From aliyah.morgenstern at gmail.com Sun Sep 2 10:22:41 2012 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 2 Sep 2012 12:22:41 +0200 Subject: CONF in Paris Sept 10-12: SELF-TALK - FORMS AN PRACTICES Message-ID: Dear colleagues, For those of you who are in Paris in September, here is the program of a conference on self-talk that might interest you. The whole program is attached in the pdf file, the part of the program with presentations in English is reproduced below. Registration is free but please write to monologue at univ-paris3.fr so that we can organize coffee-breaks and lunches for everyone (offered). Best wishes for the new term, Aliyah Morgenstern Sorbonne Nouvelle - Paris 3 Tuesday September 11th 14h30 Holmberg, Newcastle University How to address yourself when talking to yourself: you or I, or we? Discussion 15h45 Stranded efforts – How monologic are online communications? (Heike ORTNER, University of Innsbruck) Pause 16h45 Experimental dialogic talk : Monologue intérieur and children’s Selftalk (Stéphanie SMADJA, Université Paris Diderot et Aliyah MORGENSTERN, Université Sorbonne Nouvelle- Paris 3) Discussion 17h30 Kirill THOMPSON, National Taiwan University Dinner in town Wednesday September 12th 9h30 Katherine NELSON, City University of New-York Graduate Center Functions of private speech in very young children 10h30 Japanese children’s self-talk in the context of triadic parent- sibling interaction (Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) Discussion Pause 11h45 Preverbal children also ‘talk’ to themselves: Private prespeech vocalizations and their relation to language development. (Alexandra KAROUSOU, Democritus University of Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) 12h15 Infants ́ private vocal activity is less speech-like than communicative utterances. Is this always true? (Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, Universidad Complutense de Madrid) Discussion Final Buffet– Concert Monologues musicaux de la Renaissance Sorbonne Scholars Chantal Schütz, soprano et François Bonnet, luth et théorbe -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Programme colloque Monologuer?septembre 2012.pdf Type: application/pdf Size: 263787 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Acces Amphi Buffon.pdf Type: application/pdf Size: 369358 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Sun Sep 2 18:04:26 2012 From: slobin at berkeley.edu (Dan Slobin) Date: Sun, 2 Sep 2012 11:04:26 -0700 Subject: CONF in Paris Sept 10-12: SELF-TALK - FORMS AN PRACTICES In-Reply-To: <27C40D86-A72B-429A-9E8B-5EDA2F346933@gmail.com> Message-ID: Hi Aliyah - The conference looks absolutely great. Wish I could be there--especially since I'm writing a paper right now on my daughter's self-talk. So please do send me any papers, abstracts, etc., from the conference. Hugs - and success for the conference, Dan At 03:22 AM 02-09-12, you wrote: >Dear colleagues, > >For those of you who are in Paris in September, >here is the program of a conference on self-talk that might interest you. >The whole program is attached in the pdf file, >the part of the program with presentations in English is reproduced below. >Registration is free but please write to >monologue at univ-paris3.fr >so that we can organize coffee-breaks and lunches for everyone (offered). > >Best wishes for the new term, > >Aliyah Morgenstern >Sorbonne Nouvelle - Paris 3 > >Tuesday September 11th > >14h30 Holmberg, Newcastle University >How to address yourself when talking to yourself: you or I, or we? > >Discussion > >15h45 Stranded efforts – How monologic are online communications? > >(Heike ORTNER, University of Innsbruck) > >Pause > >16h45 Experimental dialogic talk : Monologue >inteÌ rieur and children’s Selftalk > >(SteÌ phanie SMADJA, UniversiteÌ Paris Diderot >et Aliyah MORGENSTERN, UniversiteÌ Sorbonne Nouvelle- Paris 3) > >Discussion > >17h30 Kirill THOMPSON, National Taiwan University >Dinner in town > > >Wednesday September 12th > >9h30 Katherine NELSON, City University of New-York Graduate Center > >Functions of private speech in very young children > >10h30 Japanese children’s self-talk in the >context of triadic parent- sibling interaction > >(Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) >Discussion > >Pause > >11h45 Preverbal children also ‘talk’ to themselves: > >Private prespeech vocalizations and their relation to language development. > >(Alexandra KAROUSOU, Democritus University of >Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) > >12h15 Infants Ì private vocal activity is less speech-like >than communicative utterances. Is this always true? >(Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, >Universidad Complutense de Madrid) > >Discussion >Final Buffet– Concert > >Monologues musicaux de la Renaissance > >Sorbonne Scholars >Chantal Schütz, soprano et François Bonnet, luth et theÌ orbe > > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email 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. > > > > >Content-Disposition: inline; > >filename*=iso-8859-1''Programme%20colloque%20Monologuer%A0septembre%202012.pdf >Content-Type: application/pdf; > x-unix-mode=0644; > name="Programme colloque Monologuer septembre 2012." > pdf" > <><><><><><><><><><><><><><><><><><><> Dan I. Slobin Professor Emeritus of Psychology and Linguistics University of California, Berkeley email: slobin at berkeley.edu address: 2323 Rose St., Berkeley, CA 94708 http://ihd.berkeley.edu/members.htm#slobin <><><><><><><><><><><><><><><><><><><> -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Sep 3 09:59:42 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 3 Sep 2012 11:59:42 +0200 Subject: Conference NIL2012: Narrative, Intervention and Literacy - 6-7 September 2012, La Sorbonne, Paris Message-ID: Dear Colleagues, This is to inform you that the complete program - with abstracts - of the International Conference NIL2012 : Narrative, Intervention and Literacy that will take place on September 6-7, 2012 at La Sorbonne, 1, Rue Victor Cousin Amphitheater DURKHEIM and Rooms E636 and E 637 Paris, France is now available in the website of the Conference http://lewebpedagogique.com/nil2012/ With best wishes, Edy Veneziano for the Organization of Conference NIL2012 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From v.chondrogianni at googlemail.com Mon Sep 3 17:11:03 2012 From: v.chondrogianni at googlemail.com (Vicky Chondrogianni) Date: Mon, 3 Sep 2012 18:11:03 +0100 Subject: Call for papers - International Journal of Bilingualism special issue Message-ID: *Call for papers - International Journal of Bilingualism * We would like to invite 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) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From danielle.matthews at sheffield.ac.uk Tue Sep 4 15:37:34 2012 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Tue, 4 Sep 2012 16:37:34 +0100 Subject: Using the LENA System, Friday, September 21st, University of Sheffield Message-ID: * Dear Colleague, * ** *The following one-day event on using the LENA system to record and analyse infant communication/child language and child directed speech may be of interest to you. * *Using the LENA System to Study Early Communication and Language Learning Environments* * * *Date:* Friday, September 21st *Location:* Department of Psychology Building Lecture Theatre, University of Sheffield, Western Bank, Sheffield, S10 2TP, UK *Morning Session:* 10:00 – 13:10. Overview of LENA Technology and Research Presentations *Afternoon Session:* 14:00 – 16:00. ADEX (Advanced Data EXtractor) ** This event is for researchers, graduate students, and clinicians interested in learning more about the LENA (*L*anguage *EN*vironment *A*nalysis) technology. LENA Pro was specifically designed for researchers, speech language pathologists, audiologists, early interventionists, and pediatricians, creating the ability to easily collect, process, and analyze language environment and development data for young children. The morning portion of this workshop will provide an introduction to the LENA Pro Technology and the LENA Research Foundation’s ongoing research There will be several scientific presentations from researchers in the UK who are currently using LENA. This session will assume no prior knowledge of the technology. The afternoon ADEX session will be a more in-depth explanation of how the audio segmentation occurs in the software as well as how to do more complex data analysis. It is most appropriate for those already using LENA, those who are planning on using it in the near future, or those who desire more detailed information as to how the LENA system’s algorithms segment and label the audio sources found in the audio file. For more information about *LENA’s* uses for recording and automatically analysing speech please see http://www.lenafoundation.org/ProSystem/Overview.aspx. There is no registration fee, but if you plan to attend please send an email to bethdresser at lenafoundation.org. Thank you. Beth ** ** *Beth Dresser***** National Director of Development**** LENA Research Foundation**** 5525 Central Ave, Suite 100**** Boulder, CO 80301**** direct: 303-441-9048**** cell: 720-891-3052**** fax: 303-545-2166**** bethdresser at lenafoundation.org**** www.lenafoundation.org**** **** *LENA Research Foundation *** Advanced technology to accelerate language development of children 0-5 and for research and treatment of language delays and disorders.**** -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: The University of Sheffield Presentation Agenda 09145012.pdf Type: application/octet-stream Size: 41592 bytes Desc: not available URL: From amtessier at gmail.com Tue Sep 4 21:05:25 2012 From: amtessier at gmail.com (Anne-Michelle Tessier) Date: Tue, 4 Sep 2012 14:05:25 -0700 Subject: Job Posting: Dept. Chair, Assoc/Full Professor Rank, Linguistics, University of Alberta Message-ID: Please circulate to anyone interested. Apologies for cross-postings. **** Faculty of Arts - Department of LinguisticsCompetition No. - *A110718471*Closing Date - *Will remain open until filled.* The Department of Linguistics within the Faculty of Arts at the University of Alberta invites applications for the tenured position of Department Chair at the rank of Associate or Full Professor. The Department consists of eleven full-time, continuing faculty members and currently is home to 40 graduate students at the Masters and PhD level. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research and its members conduct investigations in phonetics, the morphosyntax and semantics of Amerindian languages, child bilingual acquisition, child language impairment, corpus linguistics, psycholinguistics, phonology, cognitive linguistics, child and adult 2nd language acquisition, language documentation and revitalization, computational historical linguistics, and sociolinguistics. More information about the Department can be found atwww . linguistics . ualberta . ca . The Chair will be someone with a strong sense of collaborative leadership and a clear commitment to continuing to develop the Department's standing within the University, within Canada, and internationally on the cutting edge of data-centred approaches to the study of human language and linguistic development. The Chair will support a culture of grantsmanship, will contribute to the development of graduate and undergraduate programmes in the Department and will foster the activities of the in-house research facilities—the Centre for Comparative Psycholinguistics, the Language Documentation Research Cluster, Alberta Phonetics Lab, and the Language Acquisition Lab; an active participation in one or more of these groups would be expected. Candidates must hold a PhD, together with a distinguished record in university teaching and research, (including a strong track record of appropriate grant activity) in areas of interest to the Department. Demonstrated administrative experience will be preferred. The successful candidate should have strong interpersonal communication skills and a commitment to excellence in teaching and research, as well as a scholarly track record suitable for appointment at a senior rank. Salary is negotiable and will be commensurate with experience and rank. The University of Alberta, one of Canada’s largest and most accomplished research universities, is situated in Edmonton, a metropolitan area of over one million with a vibrant artistic community and excellent standard of living. Established in 1908 as a board-governed public institution, the University of Alberta has earned the reputation of being one of the top five universities in Canada based on its strengths in teaching, research and service. The University of Alberta serves over 38,000 students in more than 200 undergraduate and 170 graduate programs (www . ualberta . ca ). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.arts.ualberta.ca). To receive consideration, *online* applications (including an up-to-date *curriculum vitae *and the names of at least three referees), nominations, or expressions of interest should be submitted by* October 15, 2012*, however, the competition will remain open until a suitable candidate is found. *Note: * Online applications are accepted until midnight Mountain Standard Time of the closing date. For further information concerning the position or the Department, please contact the Dean, Lesley Cormack by email lesley . cormack @ ualberta . ca . All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/Sbx4sgyCAlkJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sharding.jb at gmail.com Wed Sep 5 12:44:52 2012 From: sharding.jb at gmail.com (Sam Harding) Date: Wed, 5 Sep 2012 05:44:52 -0700 Subject: Checklist/Scales of Preschool Engagement Message-ID: I was wondering if anyone could help me identify one or more check list / scale / measure that I can apply to videoed sessions of preschool children undertaking speech and language therapy. I am particularly interested in 'Engagement' or facets of engagement such as attention, gesturing, vocalisation, verbalisation, eye gaze. This is not an area that I have investigated previously so any information or suggestions would be greatly appreciated. Sam Harding Bristol Speech and Language Research Unit -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/tFLMB_e5ClcJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Thu Sep 6 10:50:01 2012 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Thu, 6 Sep 2012 15:20:01 +0430 Subject: bilingualism and executive functioning problem Message-ID: Dear Members, There is a five year old child with diagnosis of having mild executive functioning problem. EF problem has affected his speech fluency. He had difficulty in using Reverse pronoun but after working on his EF, the problem has been cured. Is there any research. He is to be sent to bilingual school due to his parents' will. The kid was exposed to English for two years from zero to two years old. He can articulate English dramatically correct. Now my question is that is there any research which indicates the benefits or disadvantages of bilingualism for such kids. I appreciate your response in advance -- Parisa Daftarifard PhD candidate of TEFL IAU (Science and Research Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Thu Sep 6 17:17:02 2012 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 6 Sep 2012 10:17:02 -0700 Subject: First Call for Papers for Child Language Seminar 2013 Message-ID: [image: TUOM_4COL] *First Call for Papers for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013* (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Frasier Norbury, Royal Holloway College, London *Call for papers:* Proposals are invited for papers and posters related to *all* aspects of child language acquisition and disorders. There are no key themes for CLS 2013 as we want to encourage proposals covering the full breadth of research relating to child language learning and developmental language disorders. To illustrate, proposals will be considered on children's first, simultaneous and/or subsequent language development, in areas such as grammar, phonology, lexicon, pragmatics, discourse, literacy, sign language, and psycholinguistic processing. The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by the abstract committee. * * *Presentation format* Proposals should indicate whether an oral presentation or poster is preferred. The organising committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. * * *Proposal format* Proposals must be written in English and include the following: * * *1. Cover Page:* Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) * * *2. Abstract:* Title of presentation Summary of research undertaken (300 words maximum, single spaced). One figure or table and up to 3 references may be added and will not be included in the word count. (Do not include authors' names) * * *Submitting proposals:* Proposals must be submitted in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) toJenny.Freed at Manchester.ac.uk using ‘CLS Abstract Submission’ as the subject of the email. You will receive an email back confirming receipt of your abstract. *Key dates:* Deadline for submission of abstracts: 1st January 2013 Notification of acceptance/rejection: 1st February 2013 Registration opens: 1st February 2013 Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 15th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Registration:* The registration fees are currently being finalised. These will be published as soon as possible on the conference website. We will offer an early registration discount (deadline 15thApril 2013) and a discount for students. Registration fees will not differ significantly from those for CLS 2011. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK’s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children’s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at four different hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details will be available on the website in the near future. *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *For information about the Child Language Seminar 2013 visit http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ and follow us on Twitter (@CLSManchester).* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/_Gym6ipuuQcJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Wed Sep 12 01:55:26 2012 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Wed, 12 Sep 2012 11:55:26 +1000 Subject: verbal working memory and sentence comprehension Message-ID: Dear List members, I am currently reviewing the literature on the role of verbal working memory in sentence comprehension. By 'verbal working memory' I mean that part of memory typically measured by span tasks, such as Gaulin & Campbell (1994) or digit-span (so not phonological short-term memory). I think I have most of the literature covered, but it feels like a rather small category, so I'd be grateful for any suggestions. All types of populations (e.g., typically developing, SLI, poor comprehenders) and methods of comprehension (e.g., offline, online) accepted. Thanks in advance, Evan Dr Evan Kidd Senior Lecturer Research School of Psychology (Building 39) The Australian National University Canberra ACT 0200 AUSTRALIA Ph: +61 (0) 2 612 52147 Email: evan.kidd at anu.edu.au Web: http://psychology.anu.edu.au/_people/people_details.asp?recId=594 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Wed Sep 12 04:29:43 2012 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Wed, 12 Sep 2012 14:29:43 +1000 Subject: verbal working memory and sentence comprehension In-Reply-To: <11036_1347414934_504FEB95_11036_16926_1_006501cd9089$ada98620$08fc9260$@anu.edu.au> Message-ID: Hi again folks, Apologies - I didn't specify that I was only looking for studies that tested developmental populations, preferably 10-years and under. Evan From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Evan Kidd Sent: Wednesday, 12 September 2012 11:55 AM To: info-childes at googlegroups.com Subject: verbal working memory and sentence comprehension Dear List members, I am currently reviewing the literature on the role of verbal working memory in sentence comprehension. By 'verbal working memory' I mean that part of memory typically measured by span tasks, such as Gaulin & Campbell (1994) or digit-span (so not phonological short-term memory). I think I have most of the literature covered, but it feels like a rather small category, so I'd be grateful for any suggestions. All types of populations (e.g., typically developing, SLI, poor comprehenders) and methods of comprehension (e.g., offline, online) accepted. Thanks in advance, Evan Dr Evan Kidd Senior Lecturer Research School of Psychology (Building 39) The Australian National University Canberra ACT 0200 AUSTRALIA Ph: +61 (0) 2 612 52147 Email: evan.kidd at anu.edu.au Web: http://psychology.anu.edu.au/_people/people_details.asp?recId=594 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tmintz at usc.edu Wed Sep 12 04:31:08 2012 From: tmintz at usc.edu (Toby Mintz) Date: Tue, 11 Sep 2012 21:31:08 -0700 Subject: Assistant/Associate Professor position, Depts of Psychology and/or Linguistics, USC Message-ID: COMPUTATIONAL MODELING OF LANGUAGE BEHAVIOR FROM COGNITIVE / NEURAL PERSPECTIVES The University of Southern California, Dana and David Dornsife College of Letters, Arts and Sciences, in Los Angeles, California, invites applications for a position as Assistant or Associate Professor in the Departments of Psychology and/or Linguistics to start Fall 2013. We seek candidates engaged in novel research in the computational modeling of language behavior. Areas of interest include, but are not limited to, the modeling of language acquisition, comprehension, development, evolution, processing, production and variation. The research may be from neural or cognitive perspectives and with a strong link to empirical investigations. For an appointment at the level of Assistant Professor (tenure track), the appointment will be made in either the Department of Linguistics or the Department of Psychology. For an appointment at the level of Associate Professor (with tenure), a joint appointment between the two Departments is possible. USC offers many opportunities for collaboration across these and other units of the university. Resources include the Dana and David Dornsife Cognitive Neuroscience Imaging Center, the Brain and Creativity Institute, the High-Performance Computing and Communications supercomputing cluster, and a broad interdisciplinary Neuroscience community, including a program in Hearing and Communication Neuroscience, composed of more than 70 faculty members in the basic, engineering, and clinical sciences. USC strongly values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups are encouraged to apply. All applicants should have a Ph.D. at the time of appointment and should provide a CV, a research statement, a teaching statement, representative scholarly papers, and three letters of reference via email to Mr. Stephen Stephenson at psyling at dornsife.usc.edu. Screening of applicants will begin October 15, 2012. In order to be considered for this position, applicants are also required to submit an electronic USC application; follow this job link or paste in a browser: https://jobs.usc.edu/applicants/Central?quickFind=66228 . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/8RrsSzziBHYJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Fri Sep 21 20:20:07 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Fri, 21 Sep 2012 13:20:07 -0700 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency Message-ID: 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Sep 21 20:54:48 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 21 Sep 2012 16:54:48 -0400 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency In-Reply-To: Message-ID: 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 On Sep 21, 2012, at 4:20 PM, Shelley Brundage wrote: > 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 > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sarunach at bu.edu Sun Sep 23 01:34:02 2012 From: sarunach at bu.edu (Sudha Arunachalam) Date: Sat, 22 Sep 2012 18:34:02 -0700 Subject: Assistant Professor, Developmental Psychology, Boston University Message-ID: The Department of Psychology at Boston University invites applicants for a tenure-track position at the Assistant Professor level in the area of DEVELOPMENTAL PSYCHOLOGY, to begin in the academic year 2013-14 (pending budgetary approval). This position is affiliated with our program in Developmental Science, and is part of a general expansion in the department in the broad area of childhood and adolescence. We are seeking candidates with a doctorate in developmental psychology and relevant postdoctoral fellowship experience, whose research focuses on cognitive/language development, with an emphasis on early development. We are especially interested in applicants whose work complements the current strengths of our program. The successful candidate will be expected to teach 3 courses per year and engage in research training at both the undergraduate and graduate level. Courses could include Introductory Psychology, Developmental Psychology, Language Development, and Cognitive Development. Salary will be commensurate with experience. Applicants should provide a curriculum vitae, a statement of teaching experience and interests, a statement of research interests, copies of representative scholarly papers, and three letters of reference. Applications will only be accepted at https://academicjobsonline.org/ajo/jobs/1969. The deadline for applications is December 1st, 2012. Inquiries may be directed to Julie McCann, Psychology Department, Boston University, 64 Cummington Mall, Boston, MA 02215 (jemccann at bu.edu). Boston University is an Equal Opportunity/Affirmative Action Employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/HjLP0zPfNroJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Mon Sep 24 18:38:13 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Mon, 24 Sep 2012 14:38:13 -0400 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency In-Reply-To: <812C8700-E79E-4306-9631-421FFA298561@cmu.edu> Message-ID: hi Brian Thank you for your email. We really are not expecting the coding to be different; in fact, we are hoping it does not have to be. Your post helped me to be more clear: Yes, we are after the actual content of filled pauses in SPanish. I am looking for rules that incorporate the 'introspections' that you list below, either in a published manuscript or some other venue that I can cite. You are correct in your introspections, in that our samples suggest 'ee' and 'ah' and 'ai' are more common in Spanish than 'um' for example. As a monolingual English speaker, I want to somehow validate the rules that my lab has written--to compare our rules to rules that have been used in Spanish speaking labs, if possible. You are also correct that I'm not really after error analysis. Thanks also to folks who have emailed off list with ideas. Does this make it any clearer? Shelley On Fri, Sep 21, 2012 at 4:54 PM, Brian MacWhinney wrote: > 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 > > On Sep 21, 2012, at 4:20 PM, Shelley Brundage > wrote: > > 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 **** > > ** ** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. > 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. > > > -- Shelley B. Brundage, Ph.D., CCC-S Associate Professor and Graduate Program Director Board Recognized Specialist and Mentor-Fluency Disorders Speech and Hearing Science department George Washington University 2115 G St NW Suite 201 Washington, D.C. 20052 (202) 994-5008 office (202 994-2205 lab (202) 994-2589 fax -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Tue Sep 25 13:38:39 2012 From: cam47 at psu.edu (Carol Miller) Date: Tue, 25 Sep 2012 06:38:39 -0700 Subject: VISITING ASSISTANT PROFESSOR IN LINGUISTICS -- PENN STATE Message-ID: THREE-YEAR VISITING ASSISTANT PROFESSOR IN LINGUISTICS The Linguistics Program at the Pennsylvania State University invites applications for a three-year Visiting Assistant Professor position in Linguistics (non-tenure track). We seek candidates with a proven record of research in Linguistics (broadly defined), a record of excellence in teaching, and strong evidence of interest in cross-disciplinary approaches to linguistics. Candidates must have earned a Ph.D. in Linguistics or a related field by August 2013. The teaching load is three courses per semester and the ideal candidate will be comfortable teaching across the discipline, primarily at the undergraduate level. Courses include Introduction to Linguistics, Phonology, and other topics in the undergraduate Linguistics curriculum. The Linguistics Program (http://linguistics.la.psu.edu/) is affiliated with the Center for Language Science (http://cls.psu.edu/) consisting of faculty and students conducting research in linguistics, psychology, neuroscience, and speech and language pathology. The Visiting Assistant Professor will have access to state-of-the-art laboratory facilities for EEG/ERP, eye-tracking, and behavioral research and will be expected to participate actively in the cross-disciplinary Center for Lan! guage Science community. The Visiting Assistant Professor will also have access to the excellent teaching resources through the Schreyer Institute for Teaching Excellence. Applicants should submit a letter of application, CV, statement of teaching philosophy, a recent publication or writing sample, and three letters of recommendation to the Chair of the search committee Dr. Janet van Hell, Director Linguistics Program, Pennsylvania State University. Application materials should be sent electronically to * www.la.psu.edu/facultysearch/* We will begin to review applications by November 15, 2012. We will consider applications until the position is filled. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/1ond4LtHfiMJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 25 14:15:02 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Sep 2012 10:15:02 -0400 Subject: Position at Stony Brook Message-ID: Job Description The Psychology Department at Stony Brook University seeks to hire at least one, and possibly two, tenure-track Assistant Professors for fall, 2013. Successful candidates will be strong researchers who can contribute to a developmental perspective in one or more of our four graduate training programs (Integrative Neuroscience, Cognitive Science, Social/Health, and Clinical Science) and teach undergraduate Developmental Psychology. We are particularly interested in applicants who do research on typical neurodevelopment or neurodevelopmental disorders, or who can supervise graduate child clinical intervention practica. Stony Brook has a strong Psychology Department, and excellent and rapidly expanding neuroimaging facilities. We are located on the Long Island Sound, 60 miles from Manhattan. The deadline for applications is October 15, 2012, or until the position is filled. Curriculum vitae, research and teaching statements, selected reprints/preprints, and three letters of recommendation should be sent to: Search Committee, Department of Psychology, Stony Brook University, Stony Brook, NY, 11794-2500. Or to apply online, select the "Apply for this Job" button located at the top or bottom of the page (http://jobs.psyccareers.com/jobs/#/detail/4881598). Information about the department can be found at http:www.psychology.sunysb.edu. Diverse candidates (e.g., re: ethnicity, culture, sexual orientation, etc.) are particularly encouraged to apply. An Affirmative Action/Equal Opportunity Employer. About Stony Brook University Stony Brook University, home to many highly ranked graduate research programs, is located 60 miles from New York City on Long Island's scenic North Shore. Our 1,100-acre campus is home to 24,000 undergraduate, graduate, and doctoral students and more than 13,500 faculty and staff. The University is a member of the prestigious Association of American Universities and co-manager of nearby Brookhaven National Laboratory, a multidisciplinary research laboratory supporting world class scientific programs utilizing state-of-the-art facilities. Stony Brook University Medical Center is Suffolk County's only academic medical center and tertiary care provider. Many opportunities exist for collaborative research, and in some cases, joint appointments with BNL or with Medical School departments. Dr. Susan E. Brennan, Professor and Graduate Program Director Department of Psychology State University of New York at Stony Brook Stony Brook, NY 11794-2500 Tel: 631-632-9145 Fax: 631-632-7876 or 631-584-3386 URL: http://www.psychology.sunysb.edu/sbrennan-/ Email: susan.brennan at sunysb.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From f.lamorgia at reading.ac.uk Tue Sep 25 15:14:31 2012 From: f.lamorgia at reading.ac.uk (Francesca La Morgia) Date: Tue, 25 Sep 2012 16:14:31 +0100 Subject: Bilingual CDI Message-ID: Hello, I am wondering whether there are any bilingual versions of the CDI. Any information on this would be greatly appreciated. Francesca La Morgia -- Dr. Francesca La Morgia Dept. of English Language and Applied Linguistics School of Literature and Languages The University of Reading Whiteknights Reading RG6 6AA http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx http://reading.academia.edu/FrancescaLaMorgia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue Sep 25 15:25:56 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 25 Sep 2012 11:25:56 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: Dear Francesca, There's not a bilingual version per se, because each language adaptation is somewhat different to be appropriate for each language. So, parents need to look at one CDI for each language. If there were one universal list, one could mark off words known in either language. But even then, we would bump into the second issue implied by your question: there are no norms (to my knowledge) for bilingual children. The closest I know is the kind of exercise my colleagues and I did a while back and that has been done by others since, which is to make a careful mapping (not so easy!) of two CDIs, so one can tell when a child knows a word, and when she or he knows it in one or two languages. Then you have a variety of ways of counting the "sum" of the bilingual's knowledge and compare it *approximately* to age-graded levels of knowledge in each single language (that is, each single language for which there are norms). I presume you have already checked the UCSD website of CDIs in different languages http://www.sci.sdsu.edu/cdi/adaptations.htm Which languages are you looking to find CDIs and CDI-combinations for? 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 On Sep 25, 2012, at 11:14 AM, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Tue Sep 25 15:54:54 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Tue, 25 Sep 2012 11:54:54 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: hi Francesca There is a Spanish version of the CDI: Inventario del Desarrollo de Habilidades Comunicativas Shelley Brundage On Tue, Sep 25, 2012 at 11:14 AM, Francesca La Morgia < f.lamorgia at reading.ac.uk> wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Shelley B. Brundage, Ph.D., CCC-S Associate Professor and Graduate Program Director Board Recognized Specialist and Mentor-Fluency Disorders Speech and Hearing Science department George Washington University 2115 G St NW Suite 201 Washington, D.C. 20052 (202) 994-5008 office (202 994-2205 lab (202) 994-2589 fax -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From f.lamorgia at reading.ac.uk Tue Sep 25 16:03:49 2012 From: f.lamorgia at reading.ac.uk (Francesca La Morgia) Date: Tue, 25 Sep 2012 17:03:49 +0100 Subject: Bilingual CDI In-Reply-To: Message-ID: Thank you for the quick responses. I am thinking of compiling a bilingual Italian-English one and test it on Italian-English simultaneous bilingual children raised in the UK, to determine the effect of the quantity of input in each language on the child's linguistic development. There are standardised versions for Italian and for British English, and I have read papers that comment on the validity of combining two tests (DeHouwer for example). That is why I wanted to know whether there were bilingual versions that I was not aware of. I would be interested in seeing the Irish-English version created by O'Toole, if anyone has it. Thanks again, Francesca On Tue, Sep 25, 2012 at 4:54 PM, Shelley Brundage < shelley.brundage at gmail.com> wrote: > hi Francesca > There is a Spanish version of the CDI: Inventario del Desarrollo de > Habilidades Comunicativas > > Shelley Brundage > > On Tue, Sep 25, 2012 at 11:14 AM, Francesca La Morgia < > f.lamorgia at reading.ac.uk> wrote: > >> Hello, >> I am wondering whether there are any bilingual versions of the CDI. >> Any information on this would be greatly appreciated. >> >> Francesca La Morgia >> >> -- >> Dr. Francesca La Morgia >> Dept. of English Language and Applied Linguistics >> School of Literature and Languages >> The University of Reading >> Whiteknights >> Reading RG6 6AA >> >> >> http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx >> >> http://reading.academia.edu/FrancescaLaMorgia >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email 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. >> >> >> > > > > -- > Shelley B. Brundage, Ph.D., CCC-S > Associate Professor and Graduate Program Director > Board Recognized Specialist and Mentor-Fluency Disorders > Speech and Hearing Science department > George Washington University > 2115 G St NW Suite 201 > Washington, D.C. 20052 > (202) 994-5008 office > (202 994-2205 lab > (202) 994-2589 fax > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Dr. Francesca La Morgia Dept. of English Language and Literature School of Literature and Languages The University of Reading Whiteknights Reading RG6 6AA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue Sep 25 16:24:27 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 25 Sep 2012 12:24:27 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: Dear Ginny, Thanks for the update. I just checked Ciara's website and I see that I've got some reading to do! Cheers, Barbara On Sep 25, 2012, at 11:26 AM, walesgin wrote: > Yes, Ciara O'Toole has developed a bilingual CDI for Irish-English children. If you contact me, I can send you a copy of a chapter in which she describes its development and data from it. > > We are also following her model and working on a Welsh-English version here. > > If you want to contact Ciara, she is at the Department of Speech and Hearing Sciences, University College Cork, Ireland. > > Best wishes, > Ginny Mueller Gathercole > > > > On Tue, Sep 25, 2012 at 4:14 PM, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.OToole at ucc.ie Tue Sep 25 17:42:26 2012 From: C.OToole at ucc.ie (O'Toole, Ciara) Date: Tue, 25 Sep 2012 10:42:26 -0700 Subject: Bilingual CDI In-Reply-To: Message-ID: Hi Francesca we developed a bilingual CDI for Irish-English speakers as all speakers of Irish are bilingual so it was appropriate for this context. You might need to consider whether this would be appropriate for your target group as sometimes parents do not know the 2nd language sufficiently in order to complete the CDI for their child in this language. I have discussed this in the chapter mentioned by Ginny. Annick DeHouwer also discusses this in her publications. If you email me at c.otoole at ucc.ie I can send you on our CDI and discuss more with you regards Ciara On Tuesday, 25 September 2012 16:14:34 UTC+1, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/1ZUP317vU8sJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at googlemail.com Tue Sep 25 15:26:49 2012 From: walesgin at googlemail.com (walesgin) Date: Tue, 25 Sep 2012 16:26:49 +0100 Subject: Bilingual CDI In-Reply-To: Message-ID: Yes, Ciara O'Toole has developed a bilingual CDI for Irish-English children. If you contact me, I can send you a copy of a chapter in which she describes its development and data from it. We are also following her model and working on a Welsh-English version here. If you want to contact Ciara, she is at the Department of Speech and Hearing Sciences, University College Cork, Ireland. Best wishes, Ginny Mueller Gathercole On Tue, Sep 25, 2012 at 4:14 PM, Francesca La Morgia < f.lamorgia at reading.ac.uk> wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From matt-goldrick at northwestern.edu Tue Sep 25 22:00:03 2012 From: matt-goldrick at northwestern.edu (Matt Goldrick) Date: Tue, 25 Sep 2012 17:00:03 -0500 Subject: Tenure-line position, Northwestern University Message-ID: (apologies for cross-postings) The Department of Linguistics at Northwestern University seeks to fill a tenure-line Assistant Professor position with a start date of September 1, 2013. We are looking for candidates with primary research and teaching interests in morphology, syntax, or semantics, and their interfaces with other areas of linguistics. Candidates with demonstrated research and teaching strengths in one or more of following areas are especially encouraged to apply: - language variation and change in individuals or linguistic communities; - first or second language acquisition; - natural language processing. The ideal candidate will also possess language breadth and methodological versatility, and will have analyzed experimental data, field data, or natural language corpora in order to address theoretical issues. Preference will be given to those applicants who will contribute to the department's active role in interdisciplinary research and teaching initiatives. Although we expect to hire at the rank of Assistant Professor, more senior candidates will also be considered. Candidates must hold a PhD in Linguistics, Psychology, Computer Science, or a related field by the start date. To receive fullest consideration, applications should arrive by December 1, 2012. Please send a CV (including contact information), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references (with their contact information). Candidates should arrange to have their reference letters sent directly to the search committee. Send all materials (hard copy) to: Linguistics Search Committee Department of Linguistics Northwestern University 2016 Sheridan Road Evanston, IL 60208-4090 USA (*phone* 847-491-7020; *fax* 847-491-3770) E-mail inquiries should be directed to NUlingjob at ling.northwestern.edu (our web site can be found at: http://www.linguistics.northwestern.edu). Northwestern University is an Equal Opportunity/Affirmative Action Employer. Applications from minority and women candidates are especially welcome. Hiring is contingent upon eligibility to work in the United States -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annickej at yahoo.com Thu Sep 27 13:15:24 2012 From: annickej at yahoo.com (Annick De Houwer) Date: Thu, 27 Sep 2012 06:15:24 -0700 Subject: Bilingual CDI In-Reply-To: Message-ID: Hello Francesca and everyone-- I've been using Dutch and European French adaptations for a group study of BFLA infants and toddlers. In my view, for full assessment of children's capabilities in each language, each language needs to be assessed separately. For sources on how that can be done, see: De Houwer, A., M. H. Bornstein & S. De Coster, 2006. Early understanding of two words for the same thing: A CDI study of lexical comprehension in infant bilinguals. *International journal of bilingualism* 10(3): 331-348. De Houwer, A., 2010. Assessing lexical development in Bilingual First Language Acquisition: What can we learn from monolingual norms? In M. Cruz-Ferreira (ed.),* Multilingual Norms. *Frankfurt: Peter Lang, pp. 279-322.* * De Houwer, A., Bornstein, M., & Putnick, D. (to appear). A bilingual-monolingual comparison of young children's vocabulary size: Evidence from comprehension and production. *Applied Psycholinguistics*. Francesca, since you are working with languages in which CDI's are available, if you are working with BFLA children, you can use the 2 monolingual versions. It is of great importance to ask DIFFERENT people to fill them in, though (as described in the sources above). Good luck, Annick On Tuesday, September 25, 2012 5:14:34 PM UTC+2, Francesca La Morgia wrote: > > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/g29GJ9FKg48J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mbmarkowski at gmail.com Fri Sep 28 12:53:43 2012 From: mbmarkowski at gmail.com (Maryann Markowski) Date: Fri, 28 Sep 2012 05:53:43 -0700 Subject: 3 Tenure-track positions - University of Connecticut Cognitive Sciences Program Message-ID: Job Posting Title: Assistant Professor (2 positions) / Open Rank (1 position) Job Summary: The University of Connecticut, College of Liberal Arts and Sciences, program in Cognitive Sciences is accepting applications for three tenure-track positions – two at the Assistant Professor level and one Open Rank, expected to start August 23, 2013. Successful candidates will be hired in home departments (e.g., Psychology, Linguistics, or Speech, Language and Hearing Sciences), and be full members of their home department in addition to contributing to the program in Cognitive Science. Candidates’ research and teaching interests should fit well with those of the current program faculty, while contributing to our interests in developing specialties in Cognitive Neuroscience and/or Language Plasticity. We are hopeful that successful candidates will work with current members of the program toward the establishment of a neuroimaging center. Possible instantiations of successful candidate profiles include researchers who focus on: adults or children with language disorders; gene-brain-behavior links with language relevance; bilingualism and cross-language studies; translational research on language processes; language-based research situated within educational settings. Qualifications: Minimum Qualifications for Assistant Professor: Ph.D. in Psychology, Linguistics, SLHS, or related field completed by start date of employment; evidence of a strong research/publication trajectory; ability to teach courses at both the graduate and undergraduate levels. Candidates without the Ph.D. conferred can be hired at the Instructor level. Equivalent foreign degrees are acceptable. Candidate’s research contributes to increasing understanding of the Cognitive Sciences and integrates with faculty in the program and home department. Minimum Qualifications for Associate or full Professor: All of the above plus an outstanding record of nationally- and internationally- recognized scholarship suitable for the hiring rank, according to the standards of the home department. Preferred Qualifications: Evidence of excellence in research/ publications/funding; evidence of excellence in graduate and undergraduate teaching/advising; contributions towards interdisciplinary scholarship; the ability to contribute through research, teaching, and/or public engagement to the diversity and excellence of the learning experience. Preferred Qualifications for Associate or full Professor: Experience with neuroimaging sufficient to take part in the development of a neuroimaging center. Appointment Terms: This is a full-time, 9-month, tenure track position with an anticipated start date of August 23, 2012. The successful candidate's primary academic appointment will be within a home Department at the Storrs campus, with the possibility of work at UConn’s regional campuses across the state. Salary will be commensurate with rank, qualifications and experience. To Apply: Applicants should apply online using Husky Hire (www.jobs.uconn.edu) to upload their application materials. Review of applications will begin November 1, 2012, and continue until the position is filled. Application materials will be reviewed by members of the Cognitive Science search committee and the prospective home department. The application package should include: 1) cover letter, including an indication of the candidate’s commitment to diversity, 2) statement of research interests, 3) statement of teaching philosophy, 4) CV, 5) at least two samples of scholarly writing, and 6) three letters of recommendation which should be sent directly from the referees to cogscisearch at uconn.edu. The University of Connecticut is an EEO/AA employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From mromski at gsu.edu Fri Sep 28 13:04:58 2012 From: mromski at gsu.edu (Maryann Romski) Date: Fri, 28 Sep 2012 13:04:58 +0000 Subject: Tenure-track positions - Georgia State University Challenges to Acquiring Language and Literacy Intiiative Message-ID: Language and Literacy Positions at Georgia State University Georgia State University (www.gsu.edu) invites applications for up to two anticipated tenure-track Open Rank (Assistant, Associate, or Full Professor) faculty positions to contribute to its funded initiative: Research on the Challenges of Acquiring Language and Literacy. These anticipated positions are part of a major initiative to enhance existing strengths in language and literacy at Georgia State. The focus of this initiative is research with children and adults, with or without disabilities, who face challenges in acquiring language and literacy. In this university-funded initiative, more than 40 faculty members from 10 departments in the Colleges of Arts & Sciences and Education come together to engage in interdisciplinary research. We encourage applicants whose program of research addresses basic or applied, conceptual or methodological issues concerning challenges in the acquisition of language and literacy with a particular interest in intervention research. Applicants must have a Ph.D. degree in one of the disciplines, including, but not limited to, communication disorders, psychology, educational psychology, literacy education, or special education. We anticipate one position will be filled within the College of Education. Another appointment is open to all programs within the initiative. Successful applicants will be individuals who are prepared to take advantage of the interdisciplinary collaborative research opportunities available within the Language & Literacy Program, have a strong record of programmatic research, obtain external grant support, and have a commitment to and experience in the instruction of undergraduate and graduate students. We are particularly interested in applicants whose research programs complement other faculty within this initiative (www.researchlanglit.gsu.edu). Inquiries may be made to Dr. Rose Sevcik (rsevcik at gsu.edu) or Dr. Paul Alberto (palberto at gsu.edu). Submit curriculum vitae, a brief statement of professional goals and research interests, evidence related to teaching interests and effectiveness, and the names and three letters of reference either electronically to Keneé Stephens at kstephens at gsu.edu, with the subject line "Language & Literacy Faculty Search", or by mail to Attn. Ms. Keneé Stephens, Georgia State University, Language & Literacy Initiative, P.O. Box 5010, Atlanta, GA 30302-5010, USA. The review of applications will begin October 15, 2012 and will continue until positions are filled contingent on available funding. An offer of employment will be conditional on background verification. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From aliyah.morgenstern at gmail.com Sun Sep 2 10:22:41 2012 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Sun, 2 Sep 2012 12:22:41 +0200 Subject: CONF in Paris Sept 10-12: SELF-TALK - FORMS AN PRACTICES Message-ID: Dear colleagues, For those of you who are in Paris in September, here is the program of a conference on self-talk that might interest you. The whole program is attached in the pdf file, the part of the program with presentations in English is reproduced below. Registration is free but please write to monologue at univ-paris3.fr so that we can organize coffee-breaks and lunches for everyone (offered). Best wishes for the new term, Aliyah Morgenstern Sorbonne Nouvelle - Paris 3 Tuesday September 11th 14h30 Holmberg, Newcastle University How to address yourself when talking to yourself: you or I, or we? Discussion 15h45 Stranded efforts ? How monologic are online communications? (Heike ORTNER, University of Innsbruck) Pause 16h45 Experimental dialogic talk : Monologue inte?rieur and children?s Selftalk (Ste?phanie SMADJA, Universite? Paris Diderot et Aliyah MORGENSTERN, Universite? Sorbonne Nouvelle- Paris 3) Discussion 17h30 Kirill THOMPSON, National Taiwan University Dinner in town Wednesday September 12th 9h30 Katherine NELSON, City University of New-York Graduate Center Functions of private speech in very young children 10h30 Japanese children?s self-talk in the context of triadic parent- sibling interaction (Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) Discussion Pause 11h45 Preverbal children also ?talk? to themselves: Private prespeech vocalizations and their relation to language development. (Alexandra KAROUSOU, Democritus University of Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) 12h15 Infants ? private vocal activity is less speech-like than communicative utterances. Is this always true? (Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, Universidad Complutense de Madrid) Discussion Final Buffet? Concert Monologues musicaux de la Renaissance Sorbonne Scholars Chantal Schu?tz, soprano et Franc?ois Bonnet, luth et the?orbe -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Programme colloque Monologuer?septembre 2012.pdf Type: application/pdf Size: 263787 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Acces Amphi Buffon.pdf Type: application/pdf Size: 369358 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From slobin at berkeley.edu Sun Sep 2 18:04:26 2012 From: slobin at berkeley.edu (Dan Slobin) Date: Sun, 2 Sep 2012 11:04:26 -0700 Subject: CONF in Paris Sept 10-12: SELF-TALK - FORMS AN PRACTICES In-Reply-To: <27C40D86-A72B-429A-9E8B-5EDA2F346933@gmail.com> Message-ID: Hi Aliyah - The conference looks absolutely great. Wish I could be there--especially since I'm writing a paper right now on my daughter's self-talk. So please do send me any papers, abstracts, etc., from the conference. Hugs - and success for the conference, Dan At 03:22 AM 02-09-12, you wrote: >Dear colleagues, > >For those of you who are in Paris in September, >here is the program of a conference on self-talk that might interest you. >The whole program is attached in the pdf file, >the part of the program with presentations in English is reproduced below. >Registration is free but please write to >monologue at univ-paris3.fr >so that we can organize coffee-breaks and lunches for everyone (offered). > >Best wishes for the new term, > >Aliyah Morgenstern >Sorbonne Nouvelle - Paris 3 > >Tuesday September 11th > >14h30 Holmberg, Newcastle University >How to address yourself when talking to yourself: you or I, or we? > >Discussion > >15h45 Stranded efforts ? How monologic are online communications? > >(Heike ORTNER, University of Innsbruck) > >Pause > >16h45 Experimental dialogic talk : Monologue >inte? rieur and children???s Selftalk > >(Ste? phanie SMADJA, Universite? Paris Diderot >et Aliyah MORGENSTERN, Universite? Sorbonne Nouvelle- Paris 3) > >Discussion > >17h30 Kirill THOMPSON, National Taiwan University >Dinner in town > > >Wednesday September 12th > >9h30 Katherine NELSON, City University of New-York Graduate Center > >Functions of private speech in very young children > >10h30 Japanese children???s self-talk in the >context of triadic parent- sibling interaction > >(Hiroko KASUYA et Kayoko UEMURA, Bunkyo Gakuin University) >Discussion > >Pause > >11h45 Preverbal children also ???talk??? to themselves: > >Private prespeech vocalizations and their relation to language development. > >(Alexandra KAROUSOU, Democritus University of >Thrace & Susana LOPEZ-ORNAT, Universidad Complutense de Madrid) > >12h15 Infants ? private vocal activity is less speech-like >than communicative utterances. Is this always true? >(Laura VIVAS FERNANDEZ & Susana LOPEZ ORNAT, >Universidad Complutense de Madrid) > >Discussion >Final Buffet? Concert > >Monologues musicaux de la Renaissance > >Sorbonne Scholars >Chantal Schu??tz, soprano et Franc??ois Bonnet, luth et the? orbe > > >-- >You received this message because you are >subscribed to the Google Groups "Info-CHILDES" group. >To post to this group, send email 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. > > > > >Content-Disposition: inline; > >filename*=iso-8859-1''Programme%20colloque%20Monologuer%A0septembre%202012.pdf >Content-Type: application/pdf; > x-unix-mode=0644; > name="Programme colloque Monologuer septembre 2012." > pdf" > <><><><><><><><><><><><><><><><><><><> Dan I. Slobin Professor Emeritus of Psychology and Linguistics University of California, Berkeley email: slobin at berkeley.edu address: 2323 Rose St., Berkeley, CA 94708 http://ihd.berkeley.edu/members.htm#slobin <><><><><><><><><><><><><><><><><><><> -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Mon Sep 3 09:59:42 2012 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Mon, 3 Sep 2012 11:59:42 +0200 Subject: Conference NIL2012: Narrative, Intervention and Literacy - 6-7 September 2012, La Sorbonne, Paris Message-ID: Dear Colleagues, This is to inform you that the complete program - with abstracts - of the International Conference NIL2012 : Narrative, Intervention and Literacy that will take place on September 6-7, 2012 at La Sorbonne, 1, Rue Victor Cousin Amphitheater DURKHEIM and Rooms E636 and E 637 Paris, France is now available in the website of the Conference http://lewebpedagogique.com/nil2012/ With best wishes, Edy Veneziano for the Organization of Conference NIL2012 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From v.chondrogianni at googlemail.com Mon Sep 3 17:11:03 2012 From: v.chondrogianni at googlemail.com (Vicky Chondrogianni) Date: Mon, 3 Sep 2012 18:11:03 +0100 Subject: Call for papers - International Journal of Bilingualism special issue Message-ID: *Call for papers - International Journal of Bilingualism * We would like to invite 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) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From danielle.matthews at sheffield.ac.uk Tue Sep 4 15:37:34 2012 From: danielle.matthews at sheffield.ac.uk (Danielle Matthews) Date: Tue, 4 Sep 2012 16:37:34 +0100 Subject: Using the LENA System, Friday, September 21st, University of Sheffield Message-ID: * Dear Colleague, * ** *The following one-day event on using the LENA system to record and analyse infant communication/child language and child directed speech may be of interest to you. * *Using the LENA System to Study Early Communication and Language Learning Environments* * * *Date:* Friday, September 21st *Location:* Department of Psychology Building Lecture Theatre, University of Sheffield, Western Bank, Sheffield, S10 2TP, UK *Morning Session:* 10:00 ? 13:10. Overview of LENA Technology and Research Presentations *Afternoon Session:* 14:00 ? 16:00. ADEX (Advanced Data EXtractor) ** This event is for researchers, graduate students, and clinicians interested in learning more about the LENA (*L*anguage *EN*vironment *A*nalysis) technology. LENA Pro was specifically designed for researchers, speech language pathologists, audiologists, early interventionists, and pediatricians, creating the ability to easily collect, process, and analyze language environment and development data for young children. The morning portion of this workshop will provide an introduction to the LENA Pro Technology and the LENA Research Foundation?s ongoing research There will be several scientific presentations from researchers in the UK who are currently using LENA. This session will assume no prior knowledge of the technology. The afternoon ADEX session will be a more in-depth explanation of how the audio segmentation occurs in the software as well as how to do more complex data analysis. It is most appropriate for those already using LENA, those who are planning on using it in the near future, or those who desire more detailed information as to how the LENA system?s algorithms segment and label the audio sources found in the audio file. For more information about *LENA?s* uses for recording and automatically analysing speech please see http://www.lenafoundation.org/ProSystem/Overview.aspx. There is no registration fee, but if you plan to attend please send an email to bethdresser at lenafoundation.org. Thank you. Beth ** ** *Beth Dresser***** National Director of Development**** LENA Research Foundation**** 5525 Central Ave, Suite 100**** Boulder, CO 80301**** direct: 303-441-9048**** cell: 720-891-3052**** fax: 303-545-2166**** bethdresser at lenafoundation.org**** www.lenafoundation.org**** **** *LENA Research Foundation *** Advanced technology to accelerate language development of children 0-5 and for research and treatment of language delays and disorders.**** -- Danielle Matthews Department of Psychology University of Sheffield Sheffield S10 2TP Tel: 00 44 114 222 6548 http://www.shef.ac.uk/psychology/staff/academic/danielle-matthews -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: The University of Sheffield Presentation Agenda 09145012.pdf Type: application/octet-stream Size: 41592 bytes Desc: not available URL: From amtessier at gmail.com Tue Sep 4 21:05:25 2012 From: amtessier at gmail.com (Anne-Michelle Tessier) Date: Tue, 4 Sep 2012 14:05:25 -0700 Subject: Job Posting: Dept. Chair, Assoc/Full Professor Rank, Linguistics, University of Alberta Message-ID: Please circulate to anyone interested. Apologies for cross-postings. **** Faculty of Arts - Department of LinguisticsCompetition No. - *A110718471*Closing Date - *Will remain open until filled.* The Department of Linguistics within the Faculty of Arts at the University of Alberta invites applications for the tenured position of Department Chair at the rank of Associate or Full Professor. The Department consists of eleven full-time, continuing faculty members and currently is home to 40 graduate students at the Masters and PhD level. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research and its members conduct investigations in phonetics, the morphosyntax and semantics of Amerindian languages, child bilingual acquisition, child language impairment, corpus linguistics, psycholinguistics, phonology, cognitive linguistics, child and adult 2nd language acquisition, language documentation and revitalization, computational historical linguistics, and sociolinguistics. More information about the Department can be found atwww . linguistics . ualberta . ca . The Chair will be someone with a strong sense of collaborative leadership and a clear commitment to continuing to develop the Department's standing within the University, within Canada, and internationally on the cutting edge of data-centred approaches to the study of human language and linguistic development. The Chair will support a culture of grantsmanship, will contribute to the development of graduate and undergraduate programmes in the Department and will foster the activities of the in-house research facilities?the Centre for Comparative Psycholinguistics, the Language Documentation Research Cluster, Alberta Phonetics Lab, and the Language Acquisition Lab; an active participation in one or more of these groups would be expected. Candidates must hold a PhD, together with a distinguished record in university teaching and research, (including a strong track record of appropriate grant activity) in areas of interest to the Department. Demonstrated administrative experience will be preferred. The successful candidate should have strong interpersonal communication skills and a commitment to excellence in teaching and research, as well as a scholarly track record suitable for appointment at a senior rank. Salary is negotiable and will be commensurate with experience and rank. The University of Alberta, one of Canada?s largest and most accomplished research universities, is situated in Edmonton, a metropolitan area of over one million with a vibrant artistic community and excellent standard of living. Established in 1908 as a board-governed public institution, the University of Alberta has earned the reputation of being one of the top five universities in Canada based on its strengths in teaching, research and service. The University of Alberta serves over 38,000 students in more than 200 undergraduate and 170 graduate programs (www . ualberta . ca ). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.arts.ualberta.ca). To receive consideration, *online* applications (including an up-to-date *curriculum vitae *and the names of at least three referees), nominations, or expressions of interest should be submitted by* October 15, 2012*, however, the competition will remain open until a suitable candidate is found. *Note: * Online applications are accepted until midnight Mountain Standard Time of the closing date. For further information concerning the position or the Department, please contact the Dean, Lesley Cormack by email lesley . cormack @ ualberta . ca . All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/Sbx4sgyCAlkJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sharding.jb at gmail.com Wed Sep 5 12:44:52 2012 From: sharding.jb at gmail.com (Sam Harding) Date: Wed, 5 Sep 2012 05:44:52 -0700 Subject: Checklist/Scales of Preschool Engagement Message-ID: I was wondering if anyone could help me identify one or more check list / scale / measure that I can apply to videoed sessions of preschool children undertaking speech and language therapy. I am particularly interested in 'Engagement' or facets of engagement such as attention, gesturing, vocalisation, verbalisation, eye gaze. This is not an area that I have investigated previously so any information or suggestions would be greatly appreciated. Sam Harding Bristol Speech and Language Research Unit -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/tFLMB_e5ClcJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pdaftaryfard at gmail.com Thu Sep 6 10:50:01 2012 From: pdaftaryfard at gmail.com (parisa Daftarifard) Date: Thu, 6 Sep 2012 15:20:01 +0430 Subject: bilingualism and executive functioning problem Message-ID: Dear Members, There is a five year old child with diagnosis of having mild executive functioning problem. EF problem has affected his speech fluency. He had difficulty in using Reverse pronoun but after working on his EF, the problem has been cured. Is there any research. He is to be sent to bilingual school due to his parents' will. The kid was exposed to English for two years from zero to two years old. He can articulate English dramatically correct. Now my question is that is there any research which indicates the benefits or disadvantages of bilingualism for such kids. I appreciate your response in advance -- Parisa Daftarifard PhD candidate of TEFL IAU (Science and Research Branch) -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Serratrice at manchester.ac.uk Thu Sep 6 17:17:02 2012 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Thu, 6 Sep 2012 10:17:02 -0700 Subject: First Call for Papers for Child Language Seminar 2013 Message-ID: [image: TUOM_4COL] *First Call for Papers for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013* (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Frasier Norbury, Royal Holloway College, London *Call for papers:* Proposals are invited for papers and posters related to *all* aspects of child language acquisition and disorders. There are no key themes for CLS 2013 as we want to encourage proposals covering the full breadth of research relating to child language learning and developmental language disorders. To illustrate, proposals will be considered on children's first, simultaneous and/or subsequent language development, in areas such as grammar, phonology, lexicon, pragmatics, discourse, literacy, sign language, and psycholinguistic processing. The CLS is a peer-reviewed research conference and all proposals will be reviewed anonymously by the abstract committee. * * *Presentation format* Proposals should indicate whether an oral presentation or poster is preferred. The organising committee views both formats as having equal value but reserves the right to switch formats to suit the programme. Presenters will be notified about the final format of their presentation at the time their proposal is accepted. * * *Proposal format* Proposals must be written in English and include the following: * * *1. Cover Page:* Title of presentation Authors' names and affiliations Name, address, telephone number and email address of contact person Preferred presentation format (oral presentation or poster) * * *2. Abstract:* Title of presentation Summary of research undertaken (300 words maximum, single spaced). One figure or table and up to 3 references may be added and will not be included in the word count. (Do not include authors' names) * * *Submitting proposals:* Proposals must be submitted in either MS Word or RTF format with paper size set to A4 and submitted as an attachment to an email (not as part of the mail body of the email) toJenny.Freed at Manchester.ac.uk using ?CLS Abstract Submission? as the subject of the email. You will receive an email back confirming receipt of your abstract. *Key dates:* Deadline for submission of abstracts: 1st January 2013 Notification of acceptance/rejection: 1st February 2013 Registration opens: 1st February 2013 Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 15th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Registration:* The registration fees are currently being finalised. These will be published as soon as possible on the conference website. We will offer an early registration discount (deadline 15thApril 2013) and a discount for students. Registration fees will not differ significantly from those for CLS 2011. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK?s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children?s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at four different hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details will be available on the website in the near future. *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *For information about the Child Language Seminar 2013 visit http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ and follow us on Twitter (@CLSManchester).* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/_Gym6ipuuQcJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Wed Sep 12 01:55:26 2012 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Wed, 12 Sep 2012 11:55:26 +1000 Subject: verbal working memory and sentence comprehension Message-ID: Dear List members, I am currently reviewing the literature on the role of verbal working memory in sentence comprehension. By 'verbal working memory' I mean that part of memory typically measured by span tasks, such as Gaulin & Campbell (1994) or digit-span (so not phonological short-term memory). I think I have most of the literature covered, but it feels like a rather small category, so I'd be grateful for any suggestions. All types of populations (e.g., typically developing, SLI, poor comprehenders) and methods of comprehension (e.g., offline, online) accepted. Thanks in advance, Evan Dr Evan Kidd Senior Lecturer Research School of Psychology (Building 39) The Australian National University Canberra ACT 0200 AUSTRALIA Ph: +61 (0) 2 612 52147 Email: evan.kidd at anu.edu.au Web: http://psychology.anu.edu.au/_people/people_details.asp?recId=594 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Wed Sep 12 04:29:43 2012 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Wed, 12 Sep 2012 14:29:43 +1000 Subject: verbal working memory and sentence comprehension In-Reply-To: <11036_1347414934_504FEB95_11036_16926_1_006501cd9089$ada98620$08fc9260$@anu.edu.au> Message-ID: Hi again folks, Apologies - I didn't specify that I was only looking for studies that tested developmental populations, preferably 10-years and under. Evan From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Evan Kidd Sent: Wednesday, 12 September 2012 11:55 AM To: info-childes at googlegroups.com Subject: verbal working memory and sentence comprehension Dear List members, I am currently reviewing the literature on the role of verbal working memory in sentence comprehension. By 'verbal working memory' I mean that part of memory typically measured by span tasks, such as Gaulin & Campbell (1994) or digit-span (so not phonological short-term memory). I think I have most of the literature covered, but it feels like a rather small category, so I'd be grateful for any suggestions. All types of populations (e.g., typically developing, SLI, poor comprehenders) and methods of comprehension (e.g., offline, online) accepted. Thanks in advance, Evan Dr Evan Kidd Senior Lecturer Research School of Psychology (Building 39) The Australian National University Canberra ACT 0200 AUSTRALIA Ph: +61 (0) 2 612 52147 Email: evan.kidd at anu.edu.au Web: http://psychology.anu.edu.au/_people/people_details.asp?recId=594 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From tmintz at usc.edu Wed Sep 12 04:31:08 2012 From: tmintz at usc.edu (Toby Mintz) Date: Tue, 11 Sep 2012 21:31:08 -0700 Subject: Assistant/Associate Professor position, Depts of Psychology and/or Linguistics, USC Message-ID: COMPUTATIONAL MODELING OF LANGUAGE BEHAVIOR FROM COGNITIVE / NEURAL PERSPECTIVES The University of Southern California, Dana and David Dornsife College of Letters, Arts and Sciences, in Los Angeles, California, invites applications for a position as Assistant or Associate Professor in the Departments of Psychology and/or Linguistics to start Fall 2013. We seek candidates engaged in novel research in the computational modeling of language behavior. Areas of interest include, but are not limited to, the modeling of language acquisition, comprehension, development, evolution, processing, production and variation. The research may be from neural or cognitive perspectives and with a strong link to empirical investigations. For an appointment at the level of Assistant Professor (tenure track), the appointment will be made in either the Department of Linguistics or the Department of Psychology. For an appointment at the level of Associate Professor (with tenure), a joint appointment between the two Departments is possible. USC offers many opportunities for collaboration across these and other units of the university. Resources include the Dana and David Dornsife Cognitive Neuroscience Imaging Center, the Brain and Creativity Institute, the High-Performance Computing and Communications supercomputing cluster, and a broad interdisciplinary Neuroscience community, including a program in Hearing and Communication Neuroscience, composed of more than 70 faculty members in the basic, engineering, and clinical sciences. USC strongly values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups are encouraged to apply. All applicants should have a Ph.D. at the time of appointment and should provide a CV, a research statement, a teaching statement, representative scholarly papers, and three letters of reference via email to Mr. Stephen Stephenson at psyling at dornsife.usc.edu. Screening of applicants will begin October 15, 2012. In order to be considered for this position, applicants are also required to submit an electronic USC application; follow this job link or paste in a browser: https://jobs.usc.edu/applicants/Central?quickFind=66228 . -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/8RrsSzziBHYJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Fri Sep 21 20:20:07 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Fri, 21 Sep 2012 13:20:07 -0700 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency Message-ID: 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 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Sep 21 20:54:48 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 21 Sep 2012 16:54:48 -0400 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency In-Reply-To: Message-ID: 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 On Sep 21, 2012, at 4:20 PM, Shelley Brundage wrote: > 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 > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sarunach at bu.edu Sun Sep 23 01:34:02 2012 From: sarunach at bu.edu (Sudha Arunachalam) Date: Sat, 22 Sep 2012 18:34:02 -0700 Subject: Assistant Professor, Developmental Psychology, Boston University Message-ID: The Department of Psychology at Boston University invites applicants for a tenure-track position at the Assistant Professor level in the area of DEVELOPMENTAL PSYCHOLOGY, to begin in the academic year 2013-14 (pending budgetary approval). This position is affiliated with our program in Developmental Science, and is part of a general expansion in the department in the broad area of childhood and adolescence. We are seeking candidates with a doctorate in developmental psychology and relevant postdoctoral fellowship experience, whose research focuses on cognitive/language development, with an emphasis on early development. We are especially interested in applicants whose work complements the current strengths of our program. The successful candidate will be expected to teach 3 courses per year and engage in research training at both the undergraduate and graduate level. Courses could include Introductory Psychology, Developmental Psychology, Language Development, and Cognitive Development. Salary will be commensurate with experience. Applicants should provide a curriculum vitae, a statement of teaching experience and interests, a statement of research interests, copies of representative scholarly papers, and three letters of reference. Applications will only be accepted at https://academicjobsonline.org/ajo/jobs/1969. The deadline for applications is December 1st, 2012. Inquiries may be directed to Julie McCann, Psychology Department, Boston University, 64 Cummington Mall, Boston, MA 02215 (jemccann at bu.edu). Boston University is an Equal Opportunity/Affirmative Action Employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/HjLP0zPfNroJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Mon Sep 24 18:38:13 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Mon, 24 Sep 2012 14:38:13 -0400 Subject: coding disfluencies in Spanish/cross-linguistic coding of disfluency In-Reply-To: <812C8700-E79E-4306-9631-421FFA298561@cmu.edu> Message-ID: hi Brian Thank you for your email. We really are not expecting the coding to be different; in fact, we are hoping it does not have to be. Your post helped me to be more clear: Yes, we are after the actual content of filled pauses in SPanish. I am looking for rules that incorporate the 'introspections' that you list below, either in a published manuscript or some other venue that I can cite. You are correct in your introspections, in that our samples suggest 'ee' and 'ah' and 'ai' are more common in Spanish than 'um' for example. As a monolingual English speaker, I want to somehow validate the rules that my lab has written--to compare our rules to rules that have been used in Spanish speaking labs, if possible. You are also correct that I'm not really after error analysis. Thanks also to folks who have emailed off list with ideas. Does this make it any clearer? Shelley On Fri, Sep 21, 2012 at 4:54 PM, Brian MacWhinney wrote: > 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 > > On Sep 21, 2012, at 4:20 PM, Shelley Brundage > wrote: > > 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 **** > > ** ** > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/yQCpWA-nHuIJ. > 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. > > > -- Shelley B. Brundage, Ph.D., CCC-S Associate Professor and Graduate Program Director Board Recognized Specialist and Mentor-Fluency Disorders Speech and Hearing Science department George Washington University 2115 G St NW Suite 201 Washington, D.C. 20052 (202) 994-5008 office (202 994-2205 lab (202) 994-2589 fax -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Tue Sep 25 13:38:39 2012 From: cam47 at psu.edu (Carol Miller) Date: Tue, 25 Sep 2012 06:38:39 -0700 Subject: VISITING ASSISTANT PROFESSOR IN LINGUISTICS -- PENN STATE Message-ID: THREE-YEAR VISITING ASSISTANT PROFESSOR IN LINGUISTICS The Linguistics Program at the Pennsylvania State University invites applications for a three-year Visiting Assistant Professor position in Linguistics (non-tenure track). We seek candidates with a proven record of research in Linguistics (broadly defined), a record of excellence in teaching, and strong evidence of interest in cross-disciplinary approaches to linguistics. Candidates must have earned a Ph.D. in Linguistics or a related field by August 2013. The teaching load is three courses per semester and the ideal candidate will be comfortable teaching across the discipline, primarily at the undergraduate level. Courses include Introduction to Linguistics, Phonology, and other topics in the undergraduate Linguistics curriculum. The Linguistics Program (http://linguistics.la.psu.edu/) is affiliated with the Center for Language Science (http://cls.psu.edu/) consisting of faculty and students conducting research in linguistics, psychology, neuroscience, and speech and language pathology. The Visiting Assistant Professor will have access to state-of-the-art laboratory facilities for EEG/ERP, eye-tracking, and behavioral research and will be expected to participate actively in the cross-disciplinary Center for Lan! guage Science community. The Visiting Assistant Professor will also have access to the excellent teaching resources through the Schreyer Institute for Teaching Excellence. Applicants should submit a letter of application, CV, statement of teaching philosophy, a recent publication or writing sample, and three letters of recommendation to the Chair of the search committee Dr. Janet van Hell, Director Linguistics Program, Pennsylvania State University. Application materials should be sent electronically to * www.la.psu.edu/facultysearch/* We will begin to review applications by November 15, 2012. We will consider applications until the position is filled. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/1ond4LtHfiMJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 25 14:15:02 2012 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Sep 2012 10:15:02 -0400 Subject: Position at Stony Brook Message-ID: Job Description The Psychology Department at Stony Brook University seeks to hire at least one, and possibly two, tenure-track Assistant Professors for fall, 2013. Successful candidates will be strong researchers who can contribute to a developmental perspective in one or more of our four graduate training programs (Integrative Neuroscience, Cognitive Science, Social/Health, and Clinical Science) and teach undergraduate Developmental Psychology. We are particularly interested in applicants who do research on typical neurodevelopment or neurodevelopmental disorders, or who can supervise graduate child clinical intervention practica. Stony Brook has a strong Psychology Department, and excellent and rapidly expanding neuroimaging facilities. We are located on the Long Island Sound, 60 miles from Manhattan. The deadline for applications is October 15, 2012, or until the position is filled. Curriculum vitae, research and teaching statements, selected reprints/preprints, and three letters of recommendation should be sent to: Search Committee, Department of Psychology, Stony Brook University, Stony Brook, NY, 11794-2500. Or to apply online, select the "Apply for this Job" button located at the top or bottom of the page (http://jobs.psyccareers.com/jobs/#/detail/4881598). Information about the department can be found at http:www.psychology.sunysb.edu. Diverse candidates (e.g., re: ethnicity, culture, sexual orientation, etc.) are particularly encouraged to apply. An Affirmative Action/Equal Opportunity Employer. About Stony Brook University Stony Brook University, home to many highly ranked graduate research programs, is located 60 miles from New York City on Long Island's scenic North Shore. Our 1,100-acre campus is home to 24,000 undergraduate, graduate, and doctoral students and more than 13,500 faculty and staff. The University is a member of the prestigious Association of American Universities and co-manager of nearby Brookhaven National Laboratory, a multidisciplinary research laboratory supporting world class scientific programs utilizing state-of-the-art facilities. Stony Brook University Medical Center is Suffolk County's only academic medical center and tertiary care provider. Many opportunities exist for collaborative research, and in some cases, joint appointments with BNL or with Medical School departments. Dr. Susan E. Brennan, Professor and Graduate Program Director Department of Psychology State University of New York at Stony Brook Stony Brook, NY 11794-2500 Tel: 631-632-9145 Fax: 631-632-7876 or 631-584-3386 URL: http://www.psychology.sunysb.edu/sbrennan-/ Email: susan.brennan at sunysb.edu -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From f.lamorgia at reading.ac.uk Tue Sep 25 15:14:31 2012 From: f.lamorgia at reading.ac.uk (Francesca La Morgia) Date: Tue, 25 Sep 2012 16:14:31 +0100 Subject: Bilingual CDI Message-ID: Hello, I am wondering whether there are any bilingual versions of the CDI. Any information on this would be greatly appreciated. Francesca La Morgia -- Dr. Francesca La Morgia Dept. of English Language and Applied Linguistics School of Literature and Languages The University of Reading Whiteknights Reading RG6 6AA http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx http://reading.academia.edu/FrancescaLaMorgia -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue Sep 25 15:25:56 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 25 Sep 2012 11:25:56 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: Dear Francesca, There's not a bilingual version per se, because each language adaptation is somewhat different to be appropriate for each language. So, parents need to look at one CDI for each language. If there were one universal list, one could mark off words known in either language. But even then, we would bump into the second issue implied by your question: there are no norms (to my knowledge) for bilingual children. The closest I know is the kind of exercise my colleagues and I did a while back and that has been done by others since, which is to make a careful mapping (not so easy!) of two CDIs, so one can tell when a child knows a word, and when she or he knows it in one or two languages. Then you have a variety of ways of counting the "sum" of the bilingual's knowledge and compare it *approximately* to age-graded levels of knowledge in each single language (that is, each single language for which there are norms). I presume you have already checked the UCSD website of CDIs in different languages http://www.sci.sdsu.edu/cdi/adaptations.htm Which languages are you looking to find CDIs and CDI-combinations for? 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 On Sep 25, 2012, at 11:14 AM, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shelley.brundage at gmail.com Tue Sep 25 15:54:54 2012 From: shelley.brundage at gmail.com (Shelley Brundage) Date: Tue, 25 Sep 2012 11:54:54 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: hi Francesca There is a Spanish version of the CDI: Inventario del Desarrollo de Habilidades Comunicativas Shelley Brundage On Tue, Sep 25, 2012 at 11:14 AM, Francesca La Morgia < f.lamorgia at reading.ac.uk> wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Shelley B. Brundage, Ph.D., CCC-S Associate Professor and Graduate Program Director Board Recognized Specialist and Mentor-Fluency Disorders Speech and Hearing Science department George Washington University 2115 G St NW Suite 201 Washington, D.C. 20052 (202) 994-5008 office (202 994-2205 lab (202) 994-2589 fax -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From f.lamorgia at reading.ac.uk Tue Sep 25 16:03:49 2012 From: f.lamorgia at reading.ac.uk (Francesca La Morgia) Date: Tue, 25 Sep 2012 17:03:49 +0100 Subject: Bilingual CDI In-Reply-To: Message-ID: Thank you for the quick responses. I am thinking of compiling a bilingual Italian-English one and test it on Italian-English simultaneous bilingual children raised in the UK, to determine the effect of the quantity of input in each language on the child's linguistic development. There are standardised versions for Italian and for British English, and I have read papers that comment on the validity of combining two tests (DeHouwer for example). That is why I wanted to know whether there were bilingual versions that I was not aware of. I would be interested in seeing the Irish-English version created by O'Toole, if anyone has it. Thanks again, Francesca On Tue, Sep 25, 2012 at 4:54 PM, Shelley Brundage < shelley.brundage at gmail.com> wrote: > hi Francesca > There is a Spanish version of the CDI: Inventario del Desarrollo de > Habilidades Comunicativas > > Shelley Brundage > > On Tue, Sep 25, 2012 at 11:14 AM, Francesca La Morgia < > f.lamorgia at reading.ac.uk> wrote: > >> Hello, >> I am wondering whether there are any bilingual versions of the CDI. >> Any information on this would be greatly appreciated. >> >> Francesca La Morgia >> >> -- >> Dr. Francesca La Morgia >> Dept. of English Language and Applied Linguistics >> School of Literature and Languages >> The University of Reading >> Whiteknights >> Reading RG6 6AA >> >> >> http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx >> >> http://reading.academia.edu/FrancescaLaMorgia >> >> -- >> You received this message because you are subscribed to the Google Groups >> "Info-CHILDES" group. >> To post to this group, send email 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. >> >> >> > > > > -- > Shelley B. Brundage, Ph.D., CCC-S > Associate Professor and Graduate Program Director > Board Recognized Specialist and Mentor-Fluency Disorders > Speech and Hearing Science department > George Washington University > 2115 G St NW Suite 201 > Washington, D.C. 20052 > (202) 994-5008 office > (202 994-2205 lab > (202) 994-2589 fax > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email 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. > > > -- Dr. Francesca La Morgia Dept. of English Language and Literature School of Literature and Languages The University of Reading Whiteknights Reading RG6 6AA -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at research.umass.edu Tue Sep 25 16:24:27 2012 From: bpearson at research.umass.edu (Barbara Pearson) Date: Tue, 25 Sep 2012 12:24:27 -0400 Subject: Bilingual CDI In-Reply-To: Message-ID: Dear Ginny, Thanks for the update. I just checked Ciara's website and I see that I've got some reading to do! Cheers, Barbara On Sep 25, 2012, at 11:26 AM, walesgin wrote: > Yes, Ciara O'Toole has developed a bilingual CDI for Irish-English children. If you contact me, I can send you a copy of a chapter in which she describes its development and data from it. > > We are also following her model and working on a Welsh-English version here. > > If you want to contact Ciara, she is at the Department of Speech and Hearing Sciences, University College Cork, Ireland. > > Best wishes, > Ginny Mueller Gathercole > > > > On Tue, Sep 25, 2012 at 4:14 PM, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From C.OToole at ucc.ie Tue Sep 25 17:42:26 2012 From: C.OToole at ucc.ie (O'Toole, Ciara) Date: Tue, 25 Sep 2012 10:42:26 -0700 Subject: Bilingual CDI In-Reply-To: Message-ID: Hi Francesca we developed a bilingual CDI for Irish-English speakers as all speakers of Irish are bilingual so it was appropriate for this context. You might need to consider whether this would be appropriate for your target group as sometimes parents do not know the 2nd language sufficiently in order to complete the CDI for their child in this language. I have discussed this in the chapter mentioned by Ginny. Annick DeHouwer also discusses this in her publications. If you email me at c.otoole at ucc.ie I can send you on our CDI and discuss more with you regards Ciara On Tuesday, 25 September 2012 16:14:34 UTC+1, Francesca La Morgia wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/1ZUP317vU8sJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at googlemail.com Tue Sep 25 15:26:49 2012 From: walesgin at googlemail.com (walesgin) Date: Tue, 25 Sep 2012 16:26:49 +0100 Subject: Bilingual CDI In-Reply-To: Message-ID: Yes, Ciara O'Toole has developed a bilingual CDI for Irish-English children. If you contact me, I can send you a copy of a chapter in which she describes its development and data from it. We are also following her model and working on a Welsh-English version here. If you want to contact Ciara, she is at the Department of Speech and Hearing Sciences, University College Cork, Ireland. Best wishes, Ginny Mueller Gathercole On Tue, Sep 25, 2012 at 4:14 PM, Francesca La Morgia < f.lamorgia at reading.ac.uk> wrote: > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To post to this group, send email to info-childes at googlegroups.com. > To unsubscribe from this group, send email to > info-childes+unsubscribe at googlegroups.com. > For more options, visit https://groups.google.com/groups/opt_out. > > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From matt-goldrick at northwestern.edu Tue Sep 25 22:00:03 2012 From: matt-goldrick at northwestern.edu (Matt Goldrick) Date: Tue, 25 Sep 2012 17:00:03 -0500 Subject: Tenure-line position, Northwestern University Message-ID: (apologies for cross-postings) The Department of Linguistics at Northwestern University seeks to fill a tenure-line Assistant Professor position with a start date of September 1, 2013. We are looking for candidates with primary research and teaching interests in morphology, syntax, or semantics, and their interfaces with other areas of linguistics. Candidates with demonstrated research and teaching strengths in one or more of following areas are especially encouraged to apply: - language variation and change in individuals or linguistic communities; - first or second language acquisition; - natural language processing. The ideal candidate will also possess language breadth and methodological versatility, and will have analyzed experimental data, field data, or natural language corpora in order to address theoretical issues. Preference will be given to those applicants who will contribute to the department's active role in interdisciplinary research and teaching initiatives. Although we expect to hire at the rank of Assistant Professor, more senior candidates will also be considered. Candidates must hold a PhD in Linguistics, Psychology, Computer Science, or a related field by the start date. To receive fullest consideration, applications should arrive by December 1, 2012. Please send a CV (including contact information), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references (with their contact information). Candidates should arrange to have their reference letters sent directly to the search committee. Send all materials (hard copy) to: Linguistics Search Committee Department of Linguistics Northwestern University 2016 Sheridan Road Evanston, IL 60208-4090 USA (*phone* 847-491-7020; *fax* 847-491-3770) E-mail inquiries should be directed to NUlingjob at ling.northwestern.edu (our web site can be found at: http://www.linguistics.northwestern.edu). Northwestern University is an Equal Opportunity/Affirmative Action Employer. Applications from minority and women candidates are especially welcome. Hiring is contingent upon eligibility to work in the United States -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annickej at yahoo.com Thu Sep 27 13:15:24 2012 From: annickej at yahoo.com (Annick De Houwer) Date: Thu, 27 Sep 2012 06:15:24 -0700 Subject: Bilingual CDI In-Reply-To: Message-ID: Hello Francesca and everyone-- I've been using Dutch and European French adaptations for a group study of BFLA infants and toddlers. In my view, for full assessment of children's capabilities in each language, each language needs to be assessed separately. For sources on how that can be done, see: De Houwer, A., M. H. Bornstein & S. De Coster, 2006. Early understanding of two words for the same thing: A CDI study of lexical comprehension in infant bilinguals. *International journal of bilingualism* 10(3): 331-348. De Houwer, A., 2010. Assessing lexical development in Bilingual First Language Acquisition: What can we learn from monolingual norms? In M. Cruz-Ferreira (ed.),* Multilingual Norms. *Frankfurt: Peter Lang, pp. 279-322.* * De Houwer, A., Bornstein, M., & Putnick, D. (to appear). A bilingual-monolingual comparison of young children's vocabulary size: Evidence from comprehension and production. *Applied Psycholinguistics*. Francesca, since you are working with languages in which CDI's are available, if you are working with BFLA children, you can use the 2 monolingual versions. It is of great importance to ask DIFFERENT people to fill them in, though (as described in the sources above). Good luck, Annick On Tuesday, September 25, 2012 5:14:34 PM UTC+2, Francesca La Morgia wrote: > > Hello, > I am wondering whether there are any bilingual versions of the CDI. > Any information on this would be greatly appreciated. > > Francesca La Morgia > > -- > Dr. Francesca La Morgia > Dept. of English Language and Applied Linguistics > School of Literature and Languages > The University of Reading > Whiteknights > Reading RG6 6AA > > > http://www.reading.ac.uk/english-language-and-applied-linguistics/Aboutus/Staff/f-lamorgia.aspx > > http://reading.academia.edu/FrancescaLaMorgia > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/g29GJ9FKg48J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mbmarkowski at gmail.com Fri Sep 28 12:53:43 2012 From: mbmarkowski at gmail.com (Maryann Markowski) Date: Fri, 28 Sep 2012 05:53:43 -0700 Subject: 3 Tenure-track positions - University of Connecticut Cognitive Sciences Program Message-ID: Job Posting Title: Assistant Professor (2 positions) / Open Rank (1 position) Job Summary: The University of Connecticut, College of Liberal Arts and Sciences, program in Cognitive Sciences is accepting applications for three tenure-track positions ? two at the Assistant Professor level and one Open Rank, expected to start August 23, 2013. Successful candidates will be hired in home departments (e.g., Psychology, Linguistics, or Speech, Language and Hearing Sciences), and be full members of their home department in addition to contributing to the program in Cognitive Science. Candidates? research and teaching interests should fit well with those of the current program faculty, while contributing to our interests in developing specialties in Cognitive Neuroscience and/or Language Plasticity. We are hopeful that successful candidates will work with current members of the program toward the establishment of a neuroimaging center. Possible instantiations of successful candidate profiles include researchers who focus on: adults or children with language disorders; gene-brain-behavior links with language relevance; bilingualism and cross-language studies; translational research on language processes; language-based research situated within educational settings. Qualifications: Minimum Qualifications for Assistant Professor: Ph.D. in Psychology, Linguistics, SLHS, or related field completed by start date of employment; evidence of a strong research/publication trajectory; ability to teach courses at both the graduate and undergraduate levels. Candidates without the Ph.D. conferred can be hired at the Instructor level. Equivalent foreign degrees are acceptable. Candidate?s research contributes to increasing understanding of the Cognitive Sciences and integrates with faculty in the program and home department. Minimum Qualifications for Associate or full Professor: All of the above plus an outstanding record of nationally- and internationally- recognized scholarship suitable for the hiring rank, according to the standards of the home department. Preferred Qualifications: Evidence of excellence in research/ publications/funding; evidence of excellence in graduate and undergraduate teaching/advising; contributions towards interdisciplinary scholarship; the ability to contribute through research, teaching, and/or public engagement to the diversity and excellence of the learning experience. Preferred Qualifications for Associate or full Professor: Experience with neuroimaging sufficient to take part in the development of a neuroimaging center. Appointment Terms: This is a full-time, 9-month, tenure track position with an anticipated start date of August 23, 2012. The successful candidate's primary academic appointment will be within a home Department at the Storrs campus, with the possibility of work at UConn?s regional campuses across the state. Salary will be commensurate with rank, qualifications and experience. To Apply: Applicants should apply online using Husky Hire (www.jobs.uconn.edu) to upload their application materials. Review of applications will begin November 1, 2012, and continue until the position is filled. Application materials will be reviewed by members of the Cognitive Science search committee and the prospective home department. The application package should include: 1) cover letter, including an indication of the candidate?s commitment to diversity, 2) statement of research interests, 3) statement of teaching philosophy, 4) CV, 5) at least two samples of scholarly writing, and 6) three letters of recommendation which should be sent directly from the referees to cogscisearch at uconn.edu. The University of Connecticut is an EEO/AA employer. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From mromski at gsu.edu Fri Sep 28 13:04:58 2012 From: mromski at gsu.edu (Maryann Romski) Date: Fri, 28 Sep 2012 13:04:58 +0000 Subject: Tenure-track positions - Georgia State University Challenges to Acquiring Language and Literacy Intiiative Message-ID: Language and Literacy Positions at Georgia State University Georgia State University (www.gsu.edu) invites applications for up to two anticipated tenure-track Open Rank (Assistant, Associate, or Full Professor) faculty positions to contribute to its funded initiative: Research on the Challenges of Acquiring Language and Literacy. These anticipated positions are part of a major initiative to enhance existing strengths in language and literacy at Georgia State. The focus of this initiative is research with children and adults, with or without disabilities, who face challenges in acquiring language and literacy. In this university-funded initiative, more than 40 faculty members from 10 departments in the Colleges of Arts & Sciences and Education come together to engage in interdisciplinary research. We encourage applicants whose program of research addresses basic or applied, conceptual or methodological issues concerning challenges in the acquisition of language and literacy with a particular interest in intervention research. Applicants must have a Ph.D. degree in one of the disciplines, including, but not limited to, communication disorders, psychology, educational psychology, literacy education, or special education. We anticipate one position will be filled within the College of Education. Another appointment is open to all programs within the initiative. Successful applicants will be individuals who are prepared to take advantage of the interdisciplinary collaborative research opportunities available within the Language & Literacy Program, have a strong record of programmatic research, obtain external grant support, and have a commitment to and experience in the instruction of undergraduate and graduate students. We are particularly interested in applicants whose research programs complement other faculty within this initiative (www.researchlanglit.gsu.edu). Inquiries may be made to Dr. Rose Sevcik (rsevcik at gsu.edu) or Dr. Paul Alberto (palberto at gsu.edu). Submit curriculum vitae, a brief statement of professional goals and research interests, evidence related to teaching interests and effectiveness, and the names and three letters of reference either electronically to Kene? Stephens at kstephens at gsu.edu, with the subject line "Language & Literacy Faculty Search", or by mail to Attn. Ms. Kene? Stephens, Georgia State University, Language & Literacy Initiative, P.O. Box 5010, Atlanta, GA 30302-5010, USA. The review of applications will begin October 15, 2012 and will continue until positions are filled contingent on available funding. An offer of employment will be conditional on background verification. Georgia State University is an Equal Opportunity/Affirmative Action Institution. Women and minorities are especially encouraged to apply. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To post to this group, send email to info-childes at googlegroups.com. To unsubscribe from this group, send email to info-childes+unsubscribe at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out.