gelman *<gelman at umich.edu> wrote:
>>
>> I agree with Erika.  Here's the citation:
>>
>> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
>> language statistics in psychological research. *Journal of Verbal
>> Learning and Verbal Behavior, 12*, 335-359.
>>
>> -Susan Gelman
>>
>> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>>
>>> You might be talking about F prime--as opposed to the typical F. I think
>>> the argument is that one should do both because your words are sampled from
>>> the population of words just as your subjects are sampled from the
>>> population of people. I believe--and this is a long term memory experiment
>>> for me--the original reference is Herb Clark 1973.
>>>
>>> See what others have to say.
>>>
>>> Erika Hoff
>>>
>>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>>> mfriend at sciences.sdsu.edu> wrote:
>>>
>>>> Dear All,
>>>>
>>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>>> study with a small sample but many, many trials.  We would like to organize
>>>> our data by trial (rather than subject) as this gives us much greater power
>>>> and also allows us to ask about relations within the data on a trial by
>>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>>  transposing data to treat words as subjects.
>>>>
>>>> Does anyone remember this paper and, if so, would you please send me
>>>> the citation?
>>>>
>>>> Thanks in advance,
>>>> Maggie
>>>>
>>>> --
>>>> Margaret Friend, Ph.D.
>>>> Associate Professor
>>>> Department of Psychology
>>>> and Doctoral Program in Language and Communicative Disorders
>>>> Department of Speech, Language, and Hearing Sciences
>>>> San Diego State University
>>>> 6505 Alvarado Road, Suite 101
>>>> San Diego, CA 92120
>>>>
>>>>
>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email 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.
>>>>
>>>>
>>>>
>>>
>>>
>>>
>>> --
>>> Erika Hoff, Professor
>>> Department of Psychology
>>> Florida Atlantic University
>>> 3200 College Ave.
>>> Davie, FL 33314
>>>
>>> --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to
>>> info-childes+unsubscribe at googlegroups.com.
>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Susan A. Gelman
>> Heinz Werner Collegiate Professor of Psychology
>> 530 Church St.
>> University of Michigan
>> Ann Arbor, MI  48109-1043
>>
>> tel.:  734.764.0268
>> fax: 734.615.0573
>> e-mail:  gelman at umich.edu
>>
>> http://sitemaker.umich.edu/gelman.lab/home
>>
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit 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.
>>
>>
>>
>
>
>
> --
> Margaret Friend, Ph.D.
> Associate Professor
> Department of Psychology
> and Doctoral Program in Language and Communicative Disorders
> Department of Speech, Language, and Hearing Sciences
> San Diego State University
> 6505 Alvarado Road, Suite 101
> San Diego, CA 92120
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>



-- 
Henrietta Lempert, Ph.D.,
Psychology Department
University of Toronto
Toronto ON M5S 3G3
e-mail: lempert at psych.utoronto.ca
           henrietta.lempert at utoronto.ca
FAX(B) 416-978-4811
FAX(H) 416-924-7616

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From r.n.campbell at stir.ac.uk  Wed Oct 31 20:50:30 2012
From: r.n.campbell at stir.ac.uk (Robin Campbell)
Date: Wed, 31 Oct 2012 20:50:30 +0000
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b65zyRzCHEOu5NfHMF7XQ2_CxfCJtbhx0m3DD56-L3Row@mail.gmail.com>
Message-ID: <WED.31.OCT.2012.205030.0000.>

Robin N Campbell
Psychology, Stirling
r.n.campbell at stir.ac.uk
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Margaret Friend [mfriend at sciences.sdsu.edu]
Sent: Tuesday, October 30, 2012 10:44 PM
To: info-childes at googlegroups.com
Subject: using words or trials as subjects

Dear All,

I am looking for a paper and I'm not sure where to begin.  We have a study with a small sample but many, many trials.  We would like to organize our data by trial (rather than subject) as this gives us much greater power and also allows us to ask about relations within the data on a trial by trial basis.  I seem to recall an older paper on doing something like this:  transposing data to treat words as subjects.

Does anyone remember this paper and, if so, would you please send me the citation?

Thanks in advance,
Maggie

--
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120




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The University of Stirling is ranked in the top 50 in the world in The Times Higher Education 100 Under 50 table, which ranks the world's best 100 universities under 50 years old.
The University of Stirling is a charity registered in Scotland, 
 number SC 011159.

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From dukeje at gmail.com  Tue Oct  2 03:22:55 2012
From: dukeje at gmail.com (J.Alexander)
Date: Mon, 1 Oct 2012 20:22:55 -0700
Subject: databases with sibling information?
Message-ID: <MON.1.OCT.2012.202255.0700.>

Hi all,

I'm currently mentoring an undergraduate student who is interested in the 
role of older siblings in early language development. I typically work with 
adults, so the CHILDES databases seemed like a potential way to help her 
get some experience working with child language data given limited time and 
resources. I'm new to using the CHILDES databases, so I may have overlooked 
this information, but is family/demographic information easily available 
for any of the children in the larger sample databases (such as the New 
England, Rollins, Davis, or HSLLD)?

Thanks for your help,
Jessica Alexander

Assistant Professor of Psychology
Concord University

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From macw at cmu.edu  Tue Oct  2 03:52:06 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 1 Oct 2012 23:52:06 -0400
Subject: databases with sibling information?
In-Reply-To: <18939_1349148178_q923Mw0Y005387_0647e44e-07bb-470b-8836-0dffacfaa93b@googlegroups.com>
Message-ID: <MON.1.OCT.2012.235206.0400.>

Dear Jessica,

    Unfortunately, researchers often do not systematically address this issue.  For example, in the New England corpus, the children came into the lab, so information about siblings seemed less important .  However, the Hall corpus was done in the home and at school and there are siblings around and their ages are recorded.  For the smaller case studies, older child output is often available.  For example, in the MacWhinney corpus, Ross is nearly always talking with his younger brother Mark. The Ervin-Tripp data, which are still being put into CHAT have families with older siblings present.  And there are even some corpora, such as the Conti-Ramsden ones where data comes from both a child with SLI and the sibling, but in separate files.  If you work with a given transcript, often you will find that information encoded in the header line of the file itself.  Basically, there is some information on this, but it is not very systematic. 
   If your interest is basically in the role of older siblings, why not just go through to spot transcripts in which older siblings are present and work with those?
   Perhaps some other readers will have further suggestions.

-Brian MacWhinney

On Oct 1, 2012, at 11:22 PM, "J.Alexander" <dukeje at gmail.com> wrote:

> Hi all,
> 
> I'm currently mentoring an undergraduate student who is interested in the role of older siblings in early language development. I typically work with adults, so the CHILDES databases seemed like a potential way to help her get some experience working with child language data given limited time and resources. I'm new to using the CHILDES databases, so I may have overlooked this information, but is family/demographic information easily available for any of the children in the larger sample databases (such as the New England, Rollins, Davis, or HSLLD)?
> 
> Thanks for your help,
> Jessica Alexander
> 
> Assistant Professor of Psychology
> Concord University
> 
> -- 
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>  
>  

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From dukeje at gmail.com  Tue Oct  2 13:59:21 2012
From: dukeje at gmail.com (J.Alexander)
Date: Tue, 2 Oct 2012 06:59:21 -0700
Subject: databases with sibling information?
In-Reply-To: <96256E5F-7327-4DD9-965E-D255426AC778@cmu.edu>
Message-ID: <TUE.2.OCT.2012.065921.0700.>

Brian,

Thanks so much. Those are very helpful solutions. Our ultimate goal was to 
find a corpus where we could compare children with older siblings to those 
without on a number of different measures (sentence complexity, unique 
words used, etc) rather than looking at sibling interactions themselves. 
I'll poke around in the file headers and see what I can find. 

I assumed we'd eventually have to tweak the research question as we saw 
what information was available. It's a student's senior thesis, so while 
we're limited on time and resources, we do have a great deal of flexibility 
in the ultimate research question.  It would be possible for my student to 
collect a small dataset of CDI responses for only children and those with 
siblings, but I wanted to help her gain some experience working with 
transcriptions of utterances as well as the CDI. 

Thanks again for your help,
Jessica


On Monday, October 1, 2012 11:52:09 PM UTC-4, Brian MacWhinney wrote:
>
> Dear Jessica,
>
>     Unfortunately, researchers often do not systematically address this 
> issue.  For example, in the New England corpus, the children came into the 
> lab, so information about siblings seemed less important .  However, the 
> Hall corpus was done in the home and at school and there are siblings 
> around and their ages are recorded.  For the smaller case studies, older 
> child output is often available.  For example, in the MacWhinney corpus, 
> Ross is nearly always talking with his younger brother Mark. The 
> Ervin-Tripp data, which are still being put into CHAT have families with 
> older siblings present.  And there are even some corpora, such as the 
> Conti-Ramsden ones where data comes from both a child with SLI and the 
> sibling, but in separate files.  If you work with a given transcript, often 
> you will find that information encoded in the header line of the file 
> itself.  Basically, there is some information on this, but it is not very 
> systematic. 
>    If your interest is basically in the role of older siblings, why not 
> just go through to spot transcripts in which older siblings are present and 
> work with those?
>    Perhaps some other readers will have further suggestions.
>
> -Brian MacWhinney
>
> On Oct 1, 2012, at 11:22 PM, "J.Alexander" <duk... at gmail.com <javascript:>> 
> wrote:
>
> Hi all,
>
> I'm currently mentoring an undergraduate student who is interested in the 
> role of older siblings in early language development. I typically work with 
> adults, so the CHILDES databases seemed like a potential way to help her 
> get some experience working with child language data given limited time and 
> resources. I'm new to using the CHILDES databases, so I may have overlooked 
> this information, but is family/demographic information easily available 
> for any of the children in the larger sample databases (such as the New 
> England, Rollins, Davis, or HSLLD)?
>
> Thanks for your help,
> Jessica Alexander
>
> Assistant Professor of Psychology
> Concord University
>
> -- 
> You received this message because you are subscribed to the Google Groups 
> "Info-CHILDES" group.
> To post to this group, send email to info-c... at googlegroups.com<javascript:>
> .
> To unsubscribe from this group, send email to 
> info-childes... at googlegroups.com <javascript:>.
> To view this discussion on the web visit 
> https://groups.google.com/d/msg/info-childes/-/9iGLpZ90qmkJ.
> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  
>
>
>

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From sbraunwd at cox.net  Tue Oct  2 15:27:35 2012
From: sbraunwd at cox.net (sbraunwd at cox.net)
Date: Tue, 2 Oct 2012 08:27:35 -0700
Subject: Information on siblings in a data base
Message-ID: <TUE.2.OCT.2012.082735.0700.>

The Braunwald-Max Planck corpus come from diary record  on a second child. There should be information on the subject's 2 -years and 9-months older sibling's production to her younger sibling. The best source would probably be the linked sound files and transcripts. It would be important to compare the sound files to the transcripts because the transcribers at Max Planck sometimes had trouble  distinguishing between the two children. The diary data also include information about siblings speech to each other.

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From vvvstudents at gmail.com  Tue Oct  2 18:35:14 2012
From: vvvstudents at gmail.com (Virginia Valian)
Date: Tue, 2 Oct 2012 14:35:14 -0400
Subject: stats on IASCL meetings
Message-ID: <TUE.2.OCT.2012.143514.0400.>

Dear Colleagues,

Brian MacWhinney and I are collaborating on a project we hope you will help
us with.  We would like to post on the IASCL site the statistics on the
numbers of contributors and attendees since the first meeting in 1975.  We
believe that we would see an enormous increase over the years.  Data of
this sort could be very useful for funding requests, especially for
international collaborations, since they would document the widespread
interest and value of work in child language.

Some of you were organizers, some contributors, some attendees.  Each of
you may have different information to convey.  Brian and I will attempt to
collate and organize the information so that it will be useful.  Perhaps
you have a program from one of the previous meetings.  If you could mail us
a copy or scan a copy, we will undertake to scan any programs we receive
and return the originals to their owners and perform the tabulations listed
below as well as others that you may suggest.

Even if all you know is that the meeting you attended did not have
concurrent sessions and met in a room that held no more than N people, that
would be helpful.  We have no way of knowing whether we will be flooded
with information or will receive almost none.  At present, we're hoping for
the former more than the latter!

Here is the information we are particularly interested in:
number of talks
number of posters
number of registered participants
number of faculty, post-docs, independent researchers, students
number of countries represented
number of languages reported on in a talk or poster
number of symposia
number of symposia with more than one country represented
invited addresses (with stats on country represented and sex)
organizers
location of meeting (e.g., a university, a convention center)

If there is other information you think it would be useful to track, please
let us know.

Please also correct, if necessary, the information we have at present on
dates, locations, and primary organizers of previous conferences. We are
sorry if we have failed to include organizers or credited the wrong people!

1975 - London
1978 - Tokyo (Fred Peng)
1981 - Vancouver (John Gilbert)
1984 - Austin (Anne VanKleeck)
1987 - Lund
1990 - Budapest (Zita Reger)
1993 - Trieste (Maria Silvia Barbieri)
1996 - Istanbul (Ayhan Aksu)
1999 - San Sebastian/Donostia (Jasone Cenoz)
2002 - Madison (Jon Miller)
2005 - Berlin
2008 - Edinburgh (Sorace)
2011 - Montreal (Henri Cohen)
2014 - Amsterdam
2017 - Lyon

Sincerely,

Virginia Valian

-- 
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

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From mfriend at sciences.sdsu.edu  Tue Oct  2 19:05:28 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 2 Oct 2012 12:05:28 -0700
Subject: stats on IASCL meetings
In-Reply-To: <CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.120528.0700.>

Dear Virginia,


Please find a list of my attendance and activity at the IASCL.


Best,

Maggie


Friend, M.  Home Literacy Environment and Maternal Responsiveness as
Predictors of Preschool Outcomes.  Poster presented at the meeting of the
International Association for the Study of Child Language, Montreal, Canada.


Pace, A., Friend, M., & Carver, L.J. (2011).  The Roots of Action Verbs in
Event Structure: A Neurophysiological Perspective. Poster presented at the
meeting of the International Association for the Study of Child Language,
Montreal, Canada.


 Zesiger, P., Schoenhals, L., L?vy, A., Mounir, D.G., J?hr, J.  & Friend,
M. (2008).  Vocabulary assessment in toddlers: A comparison between 2
versions of the French adaptation of the Computerized Comprehension Test.*
*Poster presented at the meeting of the Association for the Study of Child
Language, Edinburgh.


Simpson, A., Schoenhals, L. Duenas, A., Zesiger, P. & Friend, M. (2008). A
Cross-Linguistic Comparison of the Relationship between the Home Literacy
Environment and Early Receptive Vocabulary. Poster presented at the meeting
of the International Association for the Study of Child Language, Edinburgh.


 Friend, M. & Keplinger, M. (2005).  An engaging approach to early
vocabulary assessment in American English and Mexican Spanish.  In M.
Friend (Chair), Picture recognition approaches to comprehension:
Neuroscience, cross-linguistic, and atypical development perspectives,
Symposium presentation at the International Association for the Study of
Child Language, Berlin, Germany.

 Thal, D. & Friend, M. (2005). Predicting comprehension from parent report
and child performance. In Friend (Chair), Picture recognition approaches to
comprehension: Neuroscience, cross-linguistic,and atypical development
perspectives, Symposium presentation at the International Association for
the Study of Child Language, Berlin, Germany.

On Tue, Oct 2, 2012 at 11:35 AM, Virginia Valian <vvvstudents at gmail.com>wrote:

> Dear Colleagues,
>
> Brian MacWhinney and I are collaborating on a project we hope you will
> help us with.  We would like to post on the IASCL site the statistics on
> the numbers of contributors and attendees since the first meeting in 1975.
>  We believe that we would see an enormous increase over the years.  Data of
> this sort could be very useful for funding requests, especially for
> international collaborations, since they would document the widespread
> interest and value of work in child language.
>
> Some of you were organizers, some contributors, some attendees.  Each of
> you may have different information to convey.  Brian and I will attempt to
> collate and organize the information so that it will be useful.  Perhaps
> you have a program from one of the previous meetings.  If you could mail us
> a copy or scan a copy, we will undertake to scan any programs we receive
> and return the originals to their owners and perform the tabulations listed
> below as well as others that you may suggest.
>
> Even if all you know is that the meeting you attended did not have
> concurrent sessions and met in a room that held no more than N people, that
> would be helpful.  We have no way of knowing whether we will be flooded
> with information or will receive almost none.  At present, we're hoping for
> the former more than the latter!
>
> Here is the information we are particularly interested in:
> number of talks
> number of posters
> number of registered participants
> number of faculty, post-docs, independent researchers, students
> number of countries represented
> number of languages reported on in a talk or poster
> number of symposia
> number of symposia with more than one country represented
> invited addresses (with stats on country represented and sex)
> organizers
> location of meeting (e.g., a university, a convention center)
>
> If there is other information you think it would be useful to track,
> please let us know.
>
> Please also correct, if necessary, the information we have at present on
> dates, locations, and primary organizers of previous conferences. We are
> sorry if we have failed to include organizers or credited the wrong people!
>
> 1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
> 1987 - Lund
> 1990 - Budapest (Zita Reger)
> 1993 - Trieste (Maria Silvia Barbieri)
> 1996 - Istanbul (Ayhan Aksu)
> 1999 - San Sebastian/Donostia (Jasone Cenoz)
> 2002 - Madison (Jon Miller)
> 2005 - Berlin
> 2008 - Edinburgh (Sorace)
> 2011 - Montreal (Henri Cohen)
> 2014 - Amsterdam
> 2017 - Lyon
>
> Sincerely,
>
> Virginia Valian
>
> --
> 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.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From roeper at linguist.umass.edu  Tue Oct  2 19:43:10 2012
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Tue, 2 Oct 2012 15:43:10 -0400
Subject: stats on IASCL meetings
In-Reply-To: <4202_1349202921_506B33E9_4202_666_1_CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.154310.0400.>

Brian---
  the meeting I think it was 1978 that occurred in Tokyo was so sparsely
attended I think they considered cancelling it.
If you track that one down, you will get a big spread in current and former
numbers.

Tom Roeper

On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com>wrote:

> Dear Colleagues,
>
> Brian MacWhinney and I are collaborating on a project we hope you will
> help us with.  We would like to post on the IASCL site the statistics on
> the numbers of contributors and attendees since the first meeting in 1975.
>  We believe that we would see an enormous increase over the years.  Data of
> this sort could be very useful for funding requests, especially for
> international collaborations, since they would document the widespread
> interest and value of work in child language.
>
> Some of you were organizers, some contributors, some attendees.  Each of
> you may have different information to convey.  Brian and I will attempt to
> collate and organize the information so that it will be useful.  Perhaps
> you have a program from one of the previous meetings.  If you could mail us
> a copy or scan a copy, we will undertake to scan any programs we receive
> and return the originals to their owners and perform the tabulations listed
> below as well as others that you may suggest.
>
> Even if all you know is that the meeting you attended did not have
> concurrent sessions and met in a room that held no more than N people, that
> would be helpful.  We have no way of knowing whether we will be flooded
> with information or will receive almost none.  At present, we're hoping for
> the former more than the latter!
>
> Here is the information we are particularly interested in:
> number of talks
> number of posters
> number of registered participants
> number of faculty, post-docs, independent researchers, students
> number of countries represented
> number of languages reported on in a talk or poster
> number of symposia
> number of symposia with more than one country represented
> invited addresses (with stats on country represented and sex)
> organizers
> location of meeting (e.g., a university, a convention center)
>
> If there is other information you think it would be useful to track,
> please let us know.
>
> Please also correct, if necessary, the information we have at present on
> dates, locations, and primary organizers of previous conferences. We are
> sorry if we have failed to include organizers or credited the wrong people!
>
> 1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
> 1987 - Lund
> 1990 - Budapest (Zita Reger)
> 1993 - Trieste (Maria Silvia Barbieri)
> 1996 - Istanbul (Ayhan Aksu)
> 1999 - San Sebastian/Donostia (Jasone Cenoz)
> 2002 - Madison (Jon Miller)
> 2005 - Berlin
> 2008 - Edinburgh (Sorace)
> 2011 - Montreal (Henri Cohen)
> 2014 - Amsterdam
> 2017 - Lyon
>
> Sincerely,
>
> Virginia Valian
>
> --
> 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.
>
>
>



-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From magsmocz at gmail.com  Tue Oct  2 20:23:54 2012
From: magsmocz at gmail.com (Magdalena Smoczynska)
Date: Tue, 2 Oct 2012 22:23:54 +0200
Subject: stats on IASCL meetings
In-Reply-To: <CABkofSmubMwPAh-dJNdmosoCa5ydCtjZ30PDinPgtb65BYyUEA@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.222354.0200.>

Brian,
maybe I have the program of the London 1975 meeting. I have to check.
Among those who attended it were: Paul Fletcher, Gordon Wells, Melissa
Bowerman, Dan Slobin, David Crystal, Maria Przetacznikowa (from Poland),
Robin Campbell - I think I will recall the name of the organizer (I saw her
quite recently).
I think the person organizing the Lund meeting was Ragnhild Sodebergh.
Magdalena Smoczynska

On 2 October 2012 21:43, Tom Roeper <roeper at linguist.umass.edu> wrote:

> Brian---
>   the meeting I think it was 1978 that occurred in Tokyo was so sparsely
> attended I think they considered cancelling it.
> If you track that one down, you will get a big spread in current and
> former numbers.
>
> Tom Roeper
>
>
> On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com>wrote:
>
>> Dear Colleagues,
>>
>> Brian MacWhinney and I are collaborating on a project we hope you will
>> help us with.  We would like to post on the IASCL site the statistics on
>> the numbers of contributors and attendees since the first meeting in 1975.
>>  We believe that we would see an enormous increase over the years.  Data of
>> this sort could be very useful for funding requests, especially for
>> international collaborations, since they would document the widespread
>> interest and value of work in child language.
>>
>> Some of you were organizers, some contributors, some attendees.  Each of
>> you may have different information to convey.  Brian and I will attempt to
>> collate and organize the information so that it will be useful.  Perhaps
>> you have a program from one of the previous meetings.  If you could mail us
>> a copy or scan a copy, we will undertake to scan any programs we receive
>> and return the originals to their owners and perform the tabulations listed
>> below as well as others that you may suggest.
>>
>> Even if all you know is that the meeting you attended did not have
>> concurrent sessions and met in a room that held no more than N people, that
>> would be helpful.  We have no way of knowing whether we will be flooded
>> with information or will receive almost none.  At present, we're hoping for
>> the former more than the latter!
>>
>> Here is the information we are particularly interested in:
>> number of talks
>> number of posters
>> number of registered participants
>> number of faculty, post-docs, independent researchers, students
>> number of countries represented
>> number of languages reported on in a talk or poster
>> number of symposia
>> number of symposia with more than one country represented
>> invited addresses (with stats on country represented and sex)
>> organizers
>> location of meeting (e.g., a university, a convention center)
>>
>> If there is other information you think it would be useful to track,
>> please let us know.
>>
>> Please also correct, if necessary, the information we have at present on
>> dates, locations, and primary organizers of previous conferences. We are
>> sorry if we have failed to include organizers or credited the wrong people!
>>
>> 1975 - London
>> 1978 - Tokyo (Fred Peng)
>> 1981 - Vancouver (John Gilbert)
>> 1984 - Austin (Anne VanKleeck)
>> 1987 - Lund
>> 1990 - Budapest (Zita Reger)
>> 1993 - Trieste (Maria Silvia Barbieri)
>> 1996 - Istanbul (Ayhan Aksu)
>> 1999 - San Sebastian/Donostia (Jasone Cenoz)
>> 2002 - Madison (Jon Miller)
>> 2005 - Berlin
>> 2008 - Edinburgh (Sorace)
>> 2011 - Montreal (Henri Cohen)
>> 2014 - Amsterdam
>> 2017 - Lyon
>>
>>  Sincerely,
>>
>> Virginia Valian
>>
>> --
>> 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.
>>
>>
>>
>
>
>
> --
> Tom Roeper
> Dept of Lingiustics
> UMass South College
> Amherst, Mass. 01003 ISA
> 413 256 0390
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>

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From nratner at umd.edu  Tue Oct  2 21:09:47 2012
From: nratner at umd.edu (Nan Bernstein Ratner)
Date: Tue, 2 Oct 2012 21:09:47 +0000
Subject: stats on IASCL meetings
In-Reply-To: <CACyoegF+G97zy0kdDTFy16ktimyZFZKcVsC69Ra+eOzPO_HEHw@mail.gmail.com>
Message-ID: <TUE.2.OCT.2012.210947.0000.>

It might be good if folks wrote directly to Virginia or Brian?
N


Nan Bernstein Ratner, Professor and Chairman
Department of Hearing and Speech Sciences
0100 Lefrak Hall
University of Maryland, College Park
College Park, MD 20742
301-405-4213
http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm

From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Magdalena Smoczynska
Sent: Tuesday, October 02, 2012 4:24 PM
To: info-childes at googlegroups.com
Subject: Re: stats on IASCL meetings

Brian,
maybe I have the program of the London 1975 meeting. I have to check.
Among those who attended it were: Paul Fletcher, Gordon Wells, Melissa Bowerman, Dan Slobin, David Crystal, Maria Przetacznikowa (from Poland), Robin Campbell - I think I will recall the name of the organizer (I saw her quite recently).
I think the person organizing the Lund meeting was Ragnhild Sodebergh.
Magdalena Smoczynska
On 2 October 2012 21:43, Tom Roeper <roeper at linguist.umass.edu<mailto:roeper at linguist.umass.edu>> wrote:
Brian---
  the meeting I think it was 1978 that occurred in Tokyo was so sparsely attended I think they considered cancelling it.
If you track that one down, you will get a big spread in current and former numbers.

Tom Roeper

On Tue, Oct 2, 2012 at 2:35 PM, Virginia Valian <vvvstudents at gmail.com<mailto:vvvstudents at gmail.com>> wrote:
Dear Colleagues,

Brian MacWhinney and I are collaborating on a project we hope you will help us with.  We would like to post on the IASCL site the statistics on the numbers of contributors and attendees since the first meeting in 1975.  We believe that we would see an enormous increase over the years.  Data of this sort could be very useful for funding requests, especially for international collaborations, since they would document the widespread interest and value of work in child language.

Some of you were organizers, some contributors, some attendees.  Each of you may have different information to convey.  Brian and I will attempt to collate and organize the information so that it will be useful.  Perhaps you have a program from one of the previous meetings.  If you could mail us a copy or scan a copy, we will undertake to scan any programs we receive and return the originals to their owners and perform the tabulations listed below as well as others that you may suggest.

Even if all you know is that the meeting you attended did not have concurrent sessions and met in a room that held no more than N people, that would be helpful.  We have no way of knowing whether we will be flooded with information or will receive almost none.  At present, we're hoping for the former more than the latter!

Here is the information we are particularly interested in:
number of talks
number of posters
number of registered participants
number of faculty, post-docs, independent researchers, students
number of countries represented
number of languages reported on in a talk or poster
number of symposia
number of symposia with more than one country represented
invited addresses (with stats on country represented and sex)
organizers
location of meeting (e.g., a university, a convention center)

If there is other information you think it would be useful to track, please let us know.

Please also correct, if necessary, the information we have at present on dates, locations, and primary organizers of previous conferences. We are sorry if we have failed to include organizers or credited the wrong people!

1975 - London
1978 - Tokyo (Fred Peng)
1981 - Vancouver (John Gilbert)
1984 - Austin (Anne VanKleeck)
1987 - Lund
1990 - Budapest (Zita Reger)
1993 - Trieste (Maria Silvia Barbieri)
1996 - Istanbul (Ayhan Aksu)
1999 - San Sebastian/Donostia (Jasone Cenoz)
2002 - Madison (Jon Miller)
2005 - Berlin
2008 - Edinburgh (Sorace)
2011 - Montreal (Henri Cohen)
2014 - Amsterdam
2017 - Lyon

Sincerely,

Virginia Valian

--
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<mailto:vvvstudents at gmail.com>
--
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--
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390<tel:413%20256%200390>

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From M_Soderstrom at umanitoba.ca  Wed Oct  3 03:17:46 2012
From: M_Soderstrom at umanitoba.ca (Melanie Soderstrom)
Date: Tue, 2 Oct 2012 22:17:46 -0500
Subject: databases with sibling information?
In-Reply-To: <0647e44e-07bb-470b-8836-0dffacfaa93b@googlegroups.com>
Message-ID: <TUE.2.OCT.2012.221746.0500.>

Hi,

Not sure if this is helpful to your student, but my small corpus of 
maternal language to two infants (the Soderstrom corpus) includes one 
mother who recorded largely in the absence of siblings and one in which 
the siblings were often present). They are infants though (under 12 
months), so the children themselves aren't talking yet...


On 10/1/2012 10:22 PM, J.Alexander wrote:
> Hi all,
>
> I'm currently mentoring an undergraduate student who is interested in 
> the role of older siblings in early language development. I typically 
> work with adults, so the CHILDES databases seemed like a potential way 
> to help her get some experience working with child language data given 
> limited time and resources. I'm new to using the CHILDES databases, so 
> I may have overlooked this information, but is family/demographic 
> information easily available for any of the children in the larger 
> sample databases (such as the New England, Rollins, Davis, or HSLLD)?
>
> Thanks for your help,
> Jessica Alexander
>
> Assistant Professor of Psychology
> Concord University
> -- 
> You received this message because you are subscribed to the Google 
> Groups "Info-CHILDES" group.
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> For more options, visit https://groups.google.com/groups/opt_out.
>
>


-- 
Melanie Soderstrom
Associate Professor
Department of Psychology
P435C Duff Roblin Building
University of Manitoba
R3T 2N2 Canada
(204) 474-9528

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From rberman at post.tau.ac.il  Wed Oct  3 06:20:06 2012
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Wed, 3 Oct 2012 08:20:06 +0200
Subject: Abridged summary of info-childes@googlegroups.com - 2
 Messages in 2 Topics
In-Reply-To: <20cf306678d32f551604cb13ba1d@google.com>
Message-ID: <WED.3.OCT.2012.082006.0200.>

Dear Jessica,

There is a data-base of this kind on CHILDES, under the name RAVID -- 
but unfortunately it was in Hebrew.  It was recorded over several years 
by Dorit Ravid of her two older children, a girl and a boy about one 
year apart in age.  I have all the relevant details, since the materials 
were transcribed and organized for transferral to CHILDES in my lab

Best
Ruth Berman


On 10/2/2012 3:44 PM, info-childes at googlegroups.com wrote:
> Today's Topic Summary
>
> Group: http://groups.google.com/group/info-childes/topics
>
>   * databases with sibling information? <#group_thread_0> [1 Update]
>   * databases with sibling information? <#group_thread_1> [1 Update]
>
> databases with sibling information? 
> <http://groups.google.com/group/info-childes/t/25a2fb14550d1e91>
>
>     Brian MacWhinney <macw at cmu.edu> Oct 01 11:52PM -0400
>
>     Dear Jessica,
>
>     Unfortunately, researchers often do not systematically address
>     this issue. For example, in the New England corpus, the children
>     came into the lab, so information about siblings ...more
>     <http://groups.google.com/group/info-childes/msg/e9e6479723fbd544>
>
> databases with sibling information? 
> <http://groups.google.com/group/info-childes/t/5f563b6636a1c0f3>
>
>     "J.Alexander" <dukeje at gmail.com> Oct 01 08:22PM -0700
>
>     Hi all,
>
>     I'm currently mentoring an undergraduate student who is interested
>     in the
>     role of older siblings in early language development. I typically
>     work with
>     adults, so the CHILDES databases ...more
>     <http://groups.google.com/group/info-childes/msg/69aa749fa58b21f6>
>
> You received this message because you are subscribed to the Google 
> Group info-childes.
> You can post via email <mailto:info-childes at googlegroups.com>.
> To unsubscribe from this group, send 
> <mailto:info-childes+unsubscribe at googlegroups.com> an empty message.
> For more options, visit 
> <http://groups.google.com/group/info-childes/topics> this group.
>
> -- 
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>

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From cathy.lonngren at googlemail.com  Wed Oct  3 08:46:48 2012
From: cathy.lonngren at googlemail.com (Cathy Lonngren)
Date: Wed, 3 Oct 2012 09:46:48 +0100
Subject: databases with sibling information?
In-Reply-To: <506BAE5A.80004@umanitoba.ca>
Message-ID: <WED.3.OCT.2012.094648.0100.>

Hi,

Again I don't know whether my corpus would be of interest but it contains
naturalistic interactions (dinner time, playing games, chatting etc) where
the main speakers are a mother and her two children (2 and half years
difference between them). It is a longitudinal corpus spanning
approximately 3 years (at the first recording the siblings were ages 3:5
and 5:10). It is a bilingual corpus (English and Brazilian Portuguese)
where my aim was to study the codeswitching practices of the family, so
that clearly adds another variable into the equation. The whole corpus is
coded for addressee (and language) so that may aid analysis. I am currently
checking the last few files but anticipate it's addition to the CHILDES
database very soon. However, if you were interested I would be happy for
you to have access before its contribution.

Regards,

Cathy Lonngren-Sampaio
University of Hertfordshire

 3 October 2012 04:17, Melanie Soderstrom <M_Soderstrom at umanitoba.ca> wrote:

> Hi,
>
> Not sure if this is helpful to your student, but my small corpus of
> maternal language to two infants (the Soderstrom corpus) includes one
> mother who recorded largely in the absence of siblings and one in which the
> siblings were often present). They are infants though (under 12 months), so
> the children themselves aren't talking yet...
>
>
>
> On 10/1/2012 10:22 PM, J.Alexander wrote:
>
>> Hi all,
>>
>> I'm currently mentoring an undergraduate student who is interested in the
>> role of older siblings in early language development. I typically work with
>> adults, so the CHILDES databases seemed like a potential way to help her
>> get some experience working with child language data given limited time and
>> resources. I'm new to using the CHILDES databases, so I may have overlooked
>> this information, but is family/demographic information easily available
>> for any of the children in the larger sample databases (such as the New
>> England, Rollins, Davis, or HSLLD)?
>>
>> Thanks for your help,
>> Jessica Alexander
>>
>> Assistant Professor of Psychology
>> Concord University
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to info-childes+unsubscribe@**
>> googlegroups.com <info-childes%2Bunsubscribe at googlegroups.com>.
>> To view this discussion on the web visit https://groups.google.com/d/**
>> msg/info-childes/-/**9iGLpZ90qmkJ<https://groups.google.com/d/msg/info-childes/-/9iGLpZ90qmkJ>
>> .
>> For more options, visit https://groups.google.com/**groups/opt_out<https://groups.google.com/groups/opt_out>
>> .
>>
>>
>>
>
> --
> Melanie Soderstrom
> Associate Professor
> Department of Psychology
> P435C Duff Roblin Building
> University of Manitoba
> R3T 2N2 Canada
> (204) 474-9528
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> googlegroups.com <info-childes%2Bunsubscribe at googlegroups.com>.
> For more options, visit https://groups.google.com/**groups/opt_out<https://groups.google.com/groups/opt_out>
> .
>
>
>

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From K.McManus at soton.ac.uk  Wed Oct  3 08:30:40 2012
From: K.McManus at soton.ac.uk (Mcmanus K.)
Date: Wed, 3 Oct 2012 08:30:40 +0000
Subject: 2nd Call: Residence Abroad,
 Social Networks and Second Language Learning
Message-ID: <WED.3.OCT.2012.083040.0000.>

Residence Abroad, Social Networks and Second Language Learning



11th & 12th April, 2013
Centre for Applied Language Research, University of Southampton, UK


Conference website: http://www.llas.ac.uk/residence-abroad


in collaboration with:
University Council for Modern Languages
AILA Research Network on "Study Abroad and Language Acquisition"
Centre for Languages, Linguistics and Area Studies



Paper and Poster Abstract Submission Deadline: 5th November, 2012

Paper and Poster Notification of Acceptance: 11th January, 2013



Keynote Speakers:
Jim Coleman, Open University, UK
Celeste Kinginger, Pennsylvania State University, USA
Ulrich Teichler, University of Kassel, Germany


Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level.

Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it.

This conference arises from "LANGSNAP", a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network "Study Abroad and Language Acquisition".

The conference will take place at the Avenue Campus, University of Southampton, United Kingdom. Details of the location are available at: http://www.southampton.ac.uk/visitus/campuses/avenue.html

Registration and accommodation details available from the conference webpage: http://www.llas.ac.uk/residence-abroad



Call for papers

The organizers invite proposals for papers and posters related to residence/study abroad, relevant to these two main strands. Both research-oriented presentations, as well as informational presentations on innovative programmatic features of residence/study/ work experience abroad programs and support materials are welcome.


Guidelines for paper and poster submissions

Please include a title, abstract (300 words), and short summary (50 words) for both paper and poster submissions. Paper sessions will last 30 minutes (20 minute presentation followed by 10 minutes for questions). There will be two poster sessions, one on each day. Poster presenters will have 45 minutes to present their work.

Proposals should be submitted by the deadline 05 November, 2012 to: langsnap at soton.ac.uk<mailto:langsnap at soton.ac.uk>


Organising Committee:

Dr Jaine Beswick (University of Southampton)
Dr Patricia Grounds (Universidad Polit?cnica de San Luis Potos?, Mexico)
Dr Martin Howard (AILA REN/University College Cork, Ireland)
Dr Cristobal Lozano (University of Granada, Spain)
Dr Kevin McManus (University of Southampton, UK)
Prof Rosamond Mitchell (University of Southampton, UK)
Dr Carmen P?rez Vidal (AILA REN/ Universitat Pompeu Fabra, Spain)
Ms Laurence Richard (University of Southampton, UK)
Dr Patricia Romero (University of Southampton, UK)
Dr Nicole Tracy-Ventura (University of Southampton, UK)
Dr Henry Tyne (University of Perpignan, France)


All enquiries should be addressed to: langsnap at soton.ac.uk<mailto:langsnap at soton.ac.uk>



--
Dr Kevin McManus
Research Fellow in French Applied Linguistics
Modern Languages
University of Southampton

tel: +44 (0) 23 8059 3970
http://www.soton.ac.uk/ml/about/staff/km2m10.page

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From sarunach at bu.edu  Wed Oct  3 13:14:04 2012
From: sarunach at bu.edu (Sudha Arunachalam)
Date: Wed, 3 Oct 2012 06:14:04 -0700
Subject: Tenured Senior Faculty Position in Speech,
 Language and Hearing Sciences
Message-ID: <WED.3.OCT.2012.061404.0700.>

**Apologies for cross-posting.

The Department of Speech, Language and Hearing Sciences at Boston 
University College of Health and Rehabilitation Sciences: Sargent College 
invites applications for the position of Senior Faculty at the level of 
Associate/Full Professor beginning Fall 2013. 


Candidates should have demonstrated a strong research background and a 
successful record of obtaining external support for research and 
training/mentoring activities. Areas of research expertise are open, but we 
encourage candidates with a clear interest in collaborative 
interdisciplinary research. Qualifications include: (a) earned doctorate 
with a specialty in one of the communication sciences or disorders areas, 
(b) experience in teaching, research, and mentoring, and (c) clinical 
certification is preferred, but not required. The Department has a rotating 
Chair model with a limited appointment as Chair and all senior faculty will 
be eligible to serve in this administrative role as appropriate to their 
overall career development. This is a full-time, tenured position, with a 
9-month appointment; academic year requirements include teaching at the 
undergraduate and/or graduate level, research and service. 


The Department of Speech, Language and Hearing Sciences is housed at Boston 
University College of Health and Rehabilitation Sciences: Sargent College 
and offers undergraduate, masters, and doctoral programs. The College?s 
three ranked graduate professional programs (physical therapy, occupational 
therapy, and speech-language pathology) all place in the top 8% nationally, 
and Sargent is among the nation?s leaders in funded research. The 
environment is highly collaborative with faculty who have intersecting 
research interests that span speech and hearing, psychology, linguistics, 
swallowing, and neuroscience. There is an on-site speech pathology and 
audiology clinic, and affiliated clinics are located at the Boston 
University Medical Campus. In addition, the Boston area is home to many 
highly regarded medical and educational institutions and offers numerous 
opportunities for collaborative and interdisciplinary activities. 


For more information about Sargent College and our programs, visit our 
website at http://www.bu.edu/sargent. 


Applications should include a letter of interest explaining background and 
qualifications, curriculum vitae, and three current letters of 
recommendation. For more information about the department and Boston 
University, please contact Joseph Perkell, Chair of the search committee at 
perkell at bu.edu or 617-353-3252. Review of applications will begin 
immediately and will continue until the position is filled. 


Applications may be held in confidence at the applicant?s request 
until/unless an invitation for an interview is extended. Application 
packets should be directed to: 

Joseph Perkell, PhD 

Speech, Language and Hearing Sciences Search Committee Chair 

Boston University 

College of Health and Rehabilitation Sciences: Sargent College 

635 Commonwealth Avenue 

Boston, MA 02215 

*
*

*Boston University is an Equal Opportunity, Affirmative Action Employer. *

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From judithbryant at usf.edu  Wed Oct  3 14:01:21 2012
From: judithbryant at usf.edu (Judith B. Bryant)
Date: Wed, 3 Oct 2012 10:01:21 -0400
Subject: Cognitive Psychology position, University of South Florida
Message-ID: <WED.3.OCT.2012.100121.0400.>

Please draw this ad to the attention of potentially interested individuals.

> The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA 
> invites applications for a tenure-track position in Cognitive 
> Psychology at the Assistant Professor level, beginning August 7, 2013. 
> We are particularly interested in scholars with research interests 
> that augment our current strengths in learning & memory, perception, 
> decision-making and cognitive neuroscience. Priority will be given to 
> scholars who can build bridges with the social psychologists and 
> neuroscientists within the Cognitive, Neuroscience, and Social 
> Psychology program, the Clinical and I/O Areas in our department, and 
> with other departments and centers at USF, e.g., Aging Studies, 
> Communication Sciences, Computer Engineering, the USF Visualization 
> Center, the Byrd Alzheimer's Institute, the Neuroscience 
> Collaborative, Morsani College of Medicine, and the Center for 
> Advanced Medical Learning and Simulation. The successful applicant 
> will be expected to establish an independent program of research that 
> will attract extramural support, teach graduate and undergraduate 
> classes, supervise graduate students, and participate in departmental 
> governance. Review of applications will begin November 19, 2012. 
> Applications received after November 19, 2012 may be reviewed and 
> advanced, in cases of compelling merit, up to the conclusion of the 
> search process. Applicants must have the Ph.D. degree by the time of 
> the appointment.
>
> Please click here for the online application
>
> http://employment.usf.edu/applicants/Central?quickFind=60242.
>
> The University of South Florida is a metropolitan, Carnegie-designated 
> Doctoral/Research-Extensive university enrolling more than 47,000 
> undergraduate students and is ranked in the top 50 US universities in 
> extramural funding for research. The Department of Psychology 
> (http://psychology.usf.edu/) has 33 faculty members on the Tampa 
> Campus and is housed in a building containing research labs, offices, 
> and classrooms.
>
> Applicants should upload a cover letter describing their teaching and 
> research interest and experience as well as a CV to the following 
> link: http://employment.usf.edu/applicants/Central?quickFind=60242. 
> Three letters of recommendation should be sent directly to the Chair 
> of the Cognitive Search Committee, Dr. Sandra Schneider, PCD 4118G, 
> University of South Florida, Tampa FL 33620-7200 (Sandra at usf.edu). The 
> University of South Florida encourages applications from women and 
> members of minority groups. According to Florida Law, applications and 
> meetings regarding them are open to the public.For ADA accommodations, 
> please contact Carrie Jewett (813-974-2438)**at least five working 
> days prior to need.USF is an Equal Opportunity Institution.
>

-- 
Judith Becker Bryant, Ph.D.
Professor and Area Director, Doctoral Program in Cognition, Neuroscience, and Social Psychology
Dept of Psychology, PCD 4118G
University of South Florida
Tampa, FL 33620-7200

Office: (813) 974-0475     Fax:  (813) 974-4617
Office location:  PCD 4152
Email:  judithbryant at usf.edu

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From vvvstudents at gmail.com  Thu Oct  4 13:56:42 2012
From: vvvstudents at gmail.com (Virginia Valian)
Date: Thu, 4 Oct 2012 09:56:42 -0400
Subject: stats on IASCL meetings
In-Reply-To: <CAKkumJZBoXPHnfzvwTbRADhY=3BONbpWoePtwm05nVs0axyJnA@mail.gmail.com>
Message-ID: <THU.4.OCT.2012.095642.0400.>

Dear Colleagues,

Many thanks to those of you who have responded so quickly about materials
from previous IASCL meetings!  We now have promises of programs for the
following years:  1987, 1990, 1993, ..., 1999, 2002, 2005, 2008, and 2011.
 So here's what we still need:

1975 - London
> 1978 - Tokyo (Fred Peng)
> 1981 - Vancouver (John Gilbert)
> 1984 - Austin (Anne VanKleeck)
>
> 1996 - Istanbul (Ayhan Aksu)
>

 Best wishes,

Virginia Valian


-- 
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

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From h.g.simonsen at iln.uio.no  Fri Oct  5 13:33:06 2012
From: h.g.simonsen at iln.uio.no (Hanne Gram Simonsen)
Date: Fri, 5 Oct 2012 15:33:06 +0200
Subject: Post doc position in early bilingual language acquisition at the
 University of Oslo, Norway - Extended deadline
Message-ID: <FRI.5.OCT.2012.153306.0200.>

A Post Doctoral research fellowship is available at the Department of Linguistics and Scandinavian Studies at the University of Oslo, Norway.

The person appointed will be affiliated with the Research Group in Clinical Linguistics and Language Acquisition. The group conducts research on typical and atypical speech and language development in children and on atypical speech and language as a result of brain damage in adults. Our research focuses strongly on cross-linguistic studies of language development and disorders.

The appointee is expected to investigate language acquisition in bilingual preschool children with a minority background learning the majority language as a (simultaneous or successive) second language, with particular focus on the acquisition of lexical and grammatical skills.

Deadline for application: October 29, 2012.

For the detailed announcement, please see
http://uio.easycruit.com/vacancy/767259/62043?iso=gb

Hanne Gram Simonsen
Professor, Department of Linguistics and Scandinavian Studies, University of Oslo
E-mail: h.g.simonsen at iln.uio.no



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From rbahr at cas.usf.edu  Fri Oct  5 17:24:16 2012
From: rbahr at cas.usf.edu (rbahr)
Date: Fri, 5 Oct 2012 10:24:16 -0700
Subject: Faculty Position in Communication Sciences & Disorders,
 University of South Florida
Message-ID: <FRI.5.OCT.2012.102416.0700.>

 

The Department of Communication Sciences and Disorders at the University of 
South Florida(USF), Tampa, FL invites applications to fill *three*tenure-track faculty positions.  
Appointments are expected to be at the assistant level; however, an 
especially well-qualified candidate may be appointed as associate 
professor. Successful candidates will be expected to conduct research, seek 
external funding, publish in areas of interest, develop and teach graduate 
and undergraduate courses in areas of specialty, advise Master?s and 
Doctoral students and provide service to the department, college, 
university, community and profession. Summer teaching is possible. 

A Ph. D. in Communication Sciences and Disorders or other related 
discipline is required by the start date. Applicants should demonstrate 
strong potential for Federal funding, research and intradepartmental 
collaboration. Particularly desirable areas include adult neurogenics, 
hearing impairment in children, early intervention, language/literacy, and 
bilingualism, but strong candidates in other areas of specialization will 
receive full consideration. Eligibility for CCC is preferred. Applicants at 
the Associate Professor level must show evidence of external funding and a 
strong publication record. Applicants for an Assistant Professor position 
will demonstrate potential for scholarly publications and are expected to 
pursue vigorous research programs that could lead to external funding. 

USF is a comprehensive multi-campus research university serving more than 
47,000 students, one of the nation?s top 73 public research universities 
and one of only 41 public research universities nationwide with very high 
research activity that is designated as community engaged by the Carnegie 
Foundation for the Advancement of Teaching.  According to the National 
Science Foundation, USF ranks 50th in the nation for federal expenditures 
in research and total expenditures in research among all U.S. universities, 
public or private, and is ranked 44th in total research expenditures and 
34th in federal research expenditures for public universities. Numerous 
research and health care partnerships are available through affiliation 
agreements with the H. Lee Moffitt Cancer Center and Research Institute, 
James A. Haley Veterans Hospital, Bay Pines Veterans Hospital, Tampa 
General Hospital, All Children's Hospital and Bayfront Medical Center, 
Shriner's Children's Hospital, Florida Hospital, the Johnnie B. Byrd, Sr. 
Alzheimer's Center and Research Institute, and the US Geological Survey. 

Applications should include a cover letter that describes the applicant?s 
research program and teaching philosophy and any obtained or pending 
external funding, a current curriculum vita and a maximum of three reprints 
of representative publications. Applicants must apply for these positions 
through the USF online employment application system Careers at USF https://employment.usf.edu/applicants/jsp/shared/ 
Welcome_css.jsp<https://employment.usf.edu/applicants/jsp/shared/%20Welcome_css.jsp>(view the positions for the College of Behavioral and Community Sciences, 
Department of Communication Sciences and Disorders, position #s 16168, 
10312, and 19148). The position is open until filled and review of 
applications will begin immediately. If you have any difficulties 
submitting your application, please contact Human Resources at 
USFCareersHelp at admin.usf.edu. Three letters of recommendation should be 
sent directly to Ruth Bahr, Chair, Search Committee. A Level 1background 
check will be required for employment in this position.  

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From macw at cmu.edu  Sat Oct  6 19:26:50 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Sat, 6 Oct 2012 15:26:50 -0400
Subject: KidEval
Message-ID: <SAT.6.OCT.2012.152650.0400.>

Dear Info-CHILDES,

    In the context of the AphasiaBank project, we have developed a system for automatic profiling from language transcripts called EVAL.  The predecessors of this system were the CLAN programs of MORTABLE which dumps out counts of all grammatical morphemes from the %mor line to rows in an Excel spreadsheet and MEASURES which does the same for additional things like MLU, TTR, pauses, retraces and so on.  MORTABLE and MEASURES are designed primarily for researchers who are conducting cross-sectional studies to speed up and synchronize their work.  In these programs, the basic idea is that rows in the Excel spreadsheet are participants and columns are measures. Computation of the various measures depends on accurate use of CHAT transcription and then running of the MOR program to create a %mor line.  All recent work in AphasiaBank and the majority of the corpora now in CHILDES have these features. 
    The next step has involved configuring this system into something more relevant to clinicians.  In that case, the idea was to focus not on output for groups, but for individual participants.  Here, what is particularly interesting is the ability to compare the participant with some reference group, perhaps normal controls or perhaps other people with Broca's aphasia.  For AphasiaBank, this is easy, because the whole project was designed to collect data in this format.  This system is called EVAL and it is now operational.  However, it is primarily conceived of as a method for studying people with aphasia.
    This use of reference databases can also be extended to child language, much as is done now in the SALT framework.  We are now working with Nan Bernstein Ratner to modify the MEASURES program for use with child language transcripts.  The new program would be called KidEval.  Here, we envision a combined usage, both with individual children and with groups.  In addition to the columns currently in MEASURES, we hope to add DSS, VOCD, IPSyn, and counts of the 14 morphemes of Brown (1973).  A big challenge here will be the addition of reference data sets.  In child language, there are so many possible reference sets, varying by age, language, bilingual status, topic, method of elicitation, and so on.  My sense is that we want to make available all possible reference datasets and allow the user to select the ones that best match the current child or group of children.  So, this will be a big project.
    This same method could also possibly be extended to the PHON program that Yvan Rose and Greg Hedlund have built.  Again, either individual children or groups of children would be compared against some standard set of control or norm data for phonological development.  
  We would love to receive suggestions regarding this project, including ideas about reference databases and additional automatic measures,  either posted to the list or sent directly to me, Nan, or Yvan, depending on the focus.

-- Brian MacWhinney

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From pamelanortonphd at gmail.com  Sat Oct  6 21:59:23 2012
From: pamelanortonphd at gmail.com (Pam Norton)
Date: Sat, 6 Oct 2012 14:59:23 -0700
Subject: Digest for info-childes@googlegroups.com - 2 Messages in 1
 Topic
In-Reply-To: <0015175caea8c9e1df04ca49b8bd@google.com>
Message-ID: <SAT.6.OCT.2012.145923.0700.>

I have also heard "em" as a filler in Spanish.

Pam Norton

Sent from my iPhone

On Sep 22, 2012, at 5:44 AM, info-childes at googlegroups.com wrote:

>   Today's Topic Summary
> Group: http://groups.google.com/group/info-childes/topics
> 
> coding disfluencies in Spanish/cross-linguistic coding of disfluency [2 Updates]
>  coding disfluencies in Spanish/cross-linguistic coding of disfluency
> Shelley Brundage <shelley.brundage at gmail.com> Sep 21 01:20PM -0700  
> 
> Dear Info-CHILDES
>  
> In my lab we are investigating characteristics of child-directed speech in 
> a group of bilingual (Spanish-English) parents. Right now, we are analyzing 
> speech rate and disfluencies in the parents during conversations with their 
> children. To this end, we have developed sets of rules for analyzing rate 
> and disfluency. The rate calculations are fairly straightforward across 
> languages. We have developed a set of rules for disfluency coding in 
> English, and have been working to apply these same rules in Spanish. This 
> process has proved to be slightly less straightforward. We think we now 
> have a set of rules that adequately captures disfluencies in Spanish, but *we 
> wondered if anyone on the list has experience in coding disfluency 
> behaviors in Spanish, and if you would be willing to share the coding rules 
> that you use. * We would like to compare our set of rules to make sure that 
> we have not missed anything in Spanish. While I have native Spanish 
> speakers working in my lab, I would like to connect with an established 
> researcher in this area if possible. I would be happy to share our set of 
> disfluency coding rules if anyone is interested. Thank you!
>  
> 
>  
> Shelley Brundage
>  
> 
> Brian MacWhinney <macw at cmu.edu> Sep 21 04:54PM -0400  
> 
> Dear Shelley,
>  
> This sounds quite interesting. However, I am curious why you would expect the coding of disfluencies to be to be different for Spanish. Do you mean that the actual content of filled pauses is different? Just introspecting a bit, it seems to me that Spanish speakers tend to prolong vowels more than in English. They tend to use slightly different fillers. More "ee" and "ah" and seldom "um". Differences in the actual content of filled pauses are common between languages. One of my favorite fillers is the Hungarian "iz?" which is so marked. 
> Perhaps some differences are just quantitative. For example, numbers of repeated words might differ, but that would not impact your coding scheme.
> Or perhaps you are talking about the details of error analysis, rather than disfluencies. If that is the focus, you might want to take a look at the system for error coding we are using in the AphasiaBank project.
>  
> -- Brian MacWhinney
>  
>  
> 
> You received this message because you are subscribed to the Google Group info-childes.
> You can post via email.
> To unsubscribe from this group, send an empty message.
> For more options, visit this group.
> -- 
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>  
>  

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From v.chondrogianni at googlemail.com  Sun Oct  7 11:29:10 2012
From: v.chondrogianni at googlemail.com (Vicky Chondrogianni)
Date: Sun, 7 Oct 2012 12:29:10 +0100
Subject: Call for papers - International Journal of Bilingualism
 special issue
In-Reply-To: <CALbw=1AkVJsVQnM98z8-E9kciiSjbEGt1vm9p-PMScf+FknNiw@mail.gmail.com>
Message-ID: <SUN.7.OCT.2012.122910.0100.>

>
> *Reminder: Call for papers - International Journal of Bilingualism
>
> *
>
> We are now inviting abstracts for the annual thematic issue of the
> International Journal of Bilingualism (IJB) to be published in March 2015.
> The topic of the proposed thematic issue is *?Cross-linguistic aspects in
> child L2 acquisition? *and intends to bring together contributions from
> researchers examining the acquisition of interface and syntax-only
> phenomena in child L2 learners from a cross-linguistic perspective and/or
> by using different methodologies (production, off-line/on-line
> comprehension).
>
>
>
> Our thematic issue will seek to comprise articles investigating how target
> language (TL) properties influence child L2 acquisition, whether
> acquisition of different kinds of interface conditions influences transfer
> differently, how the acquisition pattern can be mediated by external
> factors such as age of onset (AoO), length of exposure (LoE) to the L2 and
> quality of input, and how transfer can interact with TL properties to give
> rise to different acquisition patterns cross-linguistically. Finally, by
> comparing different modalities such as production, off-line and on-line
> comprehension, we will address possible (a)symmetries between production
> and comprehension, and we will investigate the nature of the potential
> production problems in L2 children with different AoO and LoE.
>
>
>
> Potential contributions could aim to address the following research
> questions:
>
> * *
>
> 1)      How do TL properties influence the acquisition of morpho-syntactic
> and semantic phenomena in L2 children cross-linguistically?
>
> 2)      Do internal (e.g. syntax-semantics) and external (e.g.
> syntax-discourse) interface conditions have different effects on language
> development?
>
> 3)      How does L1 transfer interact with TL properties in child L2
> acquisition and with external factors such as LoE, AoO and quality of input?
>
> 4)      Do cross-linguistic differences in TL properties influence
> production, on-line and/or off-line comprehension of morpho-syntax and
> semantics in L2 children differentially?
>
>
>
> If you are interested in contributing to this special issue, please send
> us (Vicky Chondrogianni: v.chondrogianni at bangor.ac.uk, Leonie Cornips:
> leonie.cornips at meertens.knaw.nl, Nada Vasi?: nadavasic at gmail.com) a
> 500-word abstract stating the research questions, methodology, results,
> implications for the field of L2 acquisition. Abstracts should include the
> title of the submission as well as the authors? names and affiliations.
>
>
>
> Please note that this is a competitive call and that the thematic issue
> cannot comprise more than six papers. Paper selection will follow a
> peer-review process, and therefore, eventual publication is not guaranteed
> for all manuscript submissions.
>
>
>
> The deadline for abstract submissions is *October 15, 2012*. Other
> relevant deadlines are listed below:
>
>
>
> November 9, 2012:     Contributors notified by editors
>
> May 31, 2013:             Submission of first drafts/ papers sent out to
> reviewers
>
> July 14, 2013:              All first round reviews in / final decision on
> papers to be included in the special issue reached by editors / selected
> papers for second round of reviews, if necessary
>
> September 14, 2013:   Submission of second drafts
>
> September 27, 2013:   Second round of reviews in
>
> October 10, 2013:       Guest editors? final decision and evaluation
>
> January 24, 2014:       Introduction due from Guest Editors
>
> February 21, 2014:     Final form-corrected copy reviewed by authors
>
> March 28, 2014:         Submission to Sage publications
>
> April-June 2014:         Proofs sent to authors and *IJB* staff
>
>
>
> We look forward to receiving your contributions!
>
>
>
> Vicky Chondrogianni, Leonie Cornips & Nada Vasi? (IJB Guest editors)
>
>

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From editor.iascl.clbulletin at gmail.com  Mon Oct  8 07:03:46 2012
From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor)
Date: Mon, 8 Oct 2012 00:03:46 -0700
Subject: BUCLD 37 Pre-registration now open
Message-ID: <MON.8.OCT.2012.000346.0700.>



***message posted on behalf of the BUCLD 37 conference organizers***

--------------------------------------------------------------------------------------------------------------------------------------------------------


Dear Prospective BUCLD 37 Attendee,****

** **

We would like to remind you that the deadline to pre-register for BUCLD 37 
is Tuesday, October 23, 2012. By pre-registering not only will you receive 
a reduced rate for the conference, but you will also be able to check-in at 
the registration desk quickly and proceed to the various exciting talks 
without waiting in line. Regular full-price registration will continue to 
be available online from Wednesday, October 24 through Tuesday, October 30. 
To register, please visit the following website: 
http://www.bu.edu/bucld/conference-info/registration/****

** **

For general information on the conference including the full schedule, 
please visit: http://www.bu.edu/bucld****

** **

Also, you can register for the Society for Language Development Symposium 
?Neuroplasticity and language? on Thursday November 1, 1-4pm through our 
website. The SLD would also like to announce a new student award. Please 
see their website for more information: 
http://www.bcs.rochester.edu/sld/symposium.html****

** **

We look forward to seeing you at BUCLD 37!


BUCLD 37 conference organizers


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From dukeje at gmail.com  Mon Oct  8 10:41:42 2012
From: dukeje at gmail.com (Jessica Alexander)
Date: Mon, 8 Oct 2012 06:41:42 -0400
Subject: databases with sibling information?
In-Reply-To: <CAP0r51T_q0j_Nsd3kOxT9LNER=7AakvFsKrM1cVnSgAaHBJZGg@mail.gmail.com>
Message-ID: <MON.8.OCT.2012.064142.0400.>

Hi Cathy,

Thank you for your help. That sounds like a fantastic corpus, but I think
it's too complex for our goals. We may have to change the focus of the
project somewhat depending on what materials are available, but since I'm
working with an undergraduate student, we have to keep it fairly simple.

Thanks for the information. I've just been overwhelmed by the response I've
gotten from this community. Everyone has been so helpful and supportive!

Thanks again,
Jessica Alexander



On Wed, Oct 3, 2012 at 4:46 AM, Cathy Lonngren <
cathy.lonngren at googlemail.com> wrote:

> Hi,
>
> Again I don't know whether my corpus would be of interest but it contains
> naturalistic interactions (dinner time, playing games, chatting etc) where
> the main speakers are a mother and her two children (2 and half years
> difference between them). It is a longitudinal corpus spanning
> approximately 3 years (at the first recording the siblings were ages 3:5
> and 5:10). It is a bilingual corpus (English and Brazilian Portuguese)
> where my aim was to study the codeswitching practices of the family, so
> that clearly adds another variable into the equation. The whole corpus is
> coded for addressee (and language) so that may aid analysis. I am currently
> checking the last few files but anticipate it's addition to the CHILDES
> database very soon. However, if you were interested I would be happy for
> you to have access before its contribution.
>
> Regards,
>
> Cathy Lonngren-Sampaio
> University of Hertfordshire
>
>  3 October 2012 04:17, Melanie Soderstrom <M_Soderstrom at umanitoba.ca>wrote:
>
>> Hi,
>>
>> Not sure if this is helpful to your student, but my small corpus of
>> maternal language to two infants (the Soderstrom corpus) includes one
>> mother who recorded largely in the absence of siblings and one in which the
>> siblings were often present). They are infants though (under 12 months), so
>> the children themselves aren't talking yet...
>>
>>
>>
>> On 10/1/2012 10:22 PM, J.Alexander wrote:
>>
>>> Hi all,
>>>
>>> I'm currently mentoring an undergraduate student who is interested in
>>> the role of older siblings in early language development. I typically work
>>> with adults, so the CHILDES databases seemed like a potential way to help
>>> her get some experience working with child language data given limited time
>>> and resources. I'm new to using the CHILDES databases, so I may have
>>> overlooked this information, but is family/demographic information easily
>>> available for any of the children in the larger sample databases (such as
>>> the New England, Rollins, Davis, or HSLLD)?
>>>
>>> Thanks for your help,
>>> Jessica Alexander
>>>
>>> Assistant Professor of Psychology
>>> Concord University
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>>> .
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>>> .
>>>
>>>
>>>
>>
>> --
>> Melanie Soderstrom
>> Associate Professor
>> Department of Psychology
>> P435C Duff Roblin Building
>> University of Manitoba
>> R3T 2N2 Canada
>> (204) 474-9528
>>
>>
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From Florence.Chenu at univ-lyon2.fr  Wed Oct 10 12:32:06 2012
From: Florence.Chenu at univ-lyon2.fr (Florence Chenu)
Date: Wed, 10 Oct 2012 14:32:06 +0200
Subject: Early Language Acquisition 2012, 5-7 Dec 2012, Lyon, France
Message-ID: <WED.10.OCT.2012.143206.0200.>

ELA 2012 conference announcement

***********************************
REGISTRATION DEADLINE : 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

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From cynthia.fisher at gmail.com  Fri Oct 12 16:00:46 2012
From: cynthia.fisher at gmail.com (cynthia.fisher at gmail.com)
Date: Fri, 12 Oct 2012 09:00:46 -0700
Subject: Annual Society for Language Development (SLD) Symposium
Message-ID: <FRI.12.OCT.2012.090046.0700.>

The Society for Language Development (SLD) invites you to attend its annual 
symposium, and announces a new SLD Student Award.

*SLD 2012 Symposium: *
*?Neuroplasticity and language?
*Thursday, November 1, 2012, 1-4pm
Boston University?s George Sherman Union, 775 Commonwealth Ave.

Speakers include: 
Rebecca Saxe, MIT
Alvaro Pascual-Leone, Harvard University

A reception will follow.

To pre-register for the symposium, as well as the BU Conference on Language 
Development, go to http://www.bu.edu/bucld/conference-info/registration/
BUCLD home page: http://www.bu.edu/bucld/ <http://www.bu.edu/bucld/%20>
The cost of registration for the SLD symposium is $20 for members, $10 for 
student members; $50 for non-members, $25 for student non-members.

*New SLD Student Award*:

The Society for Language Development invites applications for a new SLD 
Student Award, sponsored by the Cognitive Science Society. This award is 
intended to help defray the costs of attending the Symposium, for graduate 
students who are presenting papers or posters at BUCLD. The award includes 
a year's free membership in the Society for Language Development, a year's 
free membership in the Cognitive Science Society, free admission to this 
year's SLD Symposium, and a cash award of $75. Applicants should send a CV 
and their accepted BUCLD abstract (paper, poster, or alternate status) 
by email to Cynthia Fisher at clfishe at illinois.edu; applications are due by 
Oct 15. Two graduate students whose CVs show a record of achievement and of 
sustained interest in interdisciplinary research will be selected. Award 
recipients will be notified by email before the conference (approximately 
Oct 25), and the awards will be announced at the SLD Symposium on Nov. 1.

We hope to see you there. 

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From Roberta at udel.edu  Tue Oct 16 01:26:09 2012
From: Roberta at udel.edu (Roberta Golinkoff)
Date: Mon, 15 Oct 2012 21:26:09 -0400
Subject: Two tenure track positions in Human Development at the University
 of Delaware!
Message-ID: <MON.15.OCT.2012.212609.0400.>

-- 
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."

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From krohlfing at gmail.com  Wed Oct 17 07:11:59 2012
From: krohlfing at gmail.com (Katharina Rohlfing)
Date: Wed, 17 Oct 2012 00:11:59 -0700
Subject: CfP: Microdynamics of Interaction
Message-ID: <WED.17.OCT.2012.001159.0700.>

Dear colleagues,

please consider to contribute to the Special Issue of IEEE TAMD on 
Microdynamics of Interaction.
The deadline is 15 January, next year.

Best regards,

    Katharina Rohlfing.

PD Dr. Katharina J. Rohlfing
Emergentist Semantics Group
Universit?t Bielefeld, CITEC
http://www.cit-ec.de/es

-----------------
IEEE Transactions on Autonomous Mental Development Special Issue on 
Microdynamics of Interaction: Capturing and Modeling Early Social Learning

Call for Papers

We solicit papers that show approaches to bridging macro- and micro-level 
behavioral research on the ?social interaction loop? that supports early 
learning. By ?social interaction loop? we mean action sequences during 
interactions between learners and teachers. There are many unanswered 
questions about the content and qualities of those interactions. For 
example, how is the information available to a new learner selected and 
shaped by a parent or teacher? How do learners display their knowledge or 
ability, and how do teachers pick up on this information and adapt to it? 
The phenomena of interest prototypically focus on human infants and 
parents, but the same questions can be asked about non-human juvenile-adult 
dyads, or robot learners with human teachers. There are exciting recent 
efforts to precisely quantify and describe what these reciprocal 
interactions provide; that is, to specify the events and mechanisms that 
support social learning and adaptation.

Contributions can exemplify diverse approaches to studying learning through 
real-time, contingent, reciprocal interaction (or ?co-action?). The focus 
of manuscripts should be on bridging macro-level (i.e., qualitative; long 
time-scales) and micro-level (i.e., descriptive, short time-scales) data, 
analyses, and/or explanations. We encourage a broad range of approaches and 
phenomena drawn from different disciplines, including but not limited to, 
anthropology, artificial intelligence, cognitive science, developmental 
science, ethnography, linguistics, machine learning, neuroscience, 
robotics, pediatrics, philosophy, psychology). Interested parties are 
encouraged to contact the editors with questions about the suitability of a 
manuscript. 

Editors:

?      Gedeon De?k, UCSD, deak at cogsci.ucsd.edu

?      Katharina J. Rohlfing, Bielefeld University, kjr at uni-bielefeld.de

 Two kinds of submissions are possible:

?      Regular papers, up to 15 double column pages, should describe new 
empirical findings that utilize innovative methodological and/or analytic 
techniques for extracting structure from rich, high-dimensional behavioral 
data.

?      Correspondence papers, up to 8 double column pages, can focus on one 
of three more limited goals:

1.     Modeling: Quantitative methods for explaining the sorts of patterns 
found in social action loops of teacher-learner interactions. Papers should 
specify how the model can capture the dynamics described above, and/or ways 
to test those models using further behavioral and modeling studies.

2.     Methods: Practical explanations of novel tools for collecting, 
coding, and/or analyzing dyadic interaction data. Papers should describe 
the kinds of interaction-loops for which the method is appropriate, and 
should explain what gap-bridging challenge is met by using the method.

3.     Theoretical perspectives into social interaction loops, and the 
importance of bridging micro- and macro-level explanations. Theoretical 
essays will preferably incorporate insights and constructs from different 
disciplines (cognitive science, neurobiology, computational models, machine 
learning, sociology, and ethnology).

Instructions for authors:

http://cis.ieee.org/ieee-transactions-on-autonomous-mental-development.html

We are accepting submissions through Manuscript Central at
http://mc.manuscriptcentral.com/tamd-ieee (please select ?Microdynamics? as 
the submission type)

When submitting your manuscript, please also cc it to deak at cogsci.ucsd.edu 
and kjr at uni-bielefeld.de.

Timeline:

15 January 2013: Deadline for paper submission

15 April 2013:  Notification of the first round of review results

15 July 2013: Final version

20 July 2013: Electronic publication
September 2013: Printed publication

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From nitya12345 at gmail.com  Wed Oct 17 14:24:25 2012
From: nitya12345 at gmail.com (Nitya Sethuraman)
Date: Wed, 17 Oct 2012 10:24:25 -0400
Subject: List of "English" nonsense words?
Message-ID: <WED.17.OCT.2012.102425.0400.>

Hello,

Does anyone know of a list of nonsense words that follow English
phonology?  I've collected about 20 words from various studies, but need
50-60 more nonsense words, especially ones that are monosyllabic.

I would be grateful for any suggestions,

Nitya.

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From erikachoff at gmail.com  Wed Oct 17 15:06:14 2012
From: erikachoff at gmail.com (Erika Hoff)
Date: Wed, 17 Oct 2012 11:06:14 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.110614.0400.>

I have attached a paper that has a few nonsense words (see the section on
phonological memory in the methods). It also describes a procedure for
transforming real words into phonologically allowable nonsense words.

Best,

Erika Hoff

On Wed, Oct 17, 2012 at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>wrote:

> Hello,
>
> Does anyone know of a list of nonsense words that follow English
> phonology?  I've collected about 20 words from various studies, but need
> 50-60 more nonsense words, especially ones that are monosyllabic.
>
> I would be grateful for any suggestions,
>
> Nitya.
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>



-- 
Erika Hoff, Professor
Department of Psychology
Florida Atlantic University
3200 College Ave.
Davie, FL 33314

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From forbesmm at andrew.cmu.edu  Wed Oct 17 15:50:09 2012
From: forbesmm at andrew.cmu.edu (Margie Forbes)
Date: Wed, 17 Oct 2012 11:50:09 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.115009.0400.>

Lewis Carroll's "Jabberwocky"  contains many.

Margie Forbes

On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com> wrote:

> Hello,
>  
> Does anyone know of a list of nonsense words that follow English phonology?  I've collected about 20 words from various studies, but need 50-60 more nonsense words, especially ones that are monosyllabic.
>  
> I would be grateful for any suggestions,
>  
> Nitya.
>  
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email 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.
>  
>  

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From aprior at edu.haifa.ac.il  Wed Oct 17 16:00:15 2012
From: aprior at edu.haifa.ac.il (Anat Prior)
Date: Wed, 17 Oct 2012 12:00:15 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <9693D082-2FFD-44AC-AE51-D63FC9711B98@andrew.cmu.edu>
Message-ID: <WED.17.OCT.2012.120015.0400.>

several relevant references:

Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A Tool
for Word Selection and Non-Word Generation in Dutch, German, English, and
French. *Behavior Research Methods, Instruments & Computers*, 36(3),
488-499.
the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf

*Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords: The
ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
*
*1339-1362. *
*see also: *http://www.maccs.mq.edu.au/~nwdb/

 *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual pseudoword
generator. **Behavior Research Methods 42(3), 627-633**.*
and see here:  http://crr.ugent.be/programs-data/wuggy

Best,
Anat
On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes <forbesmm at andrew.cmu.edu>wrote:

> Lewis Carroll's "Jabberwocky"  contains many.
>
> Margie Forbes
>
> On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>
> wrote:
>
> Hello,
>
> Does anyone know of a list of nonsense words that follow English
> phonology?  I've collected about 20 words from various studies, but need
> 50-60 more nonsense words, especially ones that are monosyllabic.
>
> I would be grateful for any suggestions,
>
> Nitya.
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
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>
>
>

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From mmillians at gmail.com  Wed Oct 17 15:39:56 2012
From: mmillians at gmail.com (Molly)
Date: Wed, 17 Oct 2012 11:39:56 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CAAhHXzXZwuFWonxaqfN-=cDTtrv-9CrAMkZ9xu2m2MtZfc5hAA@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.113956.0400.>

Look at the words off of the WIAT-III or the Test of Word Reading Efficiency did nonsense words that are used in reading efficiency tests. 

Sent from my iPhone

On Oct 17, 2012, at 11:06 AM, Erika Hoff <erikachoff at gmail.com> wrote:

> I have attached a paper that has a few nonsense words (see the section on phonological memory in the methods). It also describes a procedure for transforming real words into phonologically allowable nonsense words.
>  
> Best,
>  
> Erika Hoff
> 
> On Wed, Oct 17, 2012 at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com> wrote:
>> Hello,
>>  
>> Does anyone know of a list of nonsense words that follow English phonology?  I've collected about 20 words from various studies, but need 50-60 more nonsense words, especially ones that are monosyllabic.
>>  
>> I would be grateful for any suggestions,
>>  
>> Nitya.
>>  
>> -- 
>> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
>> To post to this group, send email 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.
> 
> 
> 
> -- 
> Erika Hoff, Professor
> Department of Psychology
> Florida Atlantic University
> 3200 College Ave.
> Davie, FL 33314
> 
> -- 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  
> <2011 Parra,Hoff, Core JECP .pdf>

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From pul8 at psu.edu  Wed Oct 17 16:39:33 2012
From: pul8 at psu.edu (Ping Li)
Date: Wed, 17 Oct 2012 12:39:33 -0400
Subject: the new Language History Questionnaire (LHQ v. 2)
Message-ID: <WED.17.OCT.2012.123933.0400.>

Dear Colleagues,

I am pleased to let you know that we have revised the Language History
Questionnaire (Li, Sepanski & Zhao, 2006) that many colleagues have used in
the past. The new LHQ has much enhanced functionality on the web and can
collect data in the cloud (and it works much better than googleforms). Data
will be accumulatively saved as the participants fill in the online
questionnaire (there will no longer be transcription errors with data
collected this way). Privacy issues are considered by an investigator-based
sign-up process and the participants will use randomly assigned numbers to
complete the LHQ. Here is the website (http://cogsci.psu.edu/lhq.shtml),
along with a description of how to use the LHQ.

Please let me know if you encounter any problems or if you have any
comments and suggestions. We will continue to update the website so that it
can suit the needs of your study.

Best wishes,
Ping Li

---------------  http://cogsci.psu.edu/lhq.shtml  ----------------

Language history questionnaire (LHQ) is an important tool for assessing
language learners' linguistic background, the context and habits of
language use, proficiency in multiple languages, and the dominance and
cultural identity of the languages acquired. Outcomes from such assessments
have often been used to predict or correlate with learners' linguistic
performance in cognitive and behavioral tests. Previously we identified the
most commonly asked questions in published questionnaires and proposed a
generic LHQ (Li, Sepanski, & Zhao, 2006). Taking advantage of the dynamic
features of web-based interfaces, we have implemented a new cloud-based
LHQ, in four different modules to suit different researchers' focuses and
needs (history, usage, proficiency, and dominance). The new LHQ will allow
investigators to dynamically produce their own LHQ on the fly, and allow
participants to complete the LHQ online through individualized URLs. The
results are saved in a spreadsheet for all participants who have completed
the LHQ. The investigators can view, download, sort, and delete the LHQ
results on the web. Privacy issues are handled through online assignments
of ID numbers for experiments and recording of data with only participant
numbers. The new LHQ is estimated to save an average of 40-50 hours per
experiment while eliminating coding errors from manually transcribing LHQ
results.

The new online LHQ is easy to use. Simply follow the three steps below.
*Step 1:*
The investigator or experimenter completes the sign-up process (click on
Sign-Up below under LHQ Functions), and receives a unique Experiment ID and
a unique URL associated with his or her experiment.
*Step 2:*
The participant completes the LHQ online through the unique URL, and data
(with only participant numbers) are automatically saved. The LHQ is
self-explanatory, and there are often pull-down menus for the participant
to use.
*Step 3:*
The investigator or experimenter accesses the data through the unique
Experiment ID (from Step 1). He or she then deletes the data so that no
data are stored in the cloud after LHQ results are obtained.

Please cite the reference "Li, P., Sepanski, S., & Zhao, X. (2006).
Language history questionnaires: A web-based interface for bilingual
research. Behavior Research Methods, 38,
202-210."<http://cogsci.psu.edu/brm06.pdf>in any publications that
report data based on the LHQ. A future reference
to the new LHQ may be published and updated here.

If you have any questions or need further information on the questionnaire
or the use of it, please contact pul8 at psu.edu or fvz5016 at psu.edu. We
welcome your feeback, comments, and suggestions.

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From brunilda at gmail.com  Wed Oct 17 17:11:10 2012
From: brunilda at gmail.com (Bruno Estigarribia)
Date: Wed, 17 Oct 2012 13:11:10 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <CAOMRPpZ_ARi_xsv9CnjuDr7d-9qM+=u3hM7H+iQNvEsYfu6CXw@mail.gmail.com>
Message-ID: <WED.17.OCT.2012.131110.0400.>

Christine Dollaghan (http://bbs.utdallas.edu/people/dollaghan-pubs.html) 
has a well-balanced test for nonword repetition. Write her.
Bruno

Bruno Estigarribia
Assistant Professor of Spanish, Department of Romance Languages and 
Literatures
Research Assistant Professor of Psychology, Cognitive Science Program
Investigator, Carolina Institute for Developmental Disabilities
Dey Hall, Room 332, CB# 3170
University of North Carolina at Chapel Hill
estigarr at email.unc.edu
917-348-8162

> several relevant references:
>
> Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A 
> Tool for Word Selection and Non-Word Generation in Dutch, German, 
> English, and French. /Behavior Research Methods, Instruments & 
> Computers/, 36(3), 488-499.
> the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf 
> <http://users.ugent.be/%7Ewduyck/wordgen-brmic.pdf>
>
> *Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords: The
> ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
> *
> *1339-1362. *
> *see also: *http://www.maccs.mq.edu.au/~nwdb/ 
> <http://www.maccs.mq.edu.au/%7Enwdb/>
>
> *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual 
> pseudoword generator. */*Behavior Research Methods 42**(3), 627-633*/*.*
> and see here: http://crr.ugent.be/programs-data/wuggy
>
> Best,
> Anat
> On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes 
> <forbesmm at andrew.cmu.edu <mailto:forbesmm at andrew.cmu.edu>> wrote:
>
>     Lewis Carroll's "Jabberwocky"  contains many.
>
>     Margie Forbes
>
>     On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman
>     <nitya12345 at gmail.com <mailto:nitya12345 at gmail.com>> wrote:
>
>>     Hello,
>>     Does anyone know of a list of nonsense words that follow English
>>     phonology?  I've collected about 20 words from various studies,
>>     but need 50-60 more nonsense words, especially ones that are
>>     monosyllabic.
>>     I would be grateful for any suggestions,
>>     Nitya.
>>
>>     -- 
>>     You received this message because you are subscribed to the
>>     Google Groups "Info-CHILDES" group.
>>     To post to this group, send email to
>>     info-childes at googlegroups.com <mailto:info-childes at googlegroups.com>.
>>     To unsubscribe from this group, send email to
>>     info-childes+unsubscribe at googlegroups.com
>>     <mailto:info-childes+unsubscribe at googlegroups.com>.
>>     For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>
>     -- 
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>
>
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From gordana.hrzica at gmail.com  Thu Oct 18 09:01:37 2012
From: gordana.hrzica at gmail.com (Gordana Hrzica)
Date: Thu, 18 Oct 2012 11:01:37 +0200
Subject: List of "English" nonsense words?
In-Reply-To: <507EE6AE.80702@gmail.com>
Message-ID: <THU.18.OCT.2012.110137.0200.>

there is also wuggi
http://crr.ugent.be/programs-data/wuggy
it is a multilingual pseudowords generator, awailable also for English

best,
Gordana

2012/10/17 Bruno Estigarribia <brunilda at gmail.com>

>  Christine Dollaghan (http://bbs.utdallas.edu/people/dollaghan-pubs.html)
> has a well-balanced test for nonword repetition. Write her.
> Bruno
>
> Bruno Estigarribia
> Assistant Professor of Spanish, Department of Romance Languages and
> Literatures
> Research Assistant Professor of Psychology, Cognitive Science Program
> Investigator, Carolina Institute for Developmental Disabilities
> Dey Hall, Room 332, CB# 3170
> University of North Carolina at Chapel Hill
> estigarr at email.unc.edu
> 917-348-8162
>
>  several relevant references:
>
>  Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). WordGen: A
> Tool for Word Selection and Non-Word Generation in Dutch, German, English,
> and French. *Behavior Research Methods, Instruments & Computers*, 36(3),
> 488-499.
> the pdf is here: http://users.ugent.be/~wduyck/wordgen-brmic.pdf
>
>  *Rastle, K., Harrington, J., & Coltheart, M. (2002). 358,534 nonwords:
> The
> ARC Nonword Database. Quarterly Journal of Experimental Psychology, 55A,
> *
> *1339-1362. *
> *see also: *http://www.maccs.mq.edu.au/~nwdb/
>
>   *Keuleers, E., & Brysbaert, M. (2010). Wuggy: A multilingual pseudoword
> generator. **Behavior Research Methods 42(3), 627-633**.*
> and see here:  http://crr.ugent.be/programs-data/wuggy
>
> Best,
> Anat
> On Wed, Oct 17, 2012 at 11:50 AM, Margie Forbes <forbesmm at andrew.cmu.edu>wrote:
>
>> Lewis Carroll's "Jabberwocky"  contains many.
>>
>>  Margie Forbes
>>
>>  On Oct 17, 2012, at 10:24 AM, Nitya Sethuraman <nitya12345 at gmail.com>
>> wrote:
>>
>>  Hello,
>>
>> Does anyone know of a list of nonsense words that follow English
>> phonology?  I've collected about 20 words from various studies, but need
>> 50-60 more nonsense words, especially ones that are monosyllabic.
>>
>> I would be grateful for any suggestions,
>>
>> Nitya.
>>
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email 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.
>>
>>
>>
>>
>>    --
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>> "Info-CHILDES" group.
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From Grinstead.11 at osu.edu  Thu Oct 18 13:13:16 2012
From: Grinstead.11 at osu.edu (Grinstead, John)
Date: Thu, 18 Oct 2012 13:13:16 +0000
Subject: stats on IASCL meetings
In-Reply-To: <CABkofSmubMwPAh-dJNdmosoCa5ydCtjZ30PDinPgtb65BYyUEA@mail.gmail.com>
Message-ID: <THU.18.OCT.2012.131316.0000.>

Hi Tom,

Can you please send me 10 keywords for your article for Nina's book?

It's the last thing I need to make the index.

I hope that all is well with you.

Very best,

John

~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>
John Grinstead
Associate Editor
Language Acquisition: A Journal of Developmental Linguistics
Department of Spanish and Portuguese
The Ohio State University
298 Hagerty Hall - 1775 College Road
Columbus, OH  43210

Tel. 614.292.8856
Fax. 614.292.7726
grinstead.11 at osu.edu
http://people.cohums.ohio-state.edu/grinstead11/
~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<

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From roeper at linguist.umass.edu  Thu Oct 18 14:54:07 2012
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Thu, 18 Oct 2012 10:54:07 -0400
Subject: stats on IASCL meetings
In-Reply-To: <8708_1350566005_50800075_8708_2794_1_FED205B0849A7A47AFD25EB37FAA8B0B105E17E1@MS5.asc.ohio-state.edu>
Message-ID: <THU.18.OCT.2012.105407.0400.>

John---
   I thought I had sent this to you:


   - Keywords: Internal merge/multiple grammars/Null Pronouns/
   there-insertion, Move-over-Merge, Null Subject Parameter, interfaces,
   pragmatics, learnability

Tom

PS.  I almost did not open this because the subject line was IASCL
attendance which is not of great
interest to me after I gave an initial comment.  That reminds me to be
careful about subject lines
too

On Thu, Oct 18, 2012 at 9:13 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:

>  Hi Tom,
>
>  Can you please send me 10 keywords for your article for Nina's book?
>
>  It's the last thing I need to make the index.
>
>  I hope that all is well with you.
>
>  Very best,
>
>  John
>
>    ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>
> John Grinstead
>  Associate Editor
> Language Acquisition: A Journal of Developmental Linguistics
> Department of Spanish and Portuguese
> The Ohio State University
> 298 Hagerty Hall - 1775 College Road
> Columbus, OH  43210
>
>  Tel. 614.292.8856
> Fax. 614.292.7726
> grinstead.11 at osu.edu
> http://people.cohums.ohio-state.edu/grinstead11/
> ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<
>
> --
> You received this message because you are subscribed to the Google Groups
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>



-- 
Tom Roeper
Dept of Lingiustics
UMass South College
Amherst, Mass. 01003 ISA
413 256 0390

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From LISA.S.PEARL at GMAIL.COM  Thu Oct 18 15:44:56 2012
From: LISA.S.PEARL at GMAIL.COM (Lisa)
Date: Thu, 18 Oct 2012 08:44:56 -0700
Subject: List of "English" nonsense words?
In-Reply-To: <CACLVBELWkJeH1CQPuUw8SscuOK8cnJ3x44D_HAqpZ1v_ct3QgA@mail.gmail.com>
Message-ID: <THU.18.OCT.2012.084456.0700.>

Another potentially useful reference for identifying the nonsense words you 
might need for a study:

http://www.iphod.com
(The Irvine Phonotactic Dictionary)

>From their summary page:
"The Irvine Phonotactic Online Dictionary (IPhOD) is a large collection of 
English words and pseudowords developed that was originally developed at UC 
Irvine for research on speech perception and production. The collection 
allows researchers to select items for experiments, based on measures 
related to speech sounds. Specifically, it can be used to answer questions 
such as: Which contains more unusual sound-sequences, *dog* or *cat?* Which 
sounds like fewer other English words? What are some nonsense words with 
similar phonological qualities? All of the IPhOD tools on this website are 
freely available for academic and personal use. There is also an blog<http://iphodblog.blogspot.com/> to 
provide a forum for feedback, questions, and suggestions - or use email to 
contact: Kenny Vaden <http://people.musc.edu/~kiv3/>."

-Lisa



On Wednesday, October 17, 2012 7:24:27 AM UTC-7, Nitya Sethuraman wrote:
>
> Hello,
>  
> Does anyone know of a list of nonsense words that follow English 
> phonology?  I've collected about 20 words from various studies, but need 
> 50-60 more nonsense words, especially ones that are monosyllabic.
>  
> I would be grateful for any suggestions,
>  
> Nitya.
>  
>

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From margaretmfleck at yahoo.com  Thu Oct 18 23:33:27 2012
From: margaretmfleck at yahoo.com (Margaret Fleck)
Date: Thu, 18 Oct 2012 16:33:27 -0700
Subject: List of "English" nonsense words?
In-Reply-To: <7bae2ead-bc4d-4a37-be0d-d9be4437eee2@googlegroups.com>
Message-ID: <THU.18.OCT.2012.163327.0700.>


It might also be good to run an explicit check that the words really are
nonsense to the specific kids in question.??? Just because it's unfamiliar
to the researcher does not mean it's not a common household
word for the kids.??? I won't say which reputable group used "gorp"
as a nonsense word.?? Our kids were familiar with ikona, dal, and
pockie from very small.?? (Hint:? two are South Africanisms, one
is a common food if you live near Indians and one of our kids had
a pash for it as a toddler.)?? Unless you're selecting kids from a small
closed community, it's hard to see how you could design any list
that could avoid this.??? But you could find out at least after the fact
which words the parents think their kids might know as meaningful.

Margaret Fleck (U. Illinois)

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From macw at cmu.edu  Fri Oct 19 16:41:23 2012
From: macw at cmu.edu (Brian MacWhinney)
Date: Fri, 19 Oct 2012 12:41:23 -0400
Subject: posting for Christina Behme on nonce word generation
Message-ID: <FRI.19.OCT.2012.124123.0400.>

I think in addition to avoiding nonsense words that may not be nonsense to some kids it is also desirable to check whether words that are nonsense in one dialect of English [say British] are not nonsense [and rather offensive] in another [like say Australian] - at least if one hopes one's publications are read by a wide audience. The not just once used 'dacking' comes to mind. For those not familiar with the australian slang-use i recommend google [which in general might be a good first test for potential candidates]

-- Christina

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From nitya12345 at gmail.com  Mon Oct 22 14:16:37 2012
From: nitya12345 at gmail.com (Nitya Sethuraman)
Date: Mon, 22 Oct 2012 10:16:37 -0400
Subject: List of "English" nonsense words?
In-Reply-To: <1350603207.40150.YahooMailClassic@web124703.mail.ne1.yahoo.com>
Message-ID: <MON.22.OCT.2012.101637.0400.>

I greatly appreciate the generosity of the members of this list!

In addition to the replies sent to info-childes, a few more references were
sent directly to me:

For a lengthy list of novel verbs: Albright and Hayes (2003) past-tense
paper

For a lengthy list of novel nouns compiled from various previous studies:
Horst, J.S. & Scott, E. J. (2009). Learning Names of Rotated Novel Objects,
Poster presented at the Cognitive Science Society, Amsterdam, The
Netherlands.

For a short list of novel adjectives: Yoshida, Hanako and Rima Hanania
(2011). If it's red, it's not vap: how competition among words may benefit
early word learning. First Language.
http://fla.sagepub.com/content/early/2011/10/14/0142723711422632
Also see Sandra Waxman's papers for a few more novel adjectives.


Thanks very much again,
Nitya.


On Thu, Oct 18, 2012 at 7:33 PM, Margaret Fleck <margaretmfleck at yahoo.com>wrote:

>
> It might also be good to run an explicit check that the words really are
> nonsense to the specific kids in question.    Just because it's unfamiliar
> to the researcher does not mean it's not a common household
> word for the kids.    I won't say which reputable group used "gorp"
> as a nonsense word.   Our kids were familiar with ikona, dal, and
> pockie from very small.   (Hint:  two are South Africanisms, one
> is a common food if you live near Indians and one of our kids had
> a pash for it as a toddler.)   Unless you're selecting kids from a small
> closed community, it's hard to see how you could design any list
> that could avoid this.    But you could find out at least after the fact
> which words the parents think their kids might know as meaningful.
>
> Margaret Fleck (U. Illinois)
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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>

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From E.Tribushinina at uu.nl  Mon Oct 22 14:31:19 2012
From: E.Tribushinina at uu.nl (Tribushinina, E. (Elena))
Date: Mon, 22 Oct 2012 14:31:19 +0000
Subject: EMLAR IX: registration opened
Message-ID: <MON.22.OCT.2012.143119.0000.>

Experimental Methods in Language Acquisition Research (EMLAR) IX
Lectures and hands-on sessions on methodological aspects of language acquisition research

We are happy to announce the ninth edition of EMLAR, taking place in Utrecht, the Netherlands, from January 30 to 1 February 2013 (Wednesday to Friday).

The workshop aims at training advanced MA and PhD students working on first and second language acquisition in experimental research. Experts in various domains of language acquisition research are giving various lectures and practices.

The full program of EMLAR IX and details about registration are available at: http://www.hum.uu.nl/emlar/home.htm

Registration deadline: December 15, 2012.

For further questions, contact us at: emlar2013 at uu.nl<mailto:emlar2013 at uu.nl>

Confirmed speakers:

  *   Aoju Chen (Utrecht University)
  *   Iris Mulders & Maartje de Klerk (Utrecht University)
  *   Alex Cristia (MPI - Nijmegen)
  *   Niels Schiller (University of Leiden)
  *   Emmanuelle le Pichon (Utrecht University)
  *   Ren? Kager (Utrecht University)
  *   Rick de Graaff (Utrecht University)
  *   Jan de Jong (University of Amsterdam)
Tutorials:
?         CHILDES - Jacqueline van Kampen
?         Computational Methods - Maarten Versteegh & Christina Bergmann
?         ERP - Jos van Berkum & Titia van Zuijen
?         Eye Tracking: Visual World Paradigm - Pim Mak
?         Eye Tracking: Reading - Arnout Koornneef
?         Multilevel Analysis - Huub van den Bergh
?         PRAAT - Paul Boersma
?         Preferetial Looking/Listening - Elise de Bree
?         SPSS - Roeland van Hout
?         Statistics with R - Hugo Quen?

Organizing committee:
Sergio Baauw
Shalom Zuckerman
Ileana Grama
Anna Sara Rom?ren
Elena Tribushinina

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From cdjanna at lsu.edu  Tue Oct 23 21:27:22 2012
From: cdjanna at lsu.edu (Janna B Oetting)
Date: Tue, 23 Oct 2012 16:27:22 -0500
Subject: job postings
Message-ID: <TUE.23.OCT.2012.162722.0500.>

October 3, 2012

 

Re: Search for two Assistant Professors in Communication Sciences and
Disorders

 

Dear Colleague,

 

The Department of Communication Sciences and Disorders at Louisiana
State University seeks two, tenure-track Assistant Professors to begin
Fall, 2013. LSU is a Research I University with outstanding research
facilities and funding support. For example, Louisiana Board of Regents
offers a substantial grant program that supports research of new
faculty; such funding opportunities contribute to LSU's position among
the top 30 public universities in total research awards. Our department
also has close ties with related units/centers in and around the campus,
facilitating interdisciplinary research collaborations. These centers
include Life Course and Aging Center and the Interdisciplinary Program
in Linguistics, and Our Lady of the Lake Regional Medical Center.
Finally, Baton Rouge, the capital of the state of Louisiana, boasts a
revival in its downtown area, an active cultural scene, and a below
average cost of living.

 

The candidates must have a Ph.D. or equivalent in Speech Sciences and
Communication Disorders or a related discipline and a demonstrated
commitment to scholarly research. The successful applicants will be
expected to conduct research in his/her area of expertise, seek
extramural funding for research activities, teach undergraduate and/or
graduate courses, mentor undergraduate and graduate students in
research, and participate in related scholarly activities. Strong
candidates in all areas of specialization will receive full
consideration. 

 

In order to be assured of full consideration, applications should be
received by December 1, 2012, although the search will remain active
until the positions are filled. Applicants should submit the following
material on-line 1) a cover letter including a summary of research and
teaching experience, 2) curriculum vitae, 3) a 5 year research plan, 4)
3 examples of their published works. In addition, applicants should have
three letters of recommendation submitted directly to: Melda Kunduk
Ph.D., Search Committee Chair at mkunduk at lsu.edu
<mailto:mkunduk at lsu.edu>  

 

Louisiana State University is an Equal Opportunity/ Affirmative Action
Employer. Women, minorities, Vietnam-era veterans, disabled veterans and
individuals with disabilities are encouraged to apply.

 

Apply online at: 

www.lsusystemcareers.lsu.edu.Position#000352
<http://www.lsusystemcareers.lsu.edu.Position#009199> 

 

Melda Kunduk Ph.D. CCC-SLP

Search Committee Chair

Associate Professor,

LSU-Department of Communication Sciences and Disorders, Baton Rouge,

LSUHSC- Department of Otolaryngology-Head and Neck Surgery, New Orleans.

The Our Lady of the Lake Regional Medical Center-Voice Center, Baton
Rouge

 

 

Janna B. Oetting, Ph.D.

Graduate Coordinator

Communication Sciences & Disorders/Linguistics

64 Hatcher Hall

Louisiana State University

Baton Rouge, LA 70803

225-LSU-2545

 

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From bpearson at research.umass.edu  Sat Oct 27 02:52:51 2012
From: bpearson at research.umass.edu (Barbara Pearson)
Date: Fri, 26 Oct 2012 22:52:51 -0400
Subject: Help with stories about child bilinguals in China
In-Reply-To: <506BD916.3050504@post.tau.ac.il>
Message-ID: <FRI.26.OCT.2012.225251.0400.>

Dear Info-Childs,

Can you help me find 3 or 4 personal stories about the language environments of children growing up bilingually in China.  It can be about people who are currently children, or children now grown.

I am superstitious to say it out loud, because we do not yet have a publisher, but I would like them for the Chinese translation of my book, nearing completion.  For the other language editions, we have substituted local examples for some of the testimonials in Chapter 5 which emphasized the U.S. or western Europe.  There is currently one example of a family in Hong Kong, but we would like a broader range of experience.  It can be people whose child(ren) ended up actively bilingual--or not.  

I will welcome your suggestions, either of your own stories, or references to someone else who would be willing to correspond with me, or the translator, if the person does not speak a language I can understand.

Thank you in advance for your help.

Best wishes,

Barbara

************************************************
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

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From j.chen-wilson at wlv.ac.uk  Sat Oct 27 09:58:13 2012
From: j.chen-wilson at wlv.ac.uk (Chen-Wilson, Josephine)
Date: Sat, 27 Oct 2012 09:58:13 +0000
Subject: Help with stories about child bilinguals in China
In-Reply-To: <18D80680-25D8-4F94-832E-040F72F44063@research.umass.edu>
Message-ID: <SAT.27.OCT.2012.095813.0000.>

Dear Professor Pearson,
I grew up in Taiwan and spoke Taiwanese with occasional Japanese before the age of around 3-4. Mandarin Chinese gradually became my dominate language since I started per-school.  When
I left Taiwan in my 20s, I spoke Mandarin with a mainland accent as it was regarded more highly then. The language status of Taiwanese in Taiwan now is a lot higher than it was.  However, not many of our younger generations use it as parents predominately speak Mandarin with their children.
I am not sure if my language experience will be relevant to your book.  However, please feel free to contact me if I can be of any help.

Dr Josephine Chen-Wilson
Senior lecturer in Psychology
University of Wolverhampton
UK

Sent from my iPad

On 27 Oct 2012, at 03:51, "Barbara Pearson" <bpearson at research.umass.edu<mailto:bpearson at research.umass.edu>> wrote:

Dear Info-Childs,

Can you help me find 3 or 4 personal stories about the language environments of children growing up bilingually in China.  It can be about people who are currently children, or children now grown.

I am superstitious to say it out loud, because we do not yet have a publisher, but I would like them for the Chinese translation of my book, nearing completion.  For the other language editions, we have substituted local examples for some of the testimonials in Chapter 5 which emphasized the U.S. or western Europe.  There is currently one example of a family in Hong Kong, but we would like a broader range of experience.  It can be people whose child(ren) ended up actively bilingual--or not.

I will welcome your suggestions, either of your own stories, or references to someone else who would be willing to correspond with me, or the translator, if the person does not speak a language I can understand.

Thank you in advance for your help.

Best wishes,

Barbara

************************************************
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<mailto:bpearson at research.umass.edu>
http://www.umass.edu/aae/bp_indexold.htm
http://www.zurer.com/pearson


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From mfriend at sciences.sdsu.edu  Tue Oct 30 22:44:38 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 15:44:38 -0700
Subject: using words or trials as subjects
Message-ID: <TUE.30.OCT.2012.154438.0700.>

Dear All,

I am looking for a paper and I'm not sure where to begin.  We have a study
with a small sample but many, many trials.  We would like to organize our
data by trial (rather than subject) as this gives us much greater power and
also allows us to ask about relations within the data on a trial by trial
basis.  I seem to recall an older paper on doing something like this:
 transposing data to treat words as subjects.

Does anyone remember this paper and, if so, would you please send me the
citation?

Thanks in advance,
Maggie

-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From evan.kidd at anu.edu.au  Wed Oct 31 00:45:25 2012
From: evan.kidd at anu.edu.au (Evan Kidd)
Date: Wed, 31 Oct 2012 11:45:25 +1100
Subject: using words or trials as subjects
In-Reply-To: <7610eacb1bcf7.5090744d@anu.edu.au>
Message-ID: <WED.31.OCT.2012.114525.1100.>

Hi Folks,

Psycholinguistics is moving on from min'F now -- see the 2008 special issue of Journal of Memory and Language on emerging data analysis techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)


The Jaeger (2008) paper provides a good example of logit mixed models using (categorical) acquisition data.


Evan 

On 10/31/12, Susan Gelman  <gelman at umich.edu> wrote:
> I agree with Erika. Here's the citation:
> 
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335-359. 
>  
> 
> -Susan Gelman
> 
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
> 
> 
> > You might be talking about F prime--as opposed to the typical F. I think the argument is that one should do both because your words are sampled from the population of words just as your subjects are sampled from the population of people. I believe--and this is a long term memory experiment for me--the original reference is Herb Clark 1973.
> >   
> > See what others have to say.
> >  
> > Erika Hoff
> > 
> > 
> > On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <mfriend at sciences.sdsu.edu> wrote:
> >  
> > > Dear All,
> > > 
> > > I am looking for a paper and I'm not sure where to begin. We have a study with a small sample but many, many trials. We would like to organize our data by trial (rather than subject) as this gives us much greater power and also allows us to ask about relations within the data on a trial by trial basis. I seem to recall an older paper on doing something like this: transposing data to treat words as subjects.
> > >  
> > > 
> > > Does anyone remember this paper and, if so, would you please send me the citation?
> > > 
> > > 
> > > Thanks in advance,
> > > Maggie
> > >  
> > > 
> > > -- 
> > > Margaret Friend, Ph.D. Associate Professor
> > > Department of Psychology
> > > and Doctoral Program in Language and Communicative Disorders
> > > Department of Speech, Language, and Hearing Sciences
> > > San Diego State University
> > >  6505 Alvarado Road, Suite 101
> > > San Diego, CA 92120
> > > 
> > > 
> > > 
> > > 
> > > 
> > >  
> > >  
> > > 
> > >  -- 
> > > 
> > > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > > 
> > > To post to this group, send email 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.
> > >  
> > >  
> > >  
> > 
> > 
> > 
> > 
> > -- 
> > Erika Hoff, Professor
> >  Department of Psychology
> >  Florida Atlantic University
> >  3200 College Ave.
> >  Davie, FL 33314
> > 
> >  
> > 
> >  -- 
> > 
> > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> > 
> > To post to this group, send email to info-childes at googlegroups.com.
> > 
> > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com.
> > 
> > For more options, visit https://groups.google.com/groups/opt_out.
> >  
> >  
> >  
> 
> 
> 
> 
> 
> -- 
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
>  Ann Arbor, MI 48109-1043
> 
> 
> tel.: 734.764.0268
> fax: 734.615.0573
> e-mail: gelman at umich.edu
> 
> 
> http://sitemaker.umich.edu/gelman.lab/home
> 
> 
>  
>  
> 
>  -- 
> 
> You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.
> 
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> 
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> 
> For more options, visit https://groups.google.com/groups/opt_out.
>  
>  
>  
> 

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From mfriend at sciences.sdsu.edu  Wed Oct 31 00:42:34 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 17:42:34 -0700
Subject: using words or trials as subjects
In-Reply-To: <CADRM5DuA+dMUnnHZX4hxE97pEz6eftQ0NDCQxOG1nwzky+5A=Q@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.174234.0700.>

Yes, that is just what I was looking for!  Thank you both so much!

Maggie

On Tue, Oct 30, 2012 at 5:40 PM, Susan Gelman <gelman at umich.edu> wrote:

> I agree with Erika.  Here's the citation:
>
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
> language statistics in psychological research. *Journal of Verbal
> Learning and Verbal Behavior, 12*, 335-359.
>
> -Susan Gelman
>
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>
>> You might be talking about F prime--as opposed to the typical F. I think
>> the argument is that one should do both because your words are sampled from
>> the population of words just as your subjects are sampled from the
>> population of people. I believe--and this is a long term memory experiment
>> for me--the original reference is Herb Clark 1973.
>>
>> See what others have to say.
>>
>> Erika Hoff
>>
>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>> mfriend at sciences.sdsu.edu> wrote:
>>
>>> Dear All,
>>>
>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>> study with a small sample but many, many trials.  We would like to organize
>>> our data by trial (rather than subject) as this gives us much greater power
>>> and also allows us to ask about relations within the data on a trial by
>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>  transposing data to treat words as subjects.
>>>
>>> Does anyone remember this paper and, if so, would you please send me the
>>> citation?
>>>
>>> Thanks in advance,
>>> Maggie
>>>
>>> --
>>> Margaret Friend, Ph.D.
>>> Associate Professor
>>> Department of Psychology
>>> and Doctoral Program in Language and Communicative Disorders
>>> Department of Speech, Language, and Hearing Sciences
>>> San Diego State University
>>> 6505 Alvarado Road, Suite 101
>>> San Diego, CA 92120
>>>
>>>
>>>
>>>  --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email 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.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Erika Hoff, Professor
>> Department of Psychology
>> Florida Atlantic University
>> 3200 College Ave.
>> Davie, FL 33314
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>
>
>
> --
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
> Ann Arbor, MI  48109-1043
>
> tel.:  734.764.0268
> fax: 734.615.0573
> e-mail:  gelman at umich.edu
>
> http://sitemaker.umich.edu/gelman.lab/home
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From mfriend at sciences.sdsu.edu  Wed Oct 31 00:50:01 2012
From: mfriend at sciences.sdsu.edu (Margaret Friend)
Date: Tue, 30 Oct 2012 17:50:01 -0700
Subject: using words or trials as subjects
In-Reply-To: <7590e6ae1f3b4.50910f55@anu.edu.au>
Message-ID: <TUE.30.OCT.2012.175001.0700.>

Okay!  Thanks for the update!

On Tue, Oct 30, 2012 at 5:45 PM, Evan Kidd <evan.kidd at anu.edu.au> wrote:

> Hi Folks,
>
> Psycholinguistics is moving on from min'F now -- see the 2008 special
> issue of Journal of Memory and Language on emerging data analysis
> techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)
>
> The Jaeger (2008) paper provides a good example of logit mixed models
> using (categorical) acquisition data.
>
> Evan
>
> On 10/31/12, *Susan Gelman * <gelman at umich.edu> wrote:
>
> I agree with Erika.  Here's the citation:
>
> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
> language statistics in psychological research. *Journal of Verbal
> Learning and Verbal Behavior, 12*, 335-359.
>
> -Susan Gelman
>
> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>
>> You might be talking about F prime--as opposed to the typical F. I think
>> the argument is that one should do both because your words are sampled from
>> the population of words just as your subjects are sampled from the
>> population of people. I believe--and this is a long term memory experiment
>> for me--the original reference is Herb Clark 1973.
>>
>> See what others have to say.
>>
>> Erika Hoff
>>
>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>> mfriend at sciences.sdsu.edu> wrote:
>>
>>> Dear All,
>>>
>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>> study with a small sample but many, many trials.  We would like to organize
>>> our data by trial (rather than subject) as this gives us much greater power
>>> and also allows us to ask about relations within the data on a trial by
>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>  transposing data to treat words as subjects.
>>>
>>> Does anyone remember this paper and, if so, would you please send me the
>>> citation?
>>>
>>> Thanks in advance,
>>> Maggie
>>>
>>> --
>>> Margaret Friend, Ph.D.
>>> Associate Professor
>>> Department of Psychology
>>> and Doctoral Program in Language and Communicative Disorders
>>> Department of Speech, Language, and Hearing Sciences
>>> San Diego State University
>>> 6505 Alvarado Road, Suite 101
>>> San Diego, CA 92120
>>>
>>>
>>>
>>>  --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email 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.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Erika Hoff, Professor
>> Department of Psychology
>> Florida Atlantic University
>> 3200 College Ave.
>> Davie, FL 33314
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email to info-childes at googlegroups.com.
>> To unsubscribe from this group, send email to
>> info-childes+unsubscribe at googlegroups.com.
>> For more options, visit https://groups.google.com/groups/opt_out.
>>
>>
>>
>
>
>
> --
> Susan A. Gelman
> Heinz Werner Collegiate Professor of Psychology
> 530 Church St.
> University of Michigan
> Ann Arbor, MI  48109-1043
>
> tel.:  734.764.0268
> fax: 734.615.0573
> e-mail:  gelman at umich.edu
>
> http://sitemaker.umich.edu/gelman.lab/home
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit 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.
>
>
>



-- 
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120

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From gelman at umich.edu  Wed Oct 31 00:40:22 2012
From: gelman at umich.edu (Susan Gelman)
Date: Tue, 30 Oct 2012 20:40:22 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAAhHXzW3hnXdqqER6boLVKre=tVO71WBn=0_UeeXiA72_EnFrw@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.204022.0400.>

I agree with Erika.  Here's the citation:

Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
language statistics in psychological research. *Journal of Verbal Learning
and Verbal Behavior, 12*, 335-359.

-Susan Gelman

On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:

> You might be talking about F prime--as opposed to the typical F. I think
> the argument is that one should do both because your words are sampled from
> the population of words just as your subjects are sampled from the
> population of people. I believe--and this is a long term memory experiment
> for me--the original reference is Herb Clark 1973.
>
> See what others have to say.
>
> Erika Hoff
>
> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
> mfriend at sciences.sdsu.edu> wrote:
>
>> Dear All,
>>
>> I am looking for a paper and I'm not sure where to begin.  We have a
>> study with a small sample but many, many trials.  We would like to organize
>> our data by trial (rather than subject) as this gives us much greater power
>> and also allows us to ask about relations within the data on a trial by
>> trial basis.  I seem to recall an older paper on doing something like this:
>>  transposing data to treat words as subjects.
>>
>> Does anyone remember this paper and, if so, would you please send me the
>> citation?
>>
>> Thanks in advance,
>> Maggie
>>
>> --
>> Margaret Friend, Ph.D.
>> Associate Professor
>> Department of Psychology
>> and Doctoral Program in Language and Communicative Disorders
>> Department of Speech, Language, and Hearing Sciences
>> San Diego State University
>> 6505 Alvarado Road, Suite 101
>> San Diego, CA 92120
>>
>>
>>
>>  --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To post to this group, send email 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.
>>
>>
>>
>
>
>
> --
> Erika Hoff, Professor
> Department of Psychology
> Florida Atlantic University
> 3200 College Ave.
> Davie, FL 33314
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email to info-childes at googlegroups.com.
> To unsubscribe from this group, send email to
> info-childes+unsubscribe at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



-- 
Susan A. Gelman
Heinz Werner Collegiate Professor of Psychology
530 Church St.
University of Michigan
Ann Arbor, MI  48109-1043

tel.:  734.764.0268
fax: 734.615.0573
e-mail:  gelman at umich.edu

http://sitemaker.umich.edu/gelman.lab/home

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From erikachoff at gmail.com  Wed Oct 31 00:28:10 2012
From: erikachoff at gmail.com (Erika Hoff)
Date: Tue, 30 Oct 2012 20:28:10 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b65zyRzCHEOu5NfHMF7XQ2_CxfCJtbhx0m3DD56-L3Row@mail.gmail.com>
Message-ID: <TUE.30.OCT.2012.202810.0400.>

You might be talking about F prime--as opposed to the typical F. I think
the argument is that one should do both because your words are sampled from
the population of words just as your subjects are sampled from the
population of people. I believe--and this is a long term memory experiment
for me--the original reference is Herb Clark 1973.

See what others have to say.

Erika Hoff

On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend
<mfriend at sciences.sdsu.edu>wrote:

> Dear All,
>
> I am looking for a paper and I'm not sure where to begin.  We have a study
> with a small sample but many, many trials.  We would like to organize our
> data by trial (rather than subject) as this gives us much greater power and
> also allows us to ask about relations within the data on a trial by trial
> basis.  I seem to recall an older paper on doing something like this:
>  transposing data to treat words as subjects.
>
> Does anyone remember this paper and, if so, would you please send me the
> citation?
>
> Thanks in advance,
> Maggie
>
> --
> Margaret Friend, Ph.D.
> Associate Professor
> Department of Psychology
> and Doctoral Program in Language and Communicative Disorders
> Department of Speech, Language, and Hearing Sciences
> San Diego State University
> 6505 Alvarado Road, Suite 101
> San Diego, CA 92120
>
>
>
>  --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To post to this group, send email 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.
>
>
>



-- 
Erika Hoff, Professor
Department of Psychology
Florida Atlantic University
3200 College Ave.
Davie, FL 33314

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From henrietta.lempert at gmail.com  Wed Oct 31 11:31:46 2012
From: henrietta.lempert at gmail.com (henrietta lempert)
Date: Wed, 31 Oct 2012 07:31:46 -0400
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b5B6=k-5=RGO7hTOzwcx_m1w_zJ=g+cJqZBN187vC5zqw@mail.gmail.com>
Message-ID: <WED.31.OCT.2012.073146.0400.>

R.H. Baayen (2009).  Analyzing Linguistic Data:  A practical introduction
statistics using R  - this is a must-read for using logit mixed models (or
linear models) for anyone who wants  to use  R to analyze psycholinguistic
data

Henrietta

On Tue, Oct 30, 2012 at 8:50 PM, Margaret Friend
<mfriend at sciences.sdsu.edu>wrote:

> Okay!  Thanks for the update!
>
>
> On Tue, Oct 30, 2012 at 5:45 PM, Evan Kidd <evan.kidd at anu.edu.au> wrote:
>
>> Hi Folks,
>>
>> Psycholinguistics is moving on from min'F now -- see the 2008 special
>> issue of Journal of Memory and Language on emerging data analysis
>> techniques: (http://www.sciencedirect.com/science/journal/0749596X/59)
>>
>> The Jaeger (2008) paper provides a good example of logit mixed models
>> using (categorical) acquisition data.
>>
>> Evan
>>
>> On 10/31/12, *Susan Gelman *<gelman at umich.edu> wrote:
>>
>> I agree with Erika.  Here's the citation:
>>
>> Clark, H. H. (1973). The language-as-fixed-effect fallacy: A critique of
>> language statistics in psychological research. *Journal of Verbal
>> Learning and Verbal Behavior, 12*, 335-359.
>>
>> -Susan Gelman
>>
>> On Tue, Oct 30, 2012 at 8:28 PM, Erika Hoff <erikachoff at gmail.com> wrote:
>>
>>> You might be talking about F prime--as opposed to the typical F. I think
>>> the argument is that one should do both because your words are sampled from
>>> the population of words just as your subjects are sampled from the
>>> population of people. I believe--and this is a long term memory experiment
>>> for me--the original reference is Herb Clark 1973.
>>>
>>> See what others have to say.
>>>
>>> Erika Hoff
>>>
>>> On Tue, Oct 30, 2012 at 6:44 PM, Margaret Friend <
>>> mfriend at sciences.sdsu.edu> wrote:
>>>
>>>> Dear All,
>>>>
>>>> I am looking for a paper and I'm not sure where to begin.  We have a
>>>> study with a small sample but many, many trials.  We would like to organize
>>>> our data by trial (rather than subject) as this gives us much greater power
>>>> and also allows us to ask about relations within the data on a trial by
>>>> trial basis.  I seem to recall an older paper on doing something like this:
>>>>  transposing data to treat words as subjects.
>>>>
>>>> Does anyone remember this paper and, if so, would you please send me
>>>> the citation?
>>>>
>>>> Thanks in advance,
>>>> Maggie
>>>>
>>>> --
>>>> Margaret Friend, Ph.D.
>>>> Associate Professor
>>>> Department of Psychology
>>>> and Doctoral Program in Language and Communicative Disorders
>>>> Department of Speech, Language, and Hearing Sciences
>>>> San Diego State University
>>>> 6505 Alvarado Road, Suite 101
>>>> San Diego, CA 92120
>>>>
>>>>
>>>>
>>>> --
>>>> You received this message because you are subscribed to the Google
>>>> Groups "Info-CHILDES" group.
>>>> To post to this group, send email 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.
>>>>
>>>>
>>>>
>>>
>>>
>>>
>>> --
>>> Erika Hoff, Professor
>>> Department of Psychology
>>> Florida Atlantic University
>>> 3200 College Ave.
>>> Davie, FL 33314
>>>
>>> --
>>> You received this message because you are subscribed to the Google
>>> Groups "Info-CHILDES" group.
>>> To post to this group, send email to info-childes at googlegroups.com.
>>> To unsubscribe from this group, send email to
>>> info-childes+unsubscribe at googlegroups.com.
>>> For more options, visit https://groups.google.com/groups/opt_out.
>>>
>>>
>>>
>>
>>
>>
>> --
>> Susan A. Gelman
>> Heinz Werner Collegiate Professor of Psychology
>> 530 Church St.
>> University of Michigan
>> Ann Arbor, MI  48109-1043
>>
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> --
> Margaret Friend, Ph.D.
> Associate Professor
> Department of Psychology
> and Doctoral Program in Language and Communicative Disorders
> Department of Speech, Language, and Hearing Sciences
> San Diego State University
> 6505 Alvarado Road, Suite 101
> San Diego, CA 92120
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Henrietta Lempert, Ph.D.,
Psychology Department
University of Toronto
Toronto ON M5S 3G3
e-mail: lempert at psych.utoronto.ca
           henrietta.lempert at utoronto.ca
FAX(B) 416-978-4811
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From r.n.campbell at stir.ac.uk  Wed Oct 31 20:50:30 2012
From: r.n.campbell at stir.ac.uk (Robin Campbell)
Date: Wed, 31 Oct 2012 20:50:30 +0000
Subject: using words or trials as subjects
In-Reply-To: <CAJwn3b65zyRzCHEOu5NfHMF7XQ2_CxfCJtbhx0m3DD56-L3Row@mail.gmail.com>
Message-ID: <WED.31.OCT.2012.205030.0000.>

Robin N Campbell
Psychology, Stirling
r.n.campbell at stir.ac.uk
________________________________________
From: info-childes at googlegroups.com [info-childes at googlegroups.com] On Behalf Of Margaret Friend [mfriend at sciences.sdsu.edu]
Sent: Tuesday, October 30, 2012 10:44 PM
To: info-childes at googlegroups.com
Subject: using words or trials as subjects

Dear All,

I am looking for a paper and I'm not sure where to begin.  We have a study with a small sample but many, many trials.  We would like to organize our data by trial (rather than subject) as this gives us much greater power and also allows us to ask about relations within the data on a trial by trial basis.  I seem to recall an older paper on doing something like this:  transposing data to treat words as subjects.

Does anyone remember this paper and, if so, would you please send me the citation?

Thanks in advance,
Maggie

--
Margaret Friend, Ph.D.
Associate Professor
Department of Psychology
and Doctoral Program in Language and Communicative Disorders
Department of Speech, Language, and Hearing Sciences
San Diego State University
6505 Alvarado Road, Suite 101
San Diego, CA 92120




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The University of Stirling is ranked in the top 50 in the world in The Times Higher Education 100 Under 50 table, which ranks the world's best 100 universities under 50 years old.
The University of Stirling is a charity registered in Scotland, 
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