From candersen at sdu.dk  Tue Apr  2 10:34:16 2013
From: candersen at sdu.dk (candersen at sdu.dk)
Date: Tue, 2 Apr 2013 03:34:16 -0700
Subject: Postdoc in child language and literacy development at the
 University of Southern Denmark
Message-ID: <TUE.2.APR.2013.033416.0700.>

    Postdoc in child language and literacy development   **  

Department of Language and Communication, University of Southern Denmark, 
Odense, invites applications for a post-doctoral position in the area of 
child language and literacy development at the Center for Child Language 
(Center for Børnesprog), to begin August 1st 2013 or as soon as possible 
thereafter. This is a one-year appointment with the possibility of 
extension for up to two years.

The Center for Child Language is the largest research environment on early 
child language in Denmark and houses several externally funded projects, 
including large ongoing randomized language and literacy intervention 
studies in both day care and family home contexts. The studies are 
conducted in collaboration with national and international researchers and 
private and public organisations. The Center is also actively involved in 
national strategies initiated by government bodies. The successful 
candidate will be part of a research group with interests in linguistics, 
psychology, education, psychometrics and statistics. 

We are seeking a candidate with a background in developmental psychology, 
educational science or a similar field whose research focuses on one or 
more early language/literacy/reading development in monolingual and/or 
bilingual children, language and literacy development in socially 
disadvantaged children, language assessment, early language and literacy 
interventions in day care contexts, family intervention. We are especially 
interested in applicants whose work complements the strengths of our 
current projects. Experience with project administration will be an 
advantage. The successful candidate will be expected to teach undergraduate 
and graduate courses and engage in research training. Fluency in Danish is 
not a requirement for appointment, but it will be expected eventually of 
the successful applicant. 

Additional information is available from Head of the Department of Language 
and Communication, Steffen Nordahl Lund tel.: (+45) 6550 3307 e-mail: *
snl at sdu.dk* <snl at sdu.dk>

*Application, salary, etc.
*Employment as postdoc is temporary. Employment stops automatically by the 
end of the period.

Level of qualification is a PhD.

Applications will be assessed by an expert committee. Applicants will be 
informed of their assessment by the Faculty.

As part of the overall assessment of the applicant’s qualifications, an 
interview may be applied.

The successful applicant will be employed in accordance with the agreement 
between the Ministry of Finance and AC (the Danish Confederation of 
Professional Associations), *Cirkulære om overenskomst for Akademikere i 
staten 2012*<http://perst.dk/Service%20Menu/Love%20regler%20og%20aftaler/Circular/2012/~/media/Circular/2012/013-12.ashx>

Applications must be submitted electronically using the link below. 
Attached files must be in Adobe PDF or Word format.

Each box can only contain a single file of max. 20 Mb.

An application must include:

   - Application 
   - Curriculum Vitae 
   - Certificates/Diplomas 
   - Information on previous teaching experience, please attach as Teaching 
   portfolio 
   - List of publications, please mark the publications attached 
   - Up to 3 of the most relevant publications. Please attach one pdf-file 
   for each publication, a possible co-author statement must be a part of this 
   pdf-file 

The University encourages all interested persons to apply, regardless of 
age, gender, religious affiliation or ethnic background.
 
*Tjenestested:* Odense    
*Ansøgningsfrist:* 30/04/2013   *Søg stilling online*<http://ssl1.peoplexs.com/Peoplexs22/CandidatesPortalNoLogin/ApplicationForm.cfm?CFID=38113846&CFTOKEN=7b3eb50f7ca85222-E6C1A411-D410-ABCB-C9AC127D655D7500&jsessionid=3c30cf9c6f7b644bcbad3d4242a2161287e5TR&PortalID=3794&VacatureID=569172> 
  ** *Top*<http://ssl1.peoplexs.com/Peoplexs22/CandidatesPortalNoLogin/Vacancy.cfm?PortalID=3794&VacatureID=569172&BedrijfID=0#top> 
 
Homepage for the application at the University of Southern Denmark: 
http://www.sdu.dk/servicenavigation/right/ledige_stillinger/jobs/Alle
Homepage for Center for Child Language at the University of Southern 
Denmark: http://www.sdu.dk/en/Om_SDU/Institutter_centre/C_Boernesprog

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From barriere.isa at gmail.com  Tue Apr  2 14:42:51 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Tue, 2 Apr 2013 10:42:51 -0400
Subject: Language Acquisition: Post Doc, Johns Hopkins University
Message-ID: <TUE.2.APR.2013.104251.0400.>

Language Acquisition: Post Doc, Johns Hopkins University


The Department of Cognitive Science at Johns Hopkins University invites
applications for a one-year (renewable for a second year) postdoctoral
fellowship for an NSF-funded research grant on the early acquisition of
morpho-syntax. The position is affiliated with the JHU Language Acquisition
Lab (http://mind.cog.jhu.edu/acqlab/) but the post-doc fellow will be based
in Paris (http://lpp.psycho.univ-paris5.fr/speech.php) and primarily
involved in carrying out experimental research on French.



Required:

- Ph.D. in a relevant field (e.g. linguistics, psychology, cognitive
science, speech & hearing), completed prior to appointment date (Sept. 1,
2013).

- Native-like competence in both English and French (these skills will be
assessed at interview); familiarity with Spanish and/or Haitian Creole a
plus.

-  Solid background in syntax, phonology, and comparative linguistics.

-Training in relevant experimental methodologies (incl. preferential
looking, TOBII eye-tracking, and head-turn preference) as well as
statistics.



The successful candidate is expected to: a) participate in planning,
designing, and conducting research under the direction of the co-PIs
(JHU/Brooklyn College/LPP Paris); b) analyze research data and provide
interpretations; c) contribute to the development of research documentation
for publication and the writing of research articles. Opportunities to
engage in teaching activities may be available in Paris.



Please submit the following documents electronically (
langacqpostdoc at cogsci.jhu.edu).

1. A one-page cover letter summarizing your qualifications for the position.

2. A CV highlighting your education, training, employment, and any
publications and/or presentations relevant to the acquisition of
morpho-syntax.

3. Writing samples in English and French (the latter can be a statement of
research written in French, one page max.)

4. Two letters of recommendations from researchers familiar with the
candidate’s research



We will begin reviewing *complete *applications *immediately*. This
position carries an annual salary of $38,000 and a conference travel
allowance.



The Johns Hopkins University is an equal opportunity/affirmative action
employer committed to

recruiting, supporting, and fostering a diverse community of outstanding
faculty, staff, and students. All applicants who share this goal are
encouraged to apply.



Application Deadline: Open until filled

Application Email: langacqpostdoc at cogsci.jhu.edu

Contact Information: Geraldine Legendre, Director, Language Acquisition Lab
(legendre at jhu.edu)

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From barriere.isa at gmail.com  Wed Apr  3 13:43:49 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 3 Apr 2013 09:43:49 -0400
Subject: Fwd: Post-doc Language Acquisition at Johns Hopkins University
In-Reply-To: <CACOZirNbjYW_aR9vFcVtopZKpkujAX2AqSaJeTsti0iPxb=PUw@mail.gmail.com>
Message-ID: <WED.3.APR.2013.094349.0400.>

---------- Forwarded message ----------
From: Isabelle Barriere <isabelle.barriere at gmail.com>
Date: Tue, Apr 2, 2013 at 12:43 PM
Subject: Post-doc Language Acquisition at Johns Hopkins University
To: Isabelle Barriere <isabelle.barriere at gmail.com>


Please share with potential candidates

Language Acquisition: Post Doc, Johns Hopkins University



The Department of Cognitive Science at Johns Hopkins University invites
applications for a one-year (renewable for a second year) postdoctoral
fellowship for an NSF-funded research grant on the early acquisition of
morpho-syntax. The position is affiliated with the JHU Language Acquisition
Lab (http://mind.cog.jhu.edu/acqlab/) but the post-doc fellow will be based
in Paris (http://lpp.psycho.univ-paris5.fr/speech.php) and primarily
involved in carrying out experimental research on French.



Required:

- Ph.D. in a relevant field (e.g. linguistics, psychology, cognitive
science, speech & hearing), completed prior to appointment date (Sept. 1,
2013).

- Native-like competence in both English and French (these skills will be
assessed at interview); familiarity with Spanish and/or Haitian Creole a
plus.

-  Solid background in syntax, phonology, and comparative linguistics.

-Training in relevant experimental methodologies (incl. preferential
looking, TOBII eye-tracking, and head-turn preference) as well as
statistics.



The successful candidate is expected to: a) participate in planning,
designing, and conducting research under the direction of the co-PIs
(JHU/Brooklyn College/LPP Paris); b) analyze research data and provide
interpretations; c) contribute to the development of research documentation
for publication and the writing of research articles. Opportunities to
engage in teaching activities may be available in Paris.



Please submit the following documents electronically (
langacqpostdoc at cogsci.jhu.edu).

1. A one-page cover letter summarizing your qualifications for the position.

2. A CV highlighting your education, training, employment, and any
publications and/or presentations relevant to the acquisition of
morpho-syntax.

3. Writing samples in English and French (the latter can be a statement of
research written in French, one page max.)

4. Two letters of recommendations from researchers familiar with the
candidate’s research



We will begin reviewing *complete *applications *immediately*. This
position carries an annual salary of $38,000 and a conference travel
allowance.



The Johns Hopkins University is an equal opportunity/affirmative action
employer committed to

recruiting, supporting, and fostering a diverse community of outstanding
faculty, staff, and students. All applicants who share this goal are
encouraged to apply.



Application Deadline: Open until filled

Application Email: langacqpostdoc at cogsci.jhu.edu

Contact Information: Geraldine Legendre, Director, Language Acquisition Lab
(legendre at jhu.edu)


-- 
Isabelle Barriere, PhD
www.yeled.org/res.asp
"*Every language is an old-growth forest of the mind, a watershed of
thought, an ecosystem of spiritual possibilities.  Of the 6,000 languages
spoken today, fully half are not being taught to children.  Every two weeks
an elder dies and carries into the grave the last syllables of an ancient
tongue.  Within a generation or two we are losing half of humanity's
social, cultural and intellectual legacy*." Dr Wade Davis National
Geographic Explorer-in-residence

Assistant Professor
Department of Speech Communication Arts & Sciences
Brooklyn College, City University of New York
2900 Bedford Avenue
Office 2149A Ingersoll/ Department Office: 3439 Boylan
Brooklyn, N.Y. 11210
Tel: (718) 951-3061
Fax: 718 957 4167
&
Member of Doctoral Faculty
Brooklyn College Department of Psychology
& Speech, Language, Hearing Sciences, CUNY Graduate Center
&
Research Associate, Research Institute for the Study of Language in Urban
Society, Department of Linguistics, CUNY Graduate Center
&
Director of Policy for Research & Education
Yeled v'Yalda Early Childhood Center (www.yeled.org)
& Co-Director, YvY Research Institute
(www.yeled.org/res.asp)
6012 Farragut Road
Brooklyn NY 11236
Fax: 718 209 1171
Tel: 718 209 1122 Ext. 237



-- 
Isabelle Barriere, PhD
www.yeled.org/res.asp
"*Every language is an old-growth forest of the mind, a watershed of
thought, an ecosystem of spiritual possibilities.  Of the 6,000 languages
spoken today, fully half are not being taught to children.  Every two weeks
an elder dies and carries into the grave the last syllables of an ancient
tongue.  Within a generation or two we are losing half of humanity's
social, cultural and intellectual legacy*." Dr Wade Davis National
Geographic Explorer-in-residence

Assistant Professor
Department of Speech Communication Arts & Sciences
Brooklyn College, City University of New York
2900 Bedford Avenue
Office 2149A Ingersoll/ Department Office: 3439 Boylan
Brooklyn, N.Y. 11210
Tel: (718) 951-3061
Fax: 718 957 4167
&
Member of Doctoral Faculty
Brooklyn College Department of Psychology
& Speech, Language, Hearing Sciences, CUNY Graduate Center
&
Research Associate, Research Institute for the Study of Language in Urban
Society, Department of Linguistics, CUNY Graduate Center
&
Director of Policy for Research & Education
Yeled v'Yalda Early Childhood Center (www.yeled.org)
& Co-Director, YvY Research Institute
(www.yeled.org/res.asp)
6012 Farragut Road
Brooklyn NY 11236
Fax: 718 209 1171
Tel: 718 209 1122 Ext. 237

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From editor.iascl.clbulletin at gmail.com  Fri Apr  5 07:00:07 2013
From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor)
Date: Fri, 5 Apr 2013 00:00:07 -0700
Subject: BUCLD 38 Call for Papers=?UTF-8?Q?=E2=80=8F?=
Message-ID: <FRI.5.APR.2013.000007.0700.>

Message posted on behalf of the BUCLD 38 Organizers: 


THE 38th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT****

NOVEMBER 1-3, 2013****

** **

Keynote Speaker:****

Elena Lieven, Max Planck Institute for Evolutionary Anthropology / 
University of Manchester****

** **

Plenary Speaker:****

Heather van der Lely, Harvard University****

** **

Submissions of abstracts for 20-minute talks are now being accepted at:

http://www.bu.edu/bucld/abstracts/abstract-submission/

DEADLINE.  All submissions must be received by 8:00 PM EST, May 15, 2013.

Submissions that present research on any topic in the fields of first and 
second language acquisition from any theoretical perspectives will be fully 
considered, including: Bilingualism, Cognition & Language, Creoles & 
Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and 
Deafness, Input & Interaction, Language Disorders, Linguistic Theory, 
Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and 
Literacy, Signed Languages, Sociolinguistics, and Speech Perception & 
Production.

A suggested format and style for abstracts is available at:
http://www.bu.edu/bucld/abstracts/abstract-format/****

** **

** **

NEW THIS YEAR: SYMPOSIUM PROPOSALS****

** **

We are also soliciting proposals for a 90-minute symposium on a common 
theme on any topic likely to be of broad interest to the conference 
attendees. The symposium format is open, but has frequently included 2-3 
speakers presenting research from differing angles on a common theme. We 
anticipate including two such symposia in the schedule, one being the 
Saturday lunchtime symposium, the other closing the conference on Sunday. 
Proposals should include a list of potential participants and a 
specification of the format, and should name at least one organizer who 
will be able to work with the BUCLD organizing committee in setting up the 
symposium and lining up participants. Submissions can be sent by email to 
abstract at bu.edu with "Symposium proposal" indicated in the subject line. 
Please limit symposium proposals to 1000 words or fewer.****

** **

DEADLINE.  Same as for abstracts, 8:00 PM EST, May 15, 2013.

Decisions on symposia will be made by June, so that organization can begin, 
with the goal
of having all participants confirmed by July.


FURTHER INFORMATION

General conference information is available at:
http://www.bu.edu/bucld

Questions about abstracts and symposia should be sent to abstract at bu.edu


Boston University Conference on Language Development
96 Cummington Street, Room 244
Boston, MA 02215
U.S.A.
Telephone: (617) 353-3085

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From caroline at carolinefloccia.info  Fri Apr  5 17:50:09 2013
From: caroline at carolinefloccia.info (Caroline Floccia)
Date: Fri, 5 Apr 2013 18:50:09 +0100
Subject: Summer School Bilingual Minds, Bilingual Machines
Message-ID: <FRI.5.APR.2013.185009.0100.>

Dear colleagues,

This might be of interest to you and/or students.
Best regards,
Caroline

Summer school: Bilingual minds, bilingual machines
Cognition Institute, Plymouth University, 24th-28th June 2013
Final call for applications

The young human brain copes remarkably well with two or more languages,
with early bilingualism often resulting in perfect parallel proficiency. In
contrast, automatic translation and language recognition systems remain
suboptimal, despite powerful computing resources, large-scale corpora and
increasingly sophisticated training algorithms.

The summer school is a unique opportunity for postgraduate students and
early-career researchers in psychology and computer science to engage over
common issues informed by both disciplines. How can we model bilingual
processing? How are two phonologies represented? How is meaning related to
word forms? How far can meanings be shared between languages in the human
mind and in machines?

The school will feature interactive lectures from world-leading
researchers: psychologists investigating early and late bilingualism;
cognitive scientists modelling the bilingual mental lexicon, from phonology
to semantics; computer scientists and roboticists designing automated
translators and language recognition/learning systems. Participants will
also gain hands-on experience in computational modelling, cutting-edge
robotic technology and advanced techniques of experimental psychology. They
will also have the opportunity to submit an abstract for poster session
that will take place during the week, with two selected for a 20-minute
conference-style presentation.

The school is supported by EUCog (www.eucognition.org). Registration is
open to a maximum of 30 participants (tinyurl.com/bilingualismsummerschool).

Confirmed speakers
Professor Tony Belpaeme, Plymouth University – developmental robotics
Professor Marc Brysbaert, Ghent University – adult bilingualism
Dr Bill Byrne, University of Cambridge – automatic translation
Professor Angelo Cangelosi, Plymouth University – developmental robotics
Professor Detmar Meurers, University of Tübingen – learner corpora and
computational linguistics
Dr Katerina Pastra, Cognitive Systems Research Institute, Athens – embodied
machine translation
Dr Patrick Rebuschat, Bangor University – bilingual cognition
Professor Majd Sakr, Carnegie Mellon University in Qatar – bilingual
robotics
Professor Nuria Sebastian-Galles, Universitat Pompeu Fabra – developmental
bilingualism
Dr Yinjang Wu, University of Sheffield – developmental bilingualism

Application and registration
We are seeking applications from postgraduate students and early-career
researchers (i.e., not more than three years post-PhD). Registration fees
for the week are £400, which includes accommodation, breakfasts, lunches,
refreshments and a full social programme. To register your interest, please
submit the following documents in PDF format.
- Curriculum vitae (up to two pages), indicating level of English language
attainment.
- Description of research interests and potential benefits of participation
(one page).

Please submit your application by 26th April 2013. Selected applicants will
be notified of acceptance on 3rd May. Applications should be emailed to:
bilingualismsummerschool at gmail.com.

There is no need to reapply if you have previously done so.

Organising committee
Allegra Cattani, School of Social Science and Social Work, Plymouth
University
Caroline Floccia, School of Psychology, Plymouth University
Laurence White, School of Psychology, Plymouth University


>
>



-- 
Dr. Caroline Floccia
Reader (Associate Professor)
PSQ A213
School of Psychology
University of Plymouth
Drake Circus
Devon PL4 8AA
tel: (+0044) 1752 584822

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From k.j.alcock at lancaster.ac.uk  Mon Apr  8 15:34:18 2013
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 8 Apr 2013 15:34:18 +0000
Subject: Greek frequency tables
Message-ID: <MON.8.APR.2013.153418.0000.>

A student is doing a Masters project on spelling in Greek primary school children. We are wondering if anyone knows of frequency tables for Greek?

Thanks

Katie Alcock

Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
University of Lancaster
Fylde College
Lancaster LA1 4YF
Tel 01524 593833
Fax 01524 593744
Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html

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From t.marinis at reading.ac.uk  Tue Apr  9 13:01:45 2013
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Tue, 9 Apr 2013 13:01:45 +0000
Subject: Closing date approaching: Post-doctoral Researcher:
 Psycholinguistics, ERP, Bilingualism, Specific Language Impairment
Message-ID: <TUE.9.APR.2013.130145.0000.>

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From julie729 at gmail.com  Wed Apr 10 21:56:30 2013
From: julie729 at gmail.com (Julie)
Date: Wed, 10 Apr 2013 14:56:30 -0700
Subject: Calculating speech rate with Kideval?
Message-ID: <WED.10.APR.2013.145630.0700.>

Hello, 
I am a speech language pathology graduate student at University of 
Maryland. For my master's thesis, I am looking at voice onset time in 
speech to infants and to adults. One factor which is known to effect VOT is 
speech rate, so I am looking for a way to calculate this using a program in 
Clan. I noticed that when I ran Kideval, the output included columns for 
"Dur Words", "Dur Utts", "Dur Time (sec)", "Words/Time", and "Utts/Time". I 
was wondering if anyone could explain what is going into each of these 
columns, and how they are each being calculated. I am assuming "Dur Time 
(sec)" is the total time in seconds of all the bullets for a particular 
tier, and that Words/Time and Utts/Time are just the total number of 
words/utterances divided by the total time. I cannot figure out was "Dur 
Words" and "Dur Utts" contains. 

My other concern is that in the transcripts I am using there are often long 
periods of silence or activity with no talking that have been coded as MOT: 
0 [=! silence] or MOT: 0 [=! moving toys], etc. My question is, will these 
bullets be included in the total duration for the mother? If so, is there a 
way to exclude them? I would guess maybe the easiest thing to do would be 
to just change the tier name since I am only concerned with the mother's 
speech rate. 

If anyone has used kideval for rate calculations before and has any input, 
I would really appreciate it! 

Thank you, 
Julie Sampson

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From spektor at andrew.cmu.edu  Thu Apr 11 02:28:23 2013
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Wed, 10 Apr 2013 22:28:23 -0400
Subject: Calculating speech rate with Kideval?
In-Reply-To: <bd874648-2fc4-4587-b6f8-43efd70817be@googlegroups.com>
Message-ID: <WED.10.APR.2013.222823.0400.>

Julie,

	This CLAN commands related questions belong on "chibolts at googlegroups.com" and I have posted the answer to your question on that site.

Leonid.



On Apr 10, 2013, at 17:56 , Julie wrote:

> Hello, 
> I am a speech language pathology graduate student at University of Maryland. For my master's thesis, I am looking at voice onset time in speech to infants and to adults. One factor which is known to effect VOT is speech rate, so I am looking for a way to calculate this using a program in Clan. I noticed that when I ran Kideval, the output included columns for "Dur Words", "Dur Utts", "Dur Time (sec)", "Words/Time", and "Utts/Time". I was wondering if anyone could explain what is going into each of these columns, and how they are each being calculated. I am assuming "Dur Time (sec)" is the total time in seconds of all the bullets for a particular tier, and that Words/Time and Utts/Time are just the total number of words/utterances divided by the total time. I cannot figure out was "Dur Words" and "Dur Utts" contains. 
> 
> My other concern is that in the transcripts I am using there are often long periods of silence or activity with no talking that have been coded as MOT: 0 [=! silence] or MOT: 0 [=! moving toys], etc. My question is, will these bullets be included in the total duration for the mother? If so, is there a way to exclude them? I would guess maybe the easiest thing to do would be to just change the tier name since I am only concerned with the mother's speech rate. 
> 
> If anyone has used kideval for rate calculations before and has any input, I would really appreciate it! 
> 
> Thank you, 
> Julie Sampson
> 
> -- 
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From jean.berko.gleason at gmail.com  Thu Apr 18 19:02:20 2013
From: jean.berko.gleason at gmail.com (Jean Berko Gleason)
Date: Thu, 18 Apr 2013 15:02:20 -0400
Subject: Meet Jean Berko Gleason, a Founding Mom of Psycholinguistics
Message-ID: <THU.18.APR.2013.150220.0400.>

This was just posted on Science Friday (NPR)

http://www.sciencefriday.com/blogs/04/17/2013/meet-jean-berko-gleason-a-founding-mom-of-psycholinguistics.html?series=27 

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From jean.berko.gleason at gmail.com  Sat Apr 20 20:45:31 2013
From: jean.berko.gleason at gmail.com (Jean Berko Gleason)
Date: Sat, 20 Apr 2013 16:45:31 -0400
Subject: Child language-related events in Paris?
Message-ID: <SAT.20.APR.2013.164531.0400.>

Hi  Everyone,

Quick question:  are there any child language events, lectures, etc. 
going on in Paris this coming week?   Or any thought about where might 
we find a list or calendar of such things?


Thanks

Jean Berko Gleason

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From barriere.isa at gmail.com  Sun Apr 21 02:13:21 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Sat, 20 Apr 2013 22:13:21 -0400
Subject: Child language-related events in Paris?
In-Reply-To: <5172FE6B.4030106@gmail.com>
Message-ID: <SAT.20.APR.2013.221321.0400.>

Hi,

Find below the list of cog sci related activities in France including those
related to language.  I pasted and copied it from RISC Reseau International
de Sciences Cognitives/RISC.  See at the bottom for the subscription
address.

Best,
Isabelle Barriere


L'agenda des sciences cognitivesSéminaires, ateliers et journées Du lundi
22 avril au dimanche 28 avril
Code couleur des régions : *Ile-de-France  Nord-Est  Sud-Est  Sud-Ouest
Nord-Ouest  Hors de France  *  lundi 22 avril  - 18h00 Paris, ENS, Bât.
Rataud, 1er étage, amphithéatre RataudCroisements fondationnels
Mathématiques/Physique (séminaire de philosophie et mathématiques de l’ENS,
Paris)Annick Lesne (LPTMC, Université P.-M. Curie et IHES,
Paris) Croisements fondationnels mathématiques/physique ... et biologie
http://www.di.ens.fr/users/longo/philo-math.html 08h30-17h45
Boulogne-Billancourt, Fondation IPSENNew frontiers in social neuroscienceThis
one-day meeting is organized by Jean Dececy (University of Chicago,
Chicago, USA) and Yves Christen (Fondation IPSEN, Paris, France).
09h15-16h55 Londres, The Royal SocietyJon Driver Memorial Meeting 10h-12h
Saint-Denis, Structures formelles du langage - SFL, Université Paris 8 -
Campus Nord, salle D 143Structures formelles du langage, SFL (séminaire de
l’UMR 7023)Hans-Georg Obenauer (CNRS/UMR 7023, Saint-Denis) Le “mouvement
étendu” dans les interrogatives spéciales du florentin - structure fine de
la périphérie gauche et interprétation
http://www.umr7023.cnrs.fr/Seminaire-de-l-UMR-7023-2012-2013.htmlLa plupart
des conférences font l’objet de traductions en direct du français vers la
LSF ou de l’anglais vers la LSF par des interprètes professionnels. 11h
Paris, Campus des Cordeliers, 2e étage, DIngénierie des Connaissances &
Santé (Inserm u872, équipe 20)Salma Mesmoudi (Laboratoire d’Imagerie
Fonctionnelle, INSERM U678, Faculté de Médecine Pierre et Marie Curie -
Pitié-Salpêtrière, Paris) CARMA project: automatic analysis of brain
imaging articles and genetic databases for multi-scale models of cognition
and memory 11h Gif-sur-Yvette, CEA - NeuroSpinNeuroSpin (conférences du
centre de recherche en neuroimagerie, CEA Saclay)Valérie Doyère (Centre de
Neurosciences Paris-Sud - UMR 8195, Orsay) Plasticity in the amygdala and
memory for shock anticipation
http://www-dsv.cea.fr/dsv/instituts/institut-d-imagerie-biomedicale-i2bm/services/neurospin-neurospin
 13h30-15h30 Paris, EHESS, salle 235ACycles de conférences à l’IJN
(Institut Jean Nicod)Anastasia Giannakidou (Department of Linguistics,
University of Chicago) Nonveridicality and epistemic modality : the case of
the futurehttp://www.institutnicod.org/ 14h-16h Saint-Denis, Structures
formelles du langage - SFL, Université Paris 8 - Campus Nord, 3e étage,
salle D 143Groupe de Recherche sur les Grammaires Créoles (réunion GRGC,
SFL - UMR 7023)Herby Glaude (Equipe Langues et Grammaire, SFL - UMR 7023,
Université Paris 8), Anne Zribi-Hertz (Structures formelles du langage, UMR
7023 Université Paris 8, St Denis) Réitération lexicale et réduplication:
réflexions à partir du créole haïtien
http://www.umr7023.cnrs.fr/-GRGC-Groupe-de-recherche-sur-les-.htmlCe groupe
de recherche est ouvert à tous les collègues et étudiants intéressés par,
ou engagés dans, l'étude linguistique des grammaires créoles. Contact :
azhertz at wanadoo.fr 14h-16h30 Saint-Denis, Structures formelles du langage -
SFL, Université Paris 8 - Campus Nord, salle D 143Langage, Cognition et
Développement (séminaire de l’équipe, SFL - UMR 7023)Nawel Zoghlami (SFL -
UMR 7023 CNRS/Paris 8) La compréhension aurale et la métacognition :
différences entre apprenants francophones et arabophones de l’anglais
www.umr7023.cnrs.fr/Seminaire-2008-2009,886.htmlSéminaire de l’équipe LCDLa
plupart des conférences font l’objet de traductions en direct du français
vers la LSF ou de l’anglais vers la LSF par des interprètes professionnels.
16h-18h Paris, Institut Jean Nicod, ENS, RdC, salle de réunionParis
Consciousness/Self-consciousness [PaCS] group (Institut Jean Nicod)Davide
Bordini (Università degli Studi di Milano - State University of Milan,
Italie) The Silence of Transparency
http://www.institutnicod.org/seminaires-colloques/seminaires/groupe-pacs/article/paris-consciousness-self?lang=en
  mardi 23 avril  - 11h-13h Paris, EHESS, Pavillon Jardin, RdC, salle 11Sens
et intuition dans les raisonnements mathématiques (séminaire de l’IJN, UMR
8129)
http://129.199.13.77/seminaires-colloques/seminaires/seminaires-ehess/article/jaime-alcami-922
 09h-11h Paris, EHESS, Pavillon Jardin, RdC, salle 1Perception et Cognition
: études de cas (séminaire de l’IJN, UMR 8129)François Le Corre
http://www.institutnicod.org/seminaires-colloques/seminaires/seminaires-ehess/article/jerome-dokic
 16h30 Paris, Institut Jean Nicod, ENS, Pavillon Jardin, RdC, salle de
réunionCPR seminar (Institut Jean Nicod)Sara Packalén (Stockholm
University, Institut Jean-Nicod) On the Relation between Semantics and
Psychology
http://cpr.nicod.free.fr/index.php?option=com_content&view=article&id=17&Itemid=104
  mercredi 24 avril  11h Paris, Institut du Cerveau et de la Moëlle
Epinière - ICM, bâtiment de l’ICM, RdC, AuditoriumCentre de recherche de
l’Institut du cerveau et de la moelle épinière, Cricm (Les conférences de
l’ICM)Moses V. Chao (New York University School of Medicine,
President-Elect of the American Society for Neuroscience) The future of
neurotrophic factorshttp://www.cricm.upmc.frConférence de prestige. Hosted
by Jean-Christophe Corvol 13h30-15h30 Paris, EHESS, salle 235BCycles de
conférences à l’IJN (Institut Jean Nicod)Anastasia Giannakidou (Department
of Linguistics, University of Chicago) The ’evaluative’ comparison :
perspective in metalinguistic comparativeshttp://www.institutnicod.org/  jeudi
25 avril  16h-18h Paris, UFR de linguistique, Université Paris
Diderot-Paris 7, salle 145Empirical Foundations of Linguistics (séminaires
EFL 2013)Shalom Lappin (Professor of computational Linguistics, King's
College London, UK) Probabilistic models of syntax and semantic
http://www.labex-efl.org/?q=fr/node/134 17h-19h Paris, ENS, salle
LangevinJeudis
de l'histoire et de la philosophie des sciences (jeudis HPS S2, Département
de philosophie, ENS)Stéphane Schmitt (Sciences, Philosophie, Histoire –
laboratoire SPHERE, UMR 7219, Université Paris 7) Histoire des sciences,
histoire du texte : Le cas de l’Histoire Naturelle de Buffon et al.
http://www.philosophie.ens.fr/Programme-des-jeudis-HPS-S2.html  vendredi 26
avril  11h-13h Paris, Institut Jean Nicod, ENS, Pavillon Jardin, RdC, salle
de réunionInstitut Jean-Nicod (Colloquium IJN, UMR 8129)Rachel
Sterken (Arché, St Andrews/CSMN Oslo) Generics, Covert Structure and
Logical Formhttp://www.institutnicod.org/ 11h30 Bordeaux, Institut François
Magendie, Campus de l'Université Bordeaux 2, salle de conférence CGFBBordeaux
Neurosciences (séminaire FBN)Guisepe Lembo (Università La Sapienza di Roma,
Italie) Alzheimer Disease and Arterial Hypertension
http://www.neuroscience.univ-bordeauxsegalen.fr/fr/manifestations-scientifiques/seminaires-fbn.html
 14h30 Paris, EHESS, salle 1Systèmes complexes en sciences sociales
(séminaire du CAMS, UMR 8557)Olivier Morin (Département de Sciences
Cognitives, Université d'Europe Centrale, Budapest, Hongrie) Questions de
démographie culturellehttp://cams.ehess.fr/document.php?id=979 16h
Paris, EHESS,
salle 1Systèmes complexes en sciences sociales (séminaire du CAMS, UMR
8557)Sanjeev
Goyal (Faculty of Economics, University of Cambridge, UK) Trading in
Networks: Theory and Experimenthttp://cams.ehess.fr/document.php?id=979
 Localisation CEA - NeuroSpin91191 , Gif-sur-Yvette, France, métro : RER B
: Guichet ou Massy-Palaiseau,, site :
http://www.unicog.org/pm/pmwiki.php/Main/HomePage , (Entrée située du côté
N306) .Campus des Cordeliers15 rue de l’École de Médecine 75006 , Paris,
France, métro : Cluny ou Odéon ; RER C : Saint-Michel,, site :
http://refectoire-cordeliers.paris-sorbonne.fr/ , Informations pratiques :
http://ic2012.crc.jussieu.fr/index.php/informations-pratiques.EHESS105
boulevard Raspail 75006 , Paris, France, métro : Rennes ou St Placide, tel.
: 01 53 63 51 00, site : http://www.ehess.fr/ , plan d’accès :
http://maps.google.com/maps?f=q&hl=fr&geocode=&time=&date=&ttype=&q=105,%20boulevard%20Raspail%2075006%20Paris%20France
.ENS45 rue d'Ulm 75005 , Paris, France, métro : Censier Daubenton ; RER B :
Luxembourg, tel. : 01 44 32 30 00, fax : 01 44 32 20 99, courriel :
communication at ens.fr, site : http://www.ens.fr/ ,
http://www.ens.fr/spip.php?article171.ENS29 rue d'Ulm 75005 , Paris,
France, métro : Censier Daubenton ; RER B : Luxembourg, tel. : 01 44 32 26
80, fax : 01 44 32 26 86, courriel : communication at ens.fr, site :
http://www.cognition.ens.fr/ ,http://www.ens.fr/ecole/acces.html.Fondation
IPSEN65 quai Georges Gorse 92650 , Boulogne-Billancourt, France, tel. : +33
(0)1 58 33 50 00, fax : +33 (0)1 58 33 50 01, site :
www.fondation-ipsen.orgInstitut
François MagendieCampus de l'Université Bordeaux 2 146 rue Léo Saignat
33077 , Bordeaux, France, métro : http://www.inb.u-bordeaux2.fr/siteneuro2/,
tel. : 05 57 57 36 00, site : http://www.inb.u-bordeaux2.fr/ ,
http://www.inb.u-bordeaux2.fr/siteneuro2/pages/geoPlan/plansgeo.htm.Institut
Jean NicodENS 29 rue d’Ulm 75005 , Paris, France,, site :
http://www.institutnicod.org/ ,
https://sites.google.com/site/workshoponirony/venue.Institut du Cerveau et
de la Moëlle Epinière - ICMGroupe Hospitalier Pitie-Salpêtrière 47
boulevard de l’Hôpital, 75013 , Paris, France, tel. : +33 (0)1 57 27 40 00,
fax : +33 (0)1 57 27 40 27, site : http://icm-institute.org/menu/actualites
 , http://icm-institute.org/menu/fondation/se-rendre-a-licm Entrée
Boulevard de l'Hôpital, emprunter la rue de La nouvelle Pitié pour arriver
à l'auditorium..Structures formelles du langage - SFLUniversité Paris 8 -
Campus Nord Bâtiment D 2 rue de la Liberté, 93526 , Saint-Denis, France,
métro : Saint-Denis Université (ligne 13) ; Tram (lig, tel. : 01 49 40 73
40, courriel : jean-louis.aroui(a)univ-paris8.fr, site :Plans d’accès:
http://www.sfl.cnrs.fr/Plans-d-acces,672.html , L'université est en face de
la station de métro. http://www.umr7023.cnrs.fr/Plans-d-acces,672.html Une
fois entré(e) dans l'enceinte de l'université et parvenu(e) au coeur du
hall d'entrée, prendre vers la droite (en laissant derrière vous la porte
allant vers un escalator). Suivre l'allée qui traverse un bâtiment ('B') en
passant devant une boutique de photocopie. Le bâtiment D, d'allure un peu
moderniste,  se trouve face à vous, au-delà d'un 'espace arboré'..The Royal
Society6-9 Carlton House Terrace SW1Y 5AG , Londres, Royaume-Uni, métro :
Piccadilly Circus - Charing Cross, tel. : +44 (0)20 7451 2500, fax : +44
(0)20 7930 2170, site : http://www.royalsoc.ac.uk/UFR de linguistiqueUniversité
Paris Diderot-Paris 7 Rue Albert Einstein Bât. Olympe de Gouges, 75013 ,
Paris, France, métro : ligne 14 (BFM: sortie 3) ; REC C ; Bus : Lignes 62,
tel. : 01 57 27 57 80, fax : 01 57 27 57 81, site :
http://www.linguist.univ-paris-diderot.fr/index.html  Vous pouvez consulter
l'agenda <http://www.risc.cnrs.fr/agenda.php> des séances la liste des
séminaires <http://www.risc.cnrs.fr/seminaires.php> ou ateliers réguliers
annoncés les programmes de journées <http://www.risc.cnrs.fr/journees.php>

Relais d'information sur les sciences de la cognition<http://www.risc.cnrs.fr/>
 Risc UMS 3332 CNRS
Ecole Normale Supérieure/Dépt. d'Etudes Cognitives - 29, rue d'Ulm - 75005
Paris
Tel : 01 44 32 26 75
Mel : risc [ chez ] risc.cnrs.fr <risc at risc.cnrs.fr>


On Sat, Apr 20, 2013 at 4:45 PM, Jean Berko Gleason <
jean.berko.gleason at gmail.com> wrote:

>
> Hi  Everyone,
>
> Quick question:  are there any child language events, lectures, etc. going
> on in Paris this coming week?   Or any thought about where might we find a
> list or calendar of such things?
>
>
> Thanks
>
> Jean Berko Gleason
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe@**googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
> .
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> For more options, visit https://groups.google.com/**groups/opt_out<https://groups.google.com/groups/opt_out>
> .
>
>
>

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From Serratrice at manchester.ac.uk  Mon Apr 22 16:51:46 2013
From: Serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Mon, 22 Apr 2013 09:51:46 -0700
Subject: Job announcement - Senior Lecturer/Reader at the University of
 Manchester
Message-ID: <MON.22.APR.2013.095146.0700.>



*Senior Lecturer/Reader in Speech & Language Disorders*

*The University of Manchester, UK*

*
*

The School of Psychological Sciences seeks to appoint a full time Senior 
Lecturer/Reader in Speech and Language Disorders. You should hold a 
relevant PhD or equivalent, and have research interests, high quality 
publications and an outstanding international reputation for their research 
in either or both of the following:  acquired neurological language 
disorders and/or paediatric language disorders. You will contribute to 
academic teaching and support within your area of expertise, primarily to 
undergraduate BSc Honours students in Speech and Language Therapy.  You 
will join one of the School research groups: the Neuroscience and Aphasia 
Research Unit (NARU) or Language Development and Disorders (LDD).

For further details please follow the link:

https://www.jobs.manchester.ac.uk/DisplayJob.aspx?jobid=20247<https://outlook.manchester.ac.uk/owa/redir.aspx?C=8bfd8174172740f89c6672c32f625d04&URL=https%3a%2f%2fwww.jobs.manchester.ac.uk%2fDisplayJob.aspx%3fjobid%3d20247>

 

If you have any queries or would like to discuss the post further please do 
not hesitate to contact me directly,

 

Gina Conti-Ramsden

 

Gina Conti-Ramsden

Professor of Child Language and Learning

School of Psychological Sciences

Section, Communication and Deafness

The University of Manchester

Ellen Wilkinson Building

Oxford Road

Manchester M13 9PL

Email: gina.conti-ramsden at manchester.ac.uk<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

Direct Line: +44 (0)161 275 3514

*Raising Awareness of Language Learning Impairments!  See* 
www.youtube.com/rallicampaign<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

 

Assistant: Jacqueline O'Brien

jacqueline.obrien at manchester.ac.uk<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

Telephone: +44 (0)161 275 3366

Fax: +44 (0)161 275 3965

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From a.laloi at uva.nl  Wed Apr 24 07:37:17 2013
From: a.laloi at uva.nl (Aude Laloi)
Date: Wed, 24 Apr 2013 09:37:17 +0200
Subject: tense and clitics in Romance languages
Message-ID: <WED.24.APR.2013.093717.0200.>

Dear all
 
I have a question concerning differences in acquisition/accuracy rate between grammatical constructions in (a)typical child learners.
 
In French, children with and without language disorders seem to perform better in terms of accuracy on past tense as opposed to object clitics. However, to my knowledge, the question as to why object ciltics would be more difficult/vulnerable than past tense in French has not been thoroughly addressed.
Does anyone know whether this discrepancy between tense and object clitics has been observed in (a)typical learners of any other (Romance) languages?
 
I have my own ideas but would like to hear explanations from others as to why this is  the case.
 
Thanks a lot for your help!
Aude
Aude Laloi
Amsterdam Center for Language and Communication
Universiteit van Amsterdam
Laboratoire de psychopathologie et processus de santé
Université Paris Descartes
http://home.medewerker.uva.nl/a.laloi/






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From Grinstead.11 at osu.edu  Wed Apr 24 12:26:20 2013
From: Grinstead.11 at osu.edu (Grinstead, John)
Date: Wed, 24 Apr 2013 12:26:20 +0000
Subject: tense and clitics in Romance languages
In-Reply-To: <83BFFD10-C66E-4235-B649-92F59577104C@uva.nl>
Message-ID: <WED.24.APR.2013.122620.0000.>

See "General and specific effects of lexicon in grammar: Determiner and object pronoun omissions in child Spanish" by Pérez-Leroux, Castilla & Brunner in Journal of Speech, Language and Hearing Research.

It does not address the development of tense, which is likely to be relatively independent of the lexicon in its development (See Rice, Wexler and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows convincingly that missing objects are attributable to children's developing lexical knowledge (i.e whether a verb is optionally or obligatorily transitive is lexical knowledge of that verb), and not to their syntactic knowledge.


  *   Pérez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General and specific effects of lexicon in grammar: Determiner and object pronoun omissions in child Spanish. Journal of Speech, Language, and Hearing Research, 55(2), 313-327.
  *   Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time: The Longitudinal Course of Tense Acquisition in Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1412-1431.
  *   Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality Judgments of an Extended Optional Infinitive Grammar: Evidence from English-Speaking Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 42(4), 943-961.

On the view I am suggesting, the two types of errors you mention stem from different types of knowledge development.

Hope that helps,

John

--
John Grinstead
Associate Editor
--------------------------------------------------
Language Acquisition: A Journal of Developmental Linguistics
--------------------------------------------------
Dept. of Spanish and Portuguese
298 Hagerty Hall - 1775 College Rd.
The Ohio State University
Columbus, Ohio  43210-1340

http://people.cohums.ohio-state.edu/grinstead11/
Tel  614.292.8856
Fax 614.292.7726


From: Aude Laloi <a.laloi at uva.nl<mailto:a.laloi at uva.nl>>
Reply-To: <info-childes at googlegroups.com<mailto:info-childes at googlegroups.com>>
Date: Wed, 24 Apr 2013 09:37:17 +0200
To: <info-childes at googlegroups.com<mailto:info-childes at googlegroups.com>>
Subject: tense and clitics in Romance languages

Dear all

I have a question concerning differences in acquisition/accuracy rate between grammatical constructions in (a)typical child learners.

In French, children with and without language disorders seem to perform better in terms of accuracy on past tense as opposed to object clitics. However, to my knowledge, the question as to why object ciltics would be more difficult/vulnerable than past tense in French has not been thoroughly addressed.
Does anyone know whether this discrepancy between tense and object clitics has been observed in (a)typical learners of any other (Romance) languages?

I have my own ideas but would like to hear explanations from others as to why this is  the case.

Thanks a lot for your help!
Aude
Aude Laloi
Amsterdam Center for Language and Communication
Universiteit van Amsterdam
Laboratoire de psychopathologie et processus de santé
Université Paris Descartes
<http://home.medewerker.uva.nl/a.laloi/>
http://home.medewerker.uva.nl/a.laloi/







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From barriere.isa at gmail.com  Wed Apr 24 13:25:43 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 24 Apr 2013 09:25:43 -0400
Subject: tense and clitics in Romance languages
In-Reply-To: <CD9D44F5.58ACB%grinstead.11@asc.ohio-state.edu>
Message-ID: <WED.24.APR.2013.092543.0400.>

Hi,

I generally agree with John's point: tense marking and the appropriate use
of object clitics reflect different aspects of the grammar.  You will find
relevant discussions in the many papers that have contrasted subject and
object clitics in the acquisition of French by Cornelia Hamman, Celia
Jacubowicz, Geraldine Legendre, Marie-Therese Lenormand, Joanne Paradis,
Phaedra Royle and my own on the acquisition of French SE (accessible at
www.yeled.org/res.asp) in addition to the works cited below by John.

To the best of my knowledge the literature on the acquisition of Spanish
and Italian also demontrate the realtively late acquisition of object
clitics, in relation to tense marking- see the many papers by Bottari for
Italian and on Spanish See the chapter by L.M. Bedore Morphosyntactic
Development and references cited therein in B.A. Goldstein (2004) Bilingual
Language Development and  Disorders in Spanish-English Speakers.

Best,

Isabelle Barriere, PhD

On Wed, Apr 24, 2013 at 8:26 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:

>  See "General and specific effects of lexicon in grammar: Determiner and
> object pronoun omissions in child Spanish" by Pérez-Leroux, Castilla &
> Brunner in Journal of Speech, Language and Hearing Research.
>
> It does not address the development of tense, which is likely to be
> relatively independent of the lexicon in its development (See Rice, Wexler
> and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows
> convincingly that missing objects are attributable to children's developing
> lexical knowledge (i.e whether a verb is optionally or obligatorily
> transitive is lexical knowledge of that verb), and not to their syntactic
> knowledge.
>
>
>    - Pérez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General
>    and specific effects of lexicon in grammar: Determiner and object pronoun
>    omissions in child Spanish. Journal of Speech, Language, and Hearing
>    Research, 55(2), 313-327.
>    - Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time:
>    The Longitudinal Course of Tense Acquisition in Children with Specific
>    Language Impairment. Journal of Speech, Language, and Hearing Research,
>    41(6), 1412-1431.
>    - Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality
>    Judgments of an Extended Optional Infinitive Grammar: Evidence from
>    English-Speaking Children with Specific Language Impairment. Journal of
>    Speech, Language, and Hearing Research, 42(4), 943-961.
>
> On the view I am suggesting, the two types of errors you mention stem from
> different types of knowledge development.
>
> Hope that helps,
>
> John
>
>  --
> John Grinstead
> Associate Editor
> --------------------------------------------------
> Language Acquisition: A Journal of Developmental Linguistics
> --------------------------------------------------
> Dept. of Spanish and Portuguese
> 298 Hagerty Hall - 1775 College Rd.
> The Ohio State University
> Columbus, Ohio  43210-1340
>
> http://people.cohums.ohio-state.edu/grinstead11/
> Tel  614.292.8856
> Fax 614.292.7726
>
>
> From: Aude Laloi <a.laloi at uva.nl>
> Reply-To: <info-childes at googlegroups.com>
> Date: Wed, 24 Apr 2013 09:37:17 +0200
> To: <info-childes at googlegroups.com>
> Subject: tense and clitics in Romance languages
>
>  Dear all****
> ** **
> I have a question concerning differences in acquisition/accuracy
> rate between grammatical constructions in (a)typical child learners.****
> ** **
> In French, children with and without language disorders seem to perform
> better in terms of accuracy on past tense as opposed to object
> clitics. However, to my knowledge, the question as to why object ciltics
> would be more difficult/vulnerable than past tense in French has not been
> thoroughly addressed.****
> Does anyone know whether this discrepancy between tense and object clitics
> has been observed in (a)typical learners of any other (Romance) languages?
> ****
> ** **
> I have my own ideas but would like to hear explanations from others as to
> why this is  the case.****
> ** **
> Thanks a lot for your help!****
> Aude
>     Aude Laloi
> Amsterdam Center for Language and Communication
> Universiteit van Amsterdam
> Laboratoire de psychopathologie et processus de santé
> Université Paris Descartes
> <http://home.medewerker.uva.nl/a.laloi/>
> http://home.medewerker.uva.nl/a.laloi/
>
>
>
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
> To post to this group, send email to info-childes at googlegroups.com.
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>
>
>
> --
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> "Info-CHILDES" group.
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>
>
>

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From chen at uga.edu  Wed Apr 24 17:30:17 2013
From: chen at uga.edu (Liang Chen)
Date: Wed, 24 Apr 2013 17:30:17 +0000
Subject: eliciting multiple relative clauses modifying the same head NP
Message-ID: <WED.24.APR.2013.173017.0000.>

Dear all,

Do you happen to know a protocol to elicit multiple relative clauses modifying the same head NP, from children and/or adults. Here's an example from Fox and Thompson (1990, p. 313).


There was something [which we needed]RC1[ which was really obscure]RC2


Many thanks.

Liang


Liang Chen,Ph.D.
Associate Professor
Communication Sciences and Special Education
University of Georgia
542 Aderhold Hall
Athens, GA 30602

Phone: 706-542-4561
Fax: 706-542-5348
Email: chen at uga.edu
http://chen.myweb.uga.edu


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From theres.gruter at mail.mcgill.ca  Wed Apr 24 20:15:11 2013
From: theres.gruter at mail.mcgill.ca (Theres)
Date: Wed, 24 Apr 2013 13:15:11 -0700
Subject: tense and clitics in Romance languages
In-Reply-To: <83BFFD10-C66E-4235-B649-92F59577104C@uva.nl>
Message-ID: <WED.24.APR.2013.131511.0700.>

In addition to "knowledge development", as pointed out by John, the 
development of processing abilities may also be involved, at least in the 
case of object clitics. See:

Grüter, Theres, Nereyda Hurtado & Anne Fernald (2012). Interpreting object 
clitics in real-time: eye-tracking evidence from 4-year-old and adult 
speakers of Spanish. In Alia K. Biller, Esther Y. Chung, and Amelia E. 
Kimball (eds.), Proceedings of the 36th Annual Boston University Conference 
on Language Development. Somerville (pp. 213-225), MA: Cascadilla Press. 

Grüter, Theres & Martha Crago (2012). Object clitics and their omission in 
child L2 French: The contributions of processing limitations and L1 
transfer. Bilingualism: Language and Cognition 15(3), 531-549.

For more on object clitics in L1 Italian, see

Tedeschi, Roberta. 2009. Acquisition at the interfaces: A Case Study of 
Object Clitics in
Early Italian. Utrecht: LOT.

I hope this is helpful.

best,
-Theres


Theres Grüter, PhD
Assistant Professor
Department of Second Language Studies
University of Hawai‘i at Mānoa
1890 East-West Road
Honolulu, HI 96822 USA

http://theresgruter.homestead.com



On Tuesday, April 23, 2013 9:37:17 PM UTC-10, Aude wrote:
>
> Dear all
>  
> I have a question concerning differences in acquisition/accuracy 
> rate between grammatical constructions in (a)typical child learners.
>  
> In French, children with and without language disorders seem to perform 
> better in terms of accuracy on past tense as opposed to object 
> clitics. However, to my knowledge, the question as to why object ciltics 
> would be more difficult/vulnerable than past tense in French has not been 
> thoroughly addressed.
> Does anyone know whether this discrepancy between tense and object clitics 
> has been observed in (a)typical learners of any other (Romance) languages?
>  
> I have my own ideas but would like to hear explanations from others as to 
> why this is  the case.
>  
> Thanks a lot for your help!
> Aude
> Aude Laloi
> Amsterdam Center for Language and Communication
> Universiteit van Amsterdam
> Laboratoire de psychopathologie et processus de santé
> Université Paris Descartes
> <http://home.medewerker.uva.nl/a.laloi/>
> http://home.medewerker.uva.nl/a.laloi/
>
>
>
>
>
>  
>

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From djacksonqro at gmail.com  Wed Apr 24 20:58:17 2013
From: djacksonqro at gmail.com (Donna Jackson)
Date: Wed, 24 Apr 2013 15:58:17 -0500
Subject: tense and clitics in Romance languages
In-Reply-To: <CANNGd2ahpTpoGbi7xCbHEQkk97Z=_rKNU3T2k0CQxW-V3RMA5Q@mail.gmail.com>
Message-ID: <WED.24.APR.2013.155817.0500.>

Hello all,
We have extensive unpublished data of object clitics in Spanish, comparing
direct and indirect objects. Once again, tense is not considered in the
analysis. We have found, in monolinguals, that object clitics are not that
late....by 4 years, and even earlier, children use them appropriately. Our
analysis, contrary to others exposed in other mails, is based on cognitive
grammar models.
We do have data on verb tense and its relation to lexical aspect, but in
that data we are not analyzing clitics.
The object data is not published but was presented at IASCL. The tense data
is in Goldstein's 2012 book on Bilingualism.
Donna Jackson-Maldonado

2013/4/24 Isa Barriere <barriere.isa at gmail.com>

> Hi,
>
> I generally agree with John's point: tense marking and the appropriate use
> of object clitics reflect different aspects of the grammar.  You will find
> relevant discussions in the many papers that have contrasted subject and
> object clitics in the acquisition of French by Cornelia Hamman, Celia
> Jacubowicz, Geraldine Legendre, Marie-Therese Lenormand, Joanne Paradis,
> Phaedra Royle and my own on the acquisition of French SE (accessible at
> www.yeled.org/res.asp) in addition to the works cited below by John.
>
> To the best of my knowledge the literature on the acquisition of Spanish
> and Italian also demontrate the realtively late acquisition of object
> clitics, in relation to tense marking- see the many papers by Bottari for
> Italian and on Spanish See the chapter by L.M. Bedore Morphosyntactic
> Development and references cited therein in B.A. Goldstein (2004) Bilingual
> Language Development and  Disorders in Spanish-English Speakers.
>
> Best,
>
> Isabelle Barriere, PhD
>
> On Wed, Apr 24, 2013 at 8:26 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:
>
>>  See "General and specific effects of lexicon in grammar: Determiner and
>> object pronoun omissions in child Spanish" by Pérez-Leroux, Castilla &
>> Brunner in Journal of Speech, Language and Hearing Research.
>>
>> It does not address the development of tense, which is likely to be
>> relatively independent of the lexicon in its development (See Rice, Wexler
>> and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows
>> convincingly that missing objects are attributable to children's developing
>> lexical knowledge (i.e whether a verb is optionally or obligatorily
>> transitive is lexical knowledge of that verb), and not to their syntactic
>> knowledge.
>>
>>
>>    - Pérez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General
>>    and specific effects of lexicon in grammar: Determiner and object pronoun
>>    omissions in child Spanish. Journal of Speech, Language, and Hearing
>>    Research, 55(2), 313-327.
>>    - Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time:
>>    The Longitudinal Course of Tense Acquisition in Children with Specific
>>    Language Impairment. Journal of Speech, Language, and Hearing Research,
>>    41(6), 1412-1431.
>>    - Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality
>>    Judgments of an Extended Optional Infinitive Grammar: Evidence from
>>    English-Speaking Children with Specific Language Impairment. Journal of
>>    Speech, Language, and Hearing Research, 42(4), 943-961.
>>
>> On the view I am suggesting, the two types of errors you mention stem
>> from different types of knowledge development.
>>
>> Hope that helps,
>>
>> John
>>
>>  --
>> John Grinstead
>> Associate Editor
>> --------------------------------------------------
>> Language Acquisition: A Journal of Developmental Linguistics
>> --------------------------------------------------
>> Dept. of Spanish and Portuguese
>> 298 Hagerty Hall - 1775 College Rd.
>> The Ohio State University
>> Columbus, Ohio  43210-1340
>>
>> http://people.cohums.ohio-state.edu/grinstead11/
>> Tel  614.292.8856
>> Fax 614.292.7726
>>
>>
>>  From: Aude Laloi <a.laloi at uva.nl>
>> Reply-To: <info-childes at googlegroups.com>
>> Date: Wed, 24 Apr 2013 09:37:17 +0200
>> To: <info-childes at googlegroups.com>
>> Subject: tense and clitics in Romance languages
>>
>>  Dear all****
>> ** **
>> I have a question concerning differences in acquisition/accuracy
>> rate between grammatical constructions in (a)typical child learners.****
>> ** **
>> In French, children with and without language disorders seem to perform
>> better in terms of accuracy on past tense as opposed to object
>> clitics. However, to my knowledge, the question as to why object ciltics
>> would be more difficult/vulnerable than past tense in French has not been
>> thoroughly addressed.****
>> Does anyone know whether this discrepancy between tense and object
>> clitics has been observed in (a)typical learners of any other (Romance)
>> languages?****
>> ** **
>> I have my own ideas but would like to hear explanations from others as to
>> why this is  the case.****
>> ** **
>> Thanks a lot for your help!****
>> Aude
>>     Aude Laloi
>> Amsterdam Center for Language and Communication
>> Universiteit van Amsterdam
>> Laboratoire de psychopathologie et processus de santé
>> Université Paris Descartes
>> <http://home.medewerker.uva.nl/a.laloi/>
>> http://home.medewerker.uva.nl/a.laloi/
>>
>>
>>
>>
>>
>>
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send an
>> email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes 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 unsubscribe from this group and stop receiving emails from it, send an
>> email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes 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 unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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>
>
>



-- 
Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Autónoma de Querétaro
México
web: http://www.donnajackson.weebly.com
e-mail: djacksonmal at hotmail.com o djacksonq <djackson at uaq.mx>ro at gmail.com
tel: 52 442 192 1200 ex. 61200
home: 52 442 2180264

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From f.n.k.wijnen at uu.nl  Sun Apr 28 11:29:55 2013
From: f.n.k.wijnen at uu.nl (frankw)
Date: Sun, 28 Apr 2013 04:29:55 -0700
Subject: IASCL 2014 conference - call for papers
Message-ID: <SUN.28.APR.2013.042955.0700.>

Announcement and call for symposium and poster abstracts
*13th International Congress for the Study of Child Language (IASCL 2014)
* 

Amsterdam, The Netherlands
Monday, July 14 to Friday, July 18, 2014

Important dates:

   - Abstract submission by September 15th, 2013.
   - Registration open as of December 15th, 2013.

Further information: www.iascl2014.org

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From roeper at linguist.umass.edu  Sun Apr 28 13:24:50 2013
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Sun, 28 Apr 2013 09:24:50 -0400
Subject: IASCL 2014 conference - call for papers
In-Reply-To: <31847_1367148600_517D0838_31847_15347_1_6d1808da-384e-4151-bbfc-9cc913a0d207@googlegroups.com>
Message-ID: <SUN.28.APR.2013.092450.0400.>

Luiz---

this is a broad conference and one that often deals with bilingualism.  A
session
on Multiple Grammars and bilingualism might be a good one.  If you are
interested,
we have to remember these dates.

Tom


On Sun, Apr 28, 2013 at 7:29 AM, frankw <f.n.k.wijnen at uu.nl> wrote:

> Announcement and call for symposium and poster abstracts
> *13th International Congress for the Study of Child Language (IASCL 2014)
> *
>
> Amsterdam, The Netherlands
> Monday, July 14 to Friday, July 18, 2014
>
> Important dates:
>
>    - Abstract submission by September 15th, 2013.
>    - Registration open as of December 15th, 2013.
>
> Further information: www.iascl2014.org
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> email to info-childes+unsubscribe at googlegroups.com.
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> https://groups.google.com/d/msg/info-childes/-/vDhpmNNSSOUJ.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



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

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From megha.sundara at humnet.ucla.edu  Mon Apr 29 21:12:23 2013
From: megha.sundara at humnet.ucla.edu (Megha)
Date: Mon, 29 Apr 2013 14:12:23 -0700
Subject: Language Acquisition Lab Coordinator at UCLA
Message-ID: <MON.29.APR.2013.141223.0700.>

 

We are looking for a curious, dynamic and organized person to work as 
full-time Laboratory Coordinator for the Language Acquisition Laboratory at 
UCLA Department of Linguistics. Responsibilities include organizing and 
managing subject recruitment, interacting with parents and children, aiding 
in experimental design, testing infants, maintaining data spreadsheets and 
facilitating undergraduate and graduate research projects.

This is a full-time administrative position with benefits; a commitment for 
at least two years is required.  The position starts July 1, 2013 and 
offers flexible hours.  Salary begins at $38,880 per year, and is 
commensurate with experience.  UCLA is an equal opportunity employer.

The person must have experience working with children between 0 – 6 years 
and their parents.  A degree (B.A. or M.A.) in Linguistics / Psychology or 
related field, and research experience with infants and language 
acquisition is highly desirable.  Proficiency in Spanish and experience 
with the SR Eyelink eyetracker would also be great.  This position is ideal 
for gaining experience before entering graduate school; both previous 
coordinators have gone to excellent doctoral programs. Details of previous 
research projects are available on the web pages of Nina Hyams, Carson 
Schütze and Megha Sundara (
http://www.linguistics.ucla.edu/people/196-faculty.html ).

If you are interested, please complete the application (requisition number *18770) 
*at the following website 

https://hr.mycareer.ucla.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1367016452101<https://mail.em.ucla.edu/owa/redir.aspx?C=abe50165ecaf4bec88963677b8ef6be3&URL=https%3a%2f%2fhr.mycareer.ucla.edu%2fapplicants%2fjsp%2fshared%2fframeset%2fFrameset.jsp%3ftime%3d1367016452101>
Applications will be accepted till the position is filled. You will need to 
include a cover letter, CV and names of three referees. If you have any 
questions, please email Megha Sundara (megha.sundara at humnet.ucla.edu).  

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From macw at cmu.edu  Tue Apr 30 12:32:43 2013
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Apr 2013 08:32:43 -0400
Subject: server down
Message-ID: <TUE.30.APR.2013.083243.0400.>

Dear Info-CHILDES,
    I am shifting the CHILDES materials to a new machine this morning and so the website will be off line for a bit.  In the best case, it could come back up in 30 minutes.  Right now it is 8:30 Pittsburgh time.
    I also swapped the machine used for the TalkBank server last night and that was off for several hours, but it is back up now.

Best regards,

--Brian MacWhinney

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From candersen at sdu.dk  Tue Apr  2 10:34:16 2013
From: candersen at sdu.dk (candersen at sdu.dk)
Date: Tue, 2 Apr 2013 03:34:16 -0700
Subject: Postdoc in child language and literacy development at the
 University of Southern Denmark
Message-ID: <TUE.2.APR.2013.033416.0700.>

    Postdoc in child language and literacy development   **  

Department of Language and Communication, University of Southern Denmark, 
Odense, invites applications for a post-doctoral position in the area of 
child language and literacy development at the Center for Child Language 
(Center for B?rnesprog), to begin August 1st 2013 or as soon as possible 
thereafter. This is a one-year appointment with the possibility of 
extension for up to two years.

The Center for Child Language is the largest research environment on early 
child language in Denmark and houses several externally funded projects, 
including large ongoing randomized language and literacy intervention 
studies in both day care and family home contexts. The studies are 
conducted in collaboration with national and international researchers and 
private and public organisations. The Center is also actively involved in 
national strategies initiated by government bodies. The successful 
candidate will be part of a research group with interests in linguistics, 
psychology, education, psychometrics and statistics. 

We are seeking a candidate with a background in developmental psychology, 
educational science or a similar field whose research focuses on one or 
more early language/literacy/reading development in monolingual and/or 
bilingual children, language and literacy development in socially 
disadvantaged children, language assessment, early language and literacy 
interventions in day care contexts, family intervention. We are especially 
interested in applicants whose work complements the strengths of our 
current projects. Experience with project administration will be an 
advantage. The successful candidate will be expected to teach undergraduate 
and graduate courses and engage in research training. Fluency in Danish is 
not a requirement for appointment, but it will be expected eventually of 
the successful applicant. 

Additional information is available from Head of the Department of Language 
and Communication, Steffen Nordahl Lund tel.: (+45) 6550 3307 e-mail: *
snl at sdu.dk* <snl at sdu.dk>

*Application, salary, etc.
*Employment as postdoc is temporary. Employment stops automatically by the 
end of the period.

Level of qualification is a PhD.

Applications will be assessed by an expert committee. Applicants will be 
informed of their assessment by the Faculty.

As part of the overall assessment of the applicant?s qualifications, an 
interview may be applied.

The successful applicant will be employed in accordance with the agreement 
between the Ministry of Finance and AC (the Danish Confederation of 
Professional Associations), *Cirkul?re om overenskomst for Akademikere i 
staten 2012*<http://perst.dk/Service%20Menu/Love%20regler%20og%20aftaler/Circular/2012/~/media/Circular/2012/013-12.ashx>

Applications must be submitted electronically using the link below. 
Attached files must be in Adobe PDF or Word format.

Each box can only contain a single file of max. 20 Mb.

An application must include:

   - Application 
   - Curriculum Vitae 
   - Certificates/Diplomas 
   - Information on previous teaching experience, please attach as Teaching 
   portfolio 
   - List of publications, please mark the publications attached 
   - Up to 3 of the most relevant publications. Please attach one pdf-file 
   for each publication, a possible co-author statement must be a part of this 
   pdf-file 

The University encourages all interested persons to apply, regardless of 
age, gender, religious affiliation or ethnic background.
 
*Tjenestested:* Odense    
*Ans?gningsfrist:* 30/04/2013   *S?g stilling online*<http://ssl1.peoplexs.com/Peoplexs22/CandidatesPortalNoLogin/ApplicationForm.cfm?CFID=38113846&CFTOKEN=7b3eb50f7ca85222-E6C1A411-D410-ABCB-C9AC127D655D7500&jsessionid=3c30cf9c6f7b644bcbad3d4242a2161287e5TR&PortalID=3794&VacatureID=569172> 
  ** *Top*<http://ssl1.peoplexs.com/Peoplexs22/CandidatesPortalNoLogin/Vacancy.cfm?PortalID=3794&VacatureID=569172&BedrijfID=0#top> 
 
Homepage for the application at the University of Southern Denmark: 
http://www.sdu.dk/servicenavigation/right/ledige_stillinger/jobs/Alle
Homepage for Center for Child Language at the University of Southern 
Denmark: http://www.sdu.dk/en/Om_SDU/Institutter_centre/C_Boernesprog

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From barriere.isa at gmail.com  Tue Apr  2 14:42:51 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Tue, 2 Apr 2013 10:42:51 -0400
Subject: Language Acquisition: Post Doc, Johns Hopkins University
Message-ID: <TUE.2.APR.2013.104251.0400.>

Language Acquisition: Post Doc, Johns Hopkins University


The Department of Cognitive Science at Johns Hopkins University invites
applications for a one-year (renewable for a second year) postdoctoral
fellowship for an NSF-funded research grant on the early acquisition of
morpho-syntax. The position is affiliated with the JHU Language Acquisition
Lab (http://mind.cog.jhu.edu/acqlab/) but the post-doc fellow will be based
in Paris (http://lpp.psycho.univ-paris5.fr/speech.php) and primarily
involved in carrying out experimental research on French.



Required:

- Ph.D. in a relevant field (e.g. linguistics, psychology, cognitive
science, speech & hearing), completed prior to appointment date (Sept. 1,
2013).

- Native-like competence in both English and French (these skills will be
assessed at interview); familiarity with Spanish and/or Haitian Creole a
plus.

-  Solid background in syntax, phonology, and comparative linguistics.

-Training in relevant experimental methodologies (incl. preferential
looking, TOBII eye-tracking, and head-turn preference) as well as
statistics.



The successful candidate is expected to: a) participate in planning,
designing, and conducting research under the direction of the co-PIs
(JHU/Brooklyn College/LPP Paris); b) analyze research data and provide
interpretations; c) contribute to the development of research documentation
for publication and the writing of research articles. Opportunities to
engage in teaching activities may be available in Paris.



Please submit the following documents electronically (
langacqpostdoc at cogsci.jhu.edu).

1. A one-page cover letter summarizing your qualifications for the position.

2. A CV highlighting your education, training, employment, and any
publications and/or presentations relevant to the acquisition of
morpho-syntax.

3. Writing samples in English and French (the latter can be a statement of
research written in French, one page max.)

4. Two letters of recommendations from researchers familiar with the
candidate?s research



We will begin reviewing *complete *applications *immediately*. This
position carries an annual salary of $38,000 and a conference travel
allowance.



The Johns Hopkins University is an equal opportunity/affirmative action
employer committed to

recruiting, supporting, and fostering a diverse community of outstanding
faculty, staff, and students. All applicants who share this goal are
encouraged to apply.



Application Deadline: Open until filled

Application Email: langacqpostdoc at cogsci.jhu.edu

Contact Information: Geraldine Legendre, Director, Language Acquisition Lab
(legendre at jhu.edu)

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From barriere.isa at gmail.com  Wed Apr  3 13:43:49 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 3 Apr 2013 09:43:49 -0400
Subject: Fwd: Post-doc Language Acquisition at Johns Hopkins University
In-Reply-To: <CACOZirNbjYW_aR9vFcVtopZKpkujAX2AqSaJeTsti0iPxb=PUw@mail.gmail.com>
Message-ID: <WED.3.APR.2013.094349.0400.>

---------- Forwarded message ----------
From: Isabelle Barriere <isabelle.barriere at gmail.com>
Date: Tue, Apr 2, 2013 at 12:43 PM
Subject: Post-doc Language Acquisition at Johns Hopkins University
To: Isabelle Barriere <isabelle.barriere at gmail.com>


Please share with potential candidates

Language Acquisition: Post Doc, Johns Hopkins University



The Department of Cognitive Science at Johns Hopkins University invites
applications for a one-year (renewable for a second year) postdoctoral
fellowship for an NSF-funded research grant on the early acquisition of
morpho-syntax. The position is affiliated with the JHU Language Acquisition
Lab (http://mind.cog.jhu.edu/acqlab/) but the post-doc fellow will be based
in Paris (http://lpp.psycho.univ-paris5.fr/speech.php) and primarily
involved in carrying out experimental research on French.



Required:

- Ph.D. in a relevant field (e.g. linguistics, psychology, cognitive
science, speech & hearing), completed prior to appointment date (Sept. 1,
2013).

- Native-like competence in both English and French (these skills will be
assessed at interview); familiarity with Spanish and/or Haitian Creole a
plus.

-  Solid background in syntax, phonology, and comparative linguistics.

-Training in relevant experimental methodologies (incl. preferential
looking, TOBII eye-tracking, and head-turn preference) as well as
statistics.



The successful candidate is expected to: a) participate in planning,
designing, and conducting research under the direction of the co-PIs
(JHU/Brooklyn College/LPP Paris); b) analyze research data and provide
interpretations; c) contribute to the development of research documentation
for publication and the writing of research articles. Opportunities to
engage in teaching activities may be available in Paris.



Please submit the following documents electronically (
langacqpostdoc at cogsci.jhu.edu).

1. A one-page cover letter summarizing your qualifications for the position.

2. A CV highlighting your education, training, employment, and any
publications and/or presentations relevant to the acquisition of
morpho-syntax.

3. Writing samples in English and French (the latter can be a statement of
research written in French, one page max.)

4. Two letters of recommendations from researchers familiar with the
candidate?s research



We will begin reviewing *complete *applications *immediately*. This
position carries an annual salary of $38,000 and a conference travel
allowance.



The Johns Hopkins University is an equal opportunity/affirmative action
employer committed to

recruiting, supporting, and fostering a diverse community of outstanding
faculty, staff, and students. All applicants who share this goal are
encouraged to apply.



Application Deadline: Open until filled

Application Email: langacqpostdoc at cogsci.jhu.edu

Contact Information: Geraldine Legendre, Director, Language Acquisition Lab
(legendre at jhu.edu)


-- 
Isabelle Barriere, PhD
www.yeled.org/res.asp
"*Every language is an old-growth forest of the mind, a watershed of
thought, an ecosystem of spiritual possibilities.  Of the 6,000 languages
spoken today, fully half are not being taught to children.  Every two weeks
an elder dies and carries into the grave the last syllables of an ancient
tongue.  Within a generation or two we are losing half of humanity's
social, cultural and intellectual legacy*." Dr Wade Davis National
Geographic Explorer-in-residence

Assistant Professor
Department of Speech Communication Arts & Sciences
Brooklyn College, City University of New York
2900 Bedford Avenue
Office 2149A Ingersoll/ Department Office: 3439 Boylan
Brooklyn, N.Y. 11210
Tel: (718) 951-3061
Fax: 718 957 4167
&
Member of Doctoral Faculty
Brooklyn College Department of Psychology
& Speech, Language, Hearing Sciences, CUNY Graduate Center
&
Research Associate, Research Institute for the Study of Language in Urban
Society, Department of Linguistics, CUNY Graduate Center
&
Director of Policy for Research & Education
Yeled v'Yalda Early Childhood Center (www.yeled.org)
& Co-Director, YvY Research Institute
(www.yeled.org/res.asp)
6012 Farragut Road
Brooklyn NY 11236
Fax: 718 209 1171
Tel: 718 209 1122 Ext. 237



-- 
Isabelle Barriere, PhD
www.yeled.org/res.asp
"*Every language is an old-growth forest of the mind, a watershed of
thought, an ecosystem of spiritual possibilities.  Of the 6,000 languages
spoken today, fully half are not being taught to children.  Every two weeks
an elder dies and carries into the grave the last syllables of an ancient
tongue.  Within a generation or two we are losing half of humanity's
social, cultural and intellectual legacy*." Dr Wade Davis National
Geographic Explorer-in-residence

Assistant Professor
Department of Speech Communication Arts & Sciences
Brooklyn College, City University of New York
2900 Bedford Avenue
Office 2149A Ingersoll/ Department Office: 3439 Boylan
Brooklyn, N.Y. 11210
Tel: (718) 951-3061
Fax: 718 957 4167
&
Member of Doctoral Faculty
Brooklyn College Department of Psychology
& Speech, Language, Hearing Sciences, CUNY Graduate Center
&
Research Associate, Research Institute for the Study of Language in Urban
Society, Department of Linguistics, CUNY Graduate Center
&
Director of Policy for Research & Education
Yeled v'Yalda Early Childhood Center (www.yeled.org)
& Co-Director, YvY Research Institute
(www.yeled.org/res.asp)
6012 Farragut Road
Brooklyn NY 11236
Fax: 718 209 1171
Tel: 718 209 1122 Ext. 237

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From editor.iascl.clbulletin at gmail.com  Fri Apr  5 07:00:07 2013
From: editor.iascl.clbulletin at gmail.com (IASCL Child Language Bulletin Editor)
Date: Fri, 5 Apr 2013 00:00:07 -0700
Subject: BUCLD 38 Call for Papers=?UTF-8?Q?=E2=80=8F?=
Message-ID: <FRI.5.APR.2013.000007.0700.>

Message posted on behalf of the BUCLD 38 Organizers: 


THE 38th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT****

NOVEMBER 1-3, 2013****

** **

Keynote Speaker:****

Elena Lieven, Max Planck Institute for Evolutionary Anthropology / 
University of Manchester****

** **

Plenary Speaker:****

Heather van der Lely, Harvard University****

** **

Submissions of abstracts for 20-minute talks are now being accepted at:

http://www.bu.edu/bucld/abstracts/abstract-submission/

DEADLINE.  All submissions must be received by 8:00 PM EST, May 15, 2013.

Submissions that present research on any topic in the fields of first and 
second language acquisition from any theoretical perspectives will be fully 
considered, including: Bilingualism, Cognition & Language, Creoles & 
Pidgins, Dialects, Discourse and Narrative, Gesture, Hearing Impairment and 
Deafness, Input & Interaction, Language Disorders, Linguistic Theory, 
Neurolinguistics, Pragmatics, Pre-linguistic Development, Reading and 
Literacy, Signed Languages, Sociolinguistics, and Speech Perception & 
Production.

A suggested format and style for abstracts is available at:
http://www.bu.edu/bucld/abstracts/abstract-format/****

** **

** **

NEW THIS YEAR: SYMPOSIUM PROPOSALS****

** **

We are also soliciting proposals for a 90-minute symposium on a common 
theme on any topic likely to be of broad interest to the conference 
attendees. The symposium format is open, but has frequently included 2-3 
speakers presenting research from differing angles on a common theme. We 
anticipate including two such symposia in the schedule, one being the 
Saturday lunchtime symposium, the other closing the conference on Sunday. 
Proposals should include a list of potential participants and a 
specification of the format, and should name at least one organizer who 
will be able to work with the BUCLD organizing committee in setting up the 
symposium and lining up participants. Submissions can be sent by email to 
abstract at bu.edu with "Symposium proposal" indicated in the subject line. 
Please limit symposium proposals to 1000 words or fewer.****

** **

DEADLINE.  Same as for abstracts, 8:00 PM EST, May 15, 2013.

Decisions on symposia will be made by June, so that organization can begin, 
with the goal
of having all participants confirmed by July.


FURTHER INFORMATION

General conference information is available at:
http://www.bu.edu/bucld

Questions about abstracts and symposia should be sent to abstract at bu.edu


Boston University Conference on Language Development
96 Cummington Street, Room 244
Boston, MA 02215
U.S.A.
Telephone: (617) 353-3085

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From caroline at carolinefloccia.info  Fri Apr  5 17:50:09 2013
From: caroline at carolinefloccia.info (Caroline Floccia)
Date: Fri, 5 Apr 2013 18:50:09 +0100
Subject: Summer School Bilingual Minds, Bilingual Machines
Message-ID: <FRI.5.APR.2013.185009.0100.>

Dear colleagues,

This might be of interest to you and/or students.
Best regards,
Caroline

Summer school: Bilingual minds, bilingual machines
Cognition Institute, Plymouth University, 24th-28th June 2013
Final call for applications

The young human brain copes remarkably well with two or more languages,
with early bilingualism often resulting in perfect parallel proficiency. In
contrast, automatic translation and language recognition systems remain
suboptimal, despite powerful computing resources, large-scale corpora and
increasingly sophisticated training algorithms.

The summer school is a unique opportunity for postgraduate students and
early-career researchers in psychology and computer science to engage over
common issues informed by both disciplines. How can we model bilingual
processing? How are two phonologies represented? How is meaning related to
word forms? How far can meanings be shared between languages in the human
mind and in machines?

The school will feature interactive lectures from world-leading
researchers: psychologists investigating early and late bilingualism;
cognitive scientists modelling the bilingual mental lexicon, from phonology
to semantics; computer scientists and roboticists designing automated
translators and language recognition/learning systems. Participants will
also gain hands-on experience in computational modelling, cutting-edge
robotic technology and advanced techniques of experimental psychology. They
will also have the opportunity to submit an abstract for poster session
that will take place during the week, with two selected for a 20-minute
conference-style presentation.

The school is supported by EUCog (www.eucognition.org). Registration is
open to a maximum of 30 participants (tinyurl.com/bilingualismsummerschool).

Confirmed speakers
Professor Tony Belpaeme, Plymouth University ? developmental robotics
Professor Marc Brysbaert, Ghent University ? adult bilingualism
Dr Bill Byrne, University of Cambridge ? automatic translation
Professor Angelo Cangelosi, Plymouth University ? developmental robotics
Professor Detmar Meurers, University of T?bingen ? learner corpora and
computational linguistics
Dr Katerina Pastra, Cognitive Systems Research Institute, Athens ? embodied
machine translation
Dr Patrick Rebuschat, Bangor University ? bilingual cognition
Professor Majd Sakr, Carnegie Mellon University in Qatar ? bilingual
robotics
Professor Nuria Sebastian-Galles, Universitat Pompeu Fabra ? developmental
bilingualism
Dr Yinjang Wu, University of Sheffield ? developmental bilingualism

Application and registration
We are seeking applications from postgraduate students and early-career
researchers (i.e., not more than three years post-PhD). Registration fees
for the week are ?400, which includes accommodation, breakfasts, lunches,
refreshments and a full social programme. To register your interest, please
submit the following documents in PDF format.
- Curriculum vitae (up to two pages), indicating level of English language
attainment.
- Description of research interests and potential benefits of participation
(one page).

Please submit your application by 26th April 2013. Selected applicants will
be notified of acceptance on 3rd May. Applications should be emailed to:
bilingualismsummerschool at gmail.com.

There is no need to reapply if you have previously done so.

Organising committee
Allegra Cattani, School of Social Science and Social Work, Plymouth
University
Caroline Floccia, School of Psychology, Plymouth University
Laurence White, School of Psychology, Plymouth University


>
>



-- 
Dr. Caroline Floccia
Reader (Associate Professor)
PSQ A213
School of Psychology
University of Plymouth
Drake Circus
Devon PL4 8AA
tel: (+0044) 1752 584822

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From k.j.alcock at lancaster.ac.uk  Mon Apr  8 15:34:18 2013
From: k.j.alcock at lancaster.ac.uk (Alcock, Katie)
Date: Mon, 8 Apr 2013 15:34:18 +0000
Subject: Greek frequency tables
Message-ID: <MON.8.APR.2013.153418.0000.>

A student is doing a Masters project on spelling in Greek primary school children. We are wondering if anyone knows of frequency tables for Greek?

Thanks

Katie Alcock

Katie Alcock, DPhil, CPsychol
Lecturer
Department of Psychology
University of Lancaster
Fylde College
Lancaster LA1 4YF
Tel 01524 593833
Fax 01524 593744
Web http://www.psych.lancs.ac.uk/people/KatieAlcock.html

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From t.marinis at reading.ac.uk  Tue Apr  9 13:01:45 2013
From: t.marinis at reading.ac.uk (Theodoros Marinis)
Date: Tue, 9 Apr 2013 13:01:45 +0000
Subject: Closing date approaching: Post-doctoral Researcher:
 Psycholinguistics, ERP, Bilingualism, Specific Language Impairment
Message-ID: <TUE.9.APR.2013.130145.0000.>

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From julie729 at gmail.com  Wed Apr 10 21:56:30 2013
From: julie729 at gmail.com (Julie)
Date: Wed, 10 Apr 2013 14:56:30 -0700
Subject: Calculating speech rate with Kideval?
Message-ID: <WED.10.APR.2013.145630.0700.>

Hello, 
I am a speech language pathology graduate student at University of 
Maryland. For my master's thesis, I am looking at voice onset time in 
speech to infants and to adults. One factor which is known to effect VOT is 
speech rate, so I am looking for a way to calculate this using a program in 
Clan. I noticed that when I ran Kideval, the output included columns for 
"Dur Words", "Dur Utts", "Dur Time (sec)", "Words/Time", and "Utts/Time". I 
was wondering if anyone could explain what is going into each of these 
columns, and how they are each being calculated. I am assuming "Dur Time 
(sec)" is the total time in seconds of all the bullets for a particular 
tier, and that Words/Time and Utts/Time are just the total number of 
words/utterances divided by the total time. I cannot figure out was "Dur 
Words" and "Dur Utts" contains. 

My other concern is that in the transcripts I am using there are often long 
periods of silence or activity with no talking that have been coded as MOT: 
0 [=! silence] or MOT: 0 [=! moving toys], etc. My question is, will these 
bullets be included in the total duration for the mother? If so, is there a 
way to exclude them? I would guess maybe the easiest thing to do would be 
to just change the tier name since I am only concerned with the mother's 
speech rate. 

If anyone has used kideval for rate calculations before and has any input, 
I would really appreciate it! 

Thank you, 
Julie Sampson

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From spektor at andrew.cmu.edu  Thu Apr 11 02:28:23 2013
From: spektor at andrew.cmu.edu (Leonid Spektor)
Date: Wed, 10 Apr 2013 22:28:23 -0400
Subject: Calculating speech rate with Kideval?
In-Reply-To: <bd874648-2fc4-4587-b6f8-43efd70817be@googlegroups.com>
Message-ID: <WED.10.APR.2013.222823.0400.>

Julie,

	This CLAN commands related questions belong on "chibolts at googlegroups.com" and I have posted the answer to your question on that site.

Leonid.



On Apr 10, 2013, at 17:56 , Julie wrote:

> Hello, 
> I am a speech language pathology graduate student at University of Maryland. For my master's thesis, I am looking at voice onset time in speech to infants and to adults. One factor which is known to effect VOT is speech rate, so I am looking for a way to calculate this using a program in Clan. I noticed that when I ran Kideval, the output included columns for "Dur Words", "Dur Utts", "Dur Time (sec)", "Words/Time", and "Utts/Time". I was wondering if anyone could explain what is going into each of these columns, and how they are each being calculated. I am assuming "Dur Time (sec)" is the total time in seconds of all the bullets for a particular tier, and that Words/Time and Utts/Time are just the total number of words/utterances divided by the total time. I cannot figure out was "Dur Words" and "Dur Utts" contains. 
> 
> My other concern is that in the transcripts I am using there are often long periods of silence or activity with no talking that have been coded as MOT: 0 [=! silence] or MOT: 0 [=! moving toys], etc. My question is, will these bullets be included in the total duration for the mother? If so, is there a way to exclude them? I would guess maybe the easiest thing to do would be to just change the tier name since I am only concerned with the mother's speech rate. 
> 
> If anyone has used kideval for rate calculations before and has any input, I would really appreciate it! 
> 
> Thank you, 
> Julie Sampson
> 
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From jean.berko.gleason at gmail.com  Thu Apr 18 19:02:20 2013
From: jean.berko.gleason at gmail.com (Jean Berko Gleason)
Date: Thu, 18 Apr 2013 15:02:20 -0400
Subject: Meet Jean Berko Gleason, a Founding Mom of Psycholinguistics
Message-ID: <THU.18.APR.2013.150220.0400.>

This was just posted on Science Friday (NPR)

http://www.sciencefriday.com/blogs/04/17/2013/meet-jean-berko-gleason-a-founding-mom-of-psycholinguistics.html?series=27 

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From jean.berko.gleason at gmail.com  Sat Apr 20 20:45:31 2013
From: jean.berko.gleason at gmail.com (Jean Berko Gleason)
Date: Sat, 20 Apr 2013 16:45:31 -0400
Subject: Child language-related events in Paris?
Message-ID: <SAT.20.APR.2013.164531.0400.>

Hi  Everyone,

Quick question:  are there any child language events, lectures, etc. 
going on in Paris this coming week?   Or any thought about where might 
we find a list or calendar of such things?


Thanks

Jean Berko Gleason

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From barriere.isa at gmail.com  Sun Apr 21 02:13:21 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Sat, 20 Apr 2013 22:13:21 -0400
Subject: Child language-related events in Paris?
In-Reply-To: <5172FE6B.4030106@gmail.com>
Message-ID: <SAT.20.APR.2013.221321.0400.>

Hi,

Find below the list of cog sci related activities in France including those
related to language.  I pasted and copied it from RISC Reseau International
de Sciences Cognitives/RISC.  See at the bottom for the subscription
address.

Best,
Isabelle Barriere


L'agenda des sciences cognitivesS?minaires, ateliers et journ?es Du lundi
22 avril au dimanche 28 avril
Code couleur des r?gions : *Ile-de-France  Nord-Est  Sud-Est  Sud-Ouest
Nord-Ouest  Hors de France  *  lundi 22 avril  - 18h00 Paris, ENS, B?t.
Rataud, 1er ?tage, amphith?atre RataudCroisements fondationnels
Math?matiques/Physique (s?minaire de philosophie et math?matiques de l?ENS,
Paris)Annick Lesne (LPTMC, Universit? P.-M. Curie et IHES,
Paris) Croisements fondationnels math?matiques/physique ... et biologie
http://www.di.ens.fr/users/longo/philo-math.html 08h30-17h45
Boulogne-Billancourt, Fondation IPSENNew frontiers in social neuroscienceThis
one-day meeting is organized by Jean Dececy (University of Chicago,
Chicago, USA) and Yves Christen (Fondation IPSEN, Paris, France).
09h15-16h55 Londres, The Royal SocietyJon Driver Memorial Meeting 10h-12h
Saint-Denis, Structures formelles du langage - SFL, Universit? Paris 8 -
Campus Nord, salle D 143Structures formelles du langage, SFL (s?minaire de
l?UMR 7023)Hans-Georg Obenauer (CNRS/UMR 7023, Saint-Denis) Le ?mouvement
?tendu? dans les interrogatives sp?ciales du florentin - structure fine de
la p?riph?rie gauche et interpr?tation
http://www.umr7023.cnrs.fr/Seminaire-de-l-UMR-7023-2012-2013.htmlLa plupart
des conf?rences font l?objet de traductions en direct du fran?ais vers la
LSF ou de l?anglais vers la LSF par des interpr?tes professionnels. 11h
Paris, Campus des Cordeliers, 2e ?tage, DIng?nierie des Connaissances &
Sant? (Inserm u872, ?quipe 20)Salma Mesmoudi (Laboratoire d?Imagerie
Fonctionnelle, INSERM U678, Facult? de M?decine Pierre et Marie Curie -
Piti?-Salp?tri?re, Paris) CARMA project: automatic analysis of brain
imaging articles and genetic databases for multi-scale models of cognition
and memory 11h Gif-sur-Yvette, CEA - NeuroSpinNeuroSpin (conf?rences du
centre de recherche en neuroimagerie, CEA Saclay)Val?rie Doy?re (Centre de
Neurosciences Paris-Sud - UMR 8195, Orsay) Plasticity in the amygdala and
memory for shock anticipation
http://www-dsv.cea.fr/dsv/instituts/institut-d-imagerie-biomedicale-i2bm/services/neurospin-neurospin
 13h30-15h30 Paris, EHESS, salle 235ACycles de conf?rences ? l?IJN
(Institut Jean Nicod)Anastasia Giannakidou (Department of Linguistics,
University of Chicago) Nonveridicality and epistemic modality : the case of
the futurehttp://www.institutnicod.org/ 14h-16h Saint-Denis, Structures
formelles du langage - SFL, Universit? Paris 8 - Campus Nord, 3e ?tage,
salle D 143Groupe de Recherche sur les Grammaires Cr?oles (r?union GRGC,
SFL - UMR 7023)Herby Glaude (Equipe Langues et Grammaire, SFL - UMR 7023,
Universit? Paris 8), Anne Zribi-Hertz (Structures formelles du langage, UMR
7023 Universit? Paris 8, St Denis) R?it?ration lexicale et r?duplication:
r?flexions ? partir du cr?ole ha?tien
http://www.umr7023.cnrs.fr/-GRGC-Groupe-de-recherche-sur-les-.htmlCe groupe
de recherche est ouvert ? tous les coll?gues et ?tudiants int?ress?s par,
ou engag?s dans, l'?tude linguistique des grammaires cr?oles. Contact :
azhertz at wanadoo.fr 14h-16h30 Saint-Denis, Structures formelles du langage -
SFL, Universit? Paris 8 - Campus Nord, salle D 143Langage, Cognition et
D?veloppement (s?minaire de l??quipe, SFL - UMR 7023)Nawel Zoghlami (SFL -
UMR 7023 CNRS/Paris 8) La compr?hension aurale et la m?tacognition :
diff?rences entre apprenants francophones et arabophones de l?anglais
www.umr7023.cnrs.fr/Seminaire-2008-2009,886.htmlS?minaire de l??quipe LCDLa
plupart des conf?rences font l?objet de traductions en direct du fran?ais
vers la LSF ou de l?anglais vers la LSF par des interpr?tes professionnels.
16h-18h Paris, Institut Jean Nicod, ENS, RdC, salle de r?unionParis
Consciousness/Self-consciousness [PaCS] group (Institut Jean Nicod)Davide
Bordini (Universit? degli Studi di Milano - State University of Milan,
Italie) The Silence of Transparency
http://www.institutnicod.org/seminaires-colloques/seminaires/groupe-pacs/article/paris-consciousness-self?lang=en
  mardi 23 avril  - 11h-13h Paris, EHESS, Pavillon Jardin, RdC, salle 11Sens
et intuition dans les raisonnements math?matiques (s?minaire de l?IJN, UMR
8129)
http://129.199.13.77/seminaires-colloques/seminaires/seminaires-ehess/article/jaime-alcami-922
 09h-11h Paris, EHESS, Pavillon Jardin, RdC, salle 1Perception et Cognition
: ?tudes de cas (s?minaire de l?IJN, UMR 8129)Fran?ois Le Corre
http://www.institutnicod.org/seminaires-colloques/seminaires/seminaires-ehess/article/jerome-dokic
 16h30 Paris, Institut Jean Nicod, ENS, Pavillon Jardin, RdC, salle de
r?unionCPR seminar (Institut Jean Nicod)Sara Packal?n (Stockholm
University, Institut Jean-Nicod) On the Relation between Semantics and
Psychology
http://cpr.nicod.free.fr/index.php?option=com_content&view=article&id=17&Itemid=104
  mercredi 24 avril  11h Paris, Institut du Cerveau et de la Mo?lle
Epini?re - ICM, b?timent de l?ICM, RdC, AuditoriumCentre de recherche de
l?Institut du cerveau et de la moelle ?pini?re, Cricm (Les conf?rences de
l?ICM)Moses V. Chao (New York University School of Medicine,
President-Elect of the American Society for Neuroscience) The future of
neurotrophic factorshttp://www.cricm.upmc.frConf?rence de prestige. Hosted
by Jean-Christophe Corvol 13h30-15h30 Paris, EHESS, salle 235BCycles de
conf?rences ? l?IJN (Institut Jean Nicod)Anastasia Giannakidou (Department
of Linguistics, University of Chicago) The ?evaluative? comparison :
perspective in metalinguistic comparativeshttp://www.institutnicod.org/  jeudi
25 avril  16h-18h Paris, UFR de linguistique, Universit? Paris
Diderot-Paris 7, salle 145Empirical Foundations of Linguistics (s?minaires
EFL 2013)Shalom Lappin (Professor of computational Linguistics, King's
College London, UK) Probabilistic models of syntax and semantic
http://www.labex-efl.org/?q=fr/node/134 17h-19h Paris, ENS, salle
LangevinJeudis
de l'histoire et de la philosophie des sciences (jeudis HPS S2, D?partement
de philosophie, ENS)St?phane Schmitt (Sciences, Philosophie, Histoire ?
laboratoire SPHERE, UMR 7219, Universit? Paris 7) Histoire des sciences,
histoire du texte : Le cas de l?Histoire Naturelle de Buffon et al.
http://www.philosophie.ens.fr/Programme-des-jeudis-HPS-S2.html  vendredi 26
avril  11h-13h Paris, Institut Jean Nicod, ENS, Pavillon Jardin, RdC, salle
de r?unionInstitut Jean-Nicod (Colloquium IJN, UMR 8129)Rachel
Sterken (Arch?, St Andrews/CSMN Oslo) Generics, Covert Structure and
Logical Formhttp://www.institutnicod.org/ 11h30 Bordeaux, Institut Fran?ois
Magendie, Campus de l'Universit? Bordeaux 2, salle de conf?rence CGFBBordeaux
Neurosciences (s?minaire FBN)Guisepe Lembo (Universit? La Sapienza di Roma,
Italie) Alzheimer Disease and Arterial Hypertension
http://www.neuroscience.univ-bordeauxsegalen.fr/fr/manifestations-scientifiques/seminaires-fbn.html
 14h30 Paris, EHESS, salle 1Syst?mes complexes en sciences sociales
(s?minaire du CAMS, UMR 8557)Olivier Morin (D?partement de Sciences
Cognitives, Universit? d'Europe Centrale, Budapest, Hongrie) Questions de
d?mographie culturellehttp://cams.ehess.fr/document.php?id=979 16h
Paris, EHESS,
salle 1Syst?mes complexes en sciences sociales (s?minaire du CAMS, UMR
8557)Sanjeev
Goyal (Faculty of Economics, University of Cambridge, UK) Trading in
Networks: Theory and Experimenthttp://cams.ehess.fr/document.php?id=979
 Localisation CEA - NeuroSpin91191 , Gif-sur-Yvette, France, m?tro : RER B
: Guichet ou Massy-Palaiseau,, site :
http://www.unicog.org/pm/pmwiki.php/Main/HomePage , (Entr?e situ?e du c?t?
N306) .Campus des Cordeliers15 rue de l??cole de M?decine 75006 , Paris,
France, m?tro : Cluny ou Od?on ; RER C : Saint-Michel,, site :
http://refectoire-cordeliers.paris-sorbonne.fr/ , Informations pratiques :
http://ic2012.crc.jussieu.fr/index.php/informations-pratiques.EHESS105
boulevard Raspail 75006 , Paris, France, m?tro : Rennes ou St Placide, tel.
: 01 53 63 51 00, site : http://www.ehess.fr/ , plan d?acc?s :
http://maps.google.com/maps?f=q&hl=fr&geocode=&time=&date=&ttype=&q=105,%20boulevard%20Raspail%2075006%20Paris%20France
.ENS45 rue d'Ulm 75005 , Paris, France, m?tro : Censier Daubenton ; RER B :
Luxembourg, tel. : 01 44 32 30 00, fax : 01 44 32 20 99, courriel :
communication at ens.fr, site : http://www.ens.fr/ ,
http://www.ens.fr/spip.php?article171.ENS29 rue d'Ulm 75005 , Paris,
France, m?tro : Censier Daubenton ; RER B : Luxembourg, tel. : 01 44 32 26
80, fax : 01 44 32 26 86, courriel : communication at ens.fr, site :
http://www.cognition.ens.fr/ ,http://www.ens.fr/ecole/acces.html.Fondation
IPSEN65 quai Georges Gorse 92650 , Boulogne-Billancourt, France, tel. : +33
(0)1 58 33 50 00, fax : +33 (0)1 58 33 50 01, site :
www.fondation-ipsen.orgInstitut
Fran?ois MagendieCampus de l'Universit? Bordeaux 2 146 rue L?o Saignat
33077 , Bordeaux, France, m?tro : http://www.inb.u-bordeaux2.fr/siteneuro2/,
tel. : 05 57 57 36 00, site : http://www.inb.u-bordeaux2.fr/ ,
http://www.inb.u-bordeaux2.fr/siteneuro2/pages/geoPlan/plansgeo.htm.Institut
Jean NicodENS 29 rue d?Ulm 75005 , Paris, France,, site :
http://www.institutnicod.org/ ,
https://sites.google.com/site/workshoponirony/venue.Institut du Cerveau et
de la Mo?lle Epini?re - ICMGroupe Hospitalier Pitie-Salp?tri?re 47
boulevard de l?H?pital, 75013 , Paris, France, tel. : +33 (0)1 57 27 40 00,
fax : +33 (0)1 57 27 40 27, site : http://icm-institute.org/menu/actualites
 , http://icm-institute.org/menu/fondation/se-rendre-a-licm Entr?e
Boulevard de l'H?pital, emprunter la rue de La nouvelle Piti? pour arriver
? l'auditorium..Structures formelles du langage - SFLUniversit? Paris 8 -
Campus Nord B?timent D 2 rue de la Libert?, 93526 , Saint-Denis, France,
m?tro : Saint-Denis Universit? (ligne 13) ; Tram (lig, tel. : 01 49 40 73
40, courriel : jean-louis.aroui(a)univ-paris8.fr, site :Plans d?acc?s:
http://www.sfl.cnrs.fr/Plans-d-acces,672.html , L'universit? est en face de
la station de m?tro. http://www.umr7023.cnrs.fr/Plans-d-acces,672.html Une
fois entr?(e) dans l'enceinte de l'universit? et parvenu(e) au coeur du
hall d'entr?e, prendre vers la droite (en laissant derri?re vous la porte
allant vers un escalator). Suivre l'all?e qui traverse un b?timent ('B') en
passant devant une boutique de photocopie. Le b?timent D, d'allure un peu
moderniste,  se trouve face ? vous, au-del? d'un 'espace arbor?'..The Royal
Society6-9 Carlton House Terrace SW1Y 5AG , Londres, Royaume-Uni, m?tro :
Piccadilly Circus - Charing Cross, tel. : +44 (0)20 7451 2500, fax : +44
(0)20 7930 2170, site : http://www.royalsoc.ac.uk/UFR de linguistiqueUniversit?
Paris Diderot-Paris 7 Rue Albert Einstein B?t. Olympe de Gouges, 75013 ,
Paris, France, m?tro : ligne 14 (BFM: sortie 3) ; REC C ; Bus : Lignes 62,
tel. : 01 57 27 57 80, fax : 01 57 27 57 81, site :
http://www.linguist.univ-paris-diderot.fr/index.html  Vous pouvez consulter
l'agenda <http://www.risc.cnrs.fr/agenda.php> des s?ances la liste des
s?minaires <http://www.risc.cnrs.fr/seminaires.php> ou ateliers r?guliers
annonc?s les programmes de journ?es <http://www.risc.cnrs.fr/journees.php>

Relais d'information sur les sciences de la cognition<http://www.risc.cnrs.fr/>
 Risc UMS 3332 CNRS
Ecole Normale Sup?rieure/D?pt. d'Etudes Cognitives - 29, rue d'Ulm - 75005
Paris
Tel : 01 44 32 26 75
Mel : risc [ chez ] risc.cnrs.fr <risc at risc.cnrs.fr>


On Sat, Apr 20, 2013 at 4:45 PM, Jean Berko Gleason <
jean.berko.gleason at gmail.com> wrote:

>
> Hi  Everyone,
>
> Quick question:  are there any child language events, lectures, etc. going
> on in Paris this coming week?   Or any thought about where might we find a
> list or calendar of such things?
>
>
> Thanks
>
> Jean Berko Gleason
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe@**googlegroups.com<info-childes%2Bunsubscribe at googlegroups.com>
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> .
>
>
>

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From Serratrice at manchester.ac.uk  Mon Apr 22 16:51:46 2013
From: Serratrice at manchester.ac.uk (Ludovica Serratrice)
Date: Mon, 22 Apr 2013 09:51:46 -0700
Subject: Job announcement - Senior Lecturer/Reader at the University of
 Manchester
Message-ID: <MON.22.APR.2013.095146.0700.>



*Senior Lecturer/Reader in Speech & Language Disorders*

*The University of Manchester, UK*

*
*

The School of Psychological Sciences seeks to appoint a full time Senior 
Lecturer/Reader in Speech and Language Disorders. You should hold a 
relevant PhD or equivalent, and have research interests, high quality 
publications and an outstanding international reputation for their research 
in either or both of the following:  acquired neurological language 
disorders and/or paediatric language disorders. You will contribute to 
academic teaching and support within your area of expertise, primarily to 
undergraduate BSc Honours students in Speech and Language Therapy.  You 
will join one of the School research groups: the Neuroscience and Aphasia 
Research Unit (NARU) or Language Development and Disorders (LDD).

For further details please follow the link:

https://www.jobs.manchester.ac.uk/DisplayJob.aspx?jobid=20247<https://outlook.manchester.ac.uk/owa/redir.aspx?C=8bfd8174172740f89c6672c32f625d04&URL=https%3a%2f%2fwww.jobs.manchester.ac.uk%2fDisplayJob.aspx%3fjobid%3d20247>

 

If you have any queries or would like to discuss the post further please do 
not hesitate to contact me directly,

 

Gina Conti-Ramsden

 

Gina Conti-Ramsden

Professor of Child Language and Learning

School of Psychological Sciences

Section, Communication and Deafness

The University of Manchester

Ellen Wilkinson Building

Oxford Road

Manchester M13 9PL

Email: gina.conti-ramsden at manchester.ac.uk<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

Direct Line: +44 (0)161 275 3514

*Raising Awareness of Language Learning Impairments!  See* 
www.youtube.com/rallicampaign<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

 

Assistant: Jacqueline O'Brien

jacqueline.obrien at manchester.ac.uk<https://outlook.manchester.ac.uk/owa/UrlBlockedError.aspx>

Telephone: +44 (0)161 275 3366

Fax: +44 (0)161 275 3965

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From a.laloi at uva.nl  Wed Apr 24 07:37:17 2013
From: a.laloi at uva.nl (Aude Laloi)
Date: Wed, 24 Apr 2013 09:37:17 +0200
Subject: tense and clitics in Romance languages
Message-ID: <WED.24.APR.2013.093717.0200.>

Dear all
 
I have a question concerning differences in acquisition/accuracy rate between grammatical constructions in (a)typical child learners.
 
In French, children with and without language disorders seem to perform better in terms of accuracy on past tense as opposed to object clitics. However, to my knowledge, the question as to why object ciltics would be more difficult/vulnerable than past tense in French has not been thoroughly addressed.
Does anyone know whether this discrepancy between tense and object clitics has been observed in (a)typical learners of any other (Romance) languages?
 
I have my own ideas but would like to hear explanations from others as to why this is  the case.
 
Thanks a lot for your help!
Aude
Aude Laloi
Amsterdam Center for Language and Communication
Universiteit van Amsterdam
Laboratoire de psychopathologie et processus de sant?
Universit? Paris Descartes
http://home.medewerker.uva.nl/a.laloi/






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From Grinstead.11 at osu.edu  Wed Apr 24 12:26:20 2013
From: Grinstead.11 at osu.edu (Grinstead, John)
Date: Wed, 24 Apr 2013 12:26:20 +0000
Subject: tense and clitics in Romance languages
In-Reply-To: <83BFFD10-C66E-4235-B649-92F59577104C@uva.nl>
Message-ID: <WED.24.APR.2013.122620.0000.>

See "General and specific effects of lexicon in grammar: Determiner and object pronoun omissions in child Spanish" by P?rez-Leroux, Castilla & Brunner in Journal of Speech, Language and Hearing Research.

It does not address the development of tense, which is likely to be relatively independent of the lexicon in its development (See Rice, Wexler and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows convincingly that missing objects are attributable to children's developing lexical knowledge (i.e whether a verb is optionally or obligatorily transitive is lexical knowledge of that verb), and not to their syntactic knowledge.


  *   P?rez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General and specific effects of lexicon in grammar: Determiner and object pronoun omissions in child Spanish. Journal of Speech, Language, and Hearing Research, 55(2), 313-327.
  *   Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time: The Longitudinal Course of Tense Acquisition in Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1412-1431.
  *   Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality Judgments of an Extended Optional Infinitive Grammar: Evidence from English-Speaking Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 42(4), 943-961.

On the view I am suggesting, the two types of errors you mention stem from different types of knowledge development.

Hope that helps,

John

--
John Grinstead
Associate Editor
--------------------------------------------------
Language Acquisition: A Journal of Developmental Linguistics
--------------------------------------------------
Dept. of Spanish and Portuguese
298 Hagerty Hall - 1775 College Rd.
The Ohio State University
Columbus, Ohio  43210-1340

http://people.cohums.ohio-state.edu/grinstead11/
Tel  614.292.8856
Fax 614.292.7726


From: Aude Laloi <a.laloi at uva.nl<mailto:a.laloi at uva.nl>>
Reply-To: <info-childes at googlegroups.com<mailto:info-childes at googlegroups.com>>
Date: Wed, 24 Apr 2013 09:37:17 +0200
To: <info-childes at googlegroups.com<mailto:info-childes at googlegroups.com>>
Subject: tense and clitics in Romance languages

Dear all

I have a question concerning differences in acquisition/accuracy rate between grammatical constructions in (a)typical child learners.

In French, children with and without language disorders seem to perform better in terms of accuracy on past tense as opposed to object clitics. However, to my knowledge, the question as to why object ciltics would be more difficult/vulnerable than past tense in French has not been thoroughly addressed.
Does anyone know whether this discrepancy between tense and object clitics has been observed in (a)typical learners of any other (Romance) languages?

I have my own ideas but would like to hear explanations from others as to why this is  the case.

Thanks a lot for your help!
Aude
Aude Laloi
Amsterdam Center for Language and Communication
Universiteit van Amsterdam
Laboratoire de psychopathologie et processus de sant?
Universit? Paris Descartes
<http://home.medewerker.uva.nl/a.laloi/>
http://home.medewerker.uva.nl/a.laloi/







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From barriere.isa at gmail.com  Wed Apr 24 13:25:43 2013
From: barriere.isa at gmail.com (Isa Barriere)
Date: Wed, 24 Apr 2013 09:25:43 -0400
Subject: tense and clitics in Romance languages
In-Reply-To: <CD9D44F5.58ACB%grinstead.11@asc.ohio-state.edu>
Message-ID: <WED.24.APR.2013.092543.0400.>

Hi,

I generally agree with John's point: tense marking and the appropriate use
of object clitics reflect different aspects of the grammar.  You will find
relevant discussions in the many papers that have contrasted subject and
object clitics in the acquisition of French by Cornelia Hamman, Celia
Jacubowicz, Geraldine Legendre, Marie-Therese Lenormand, Joanne Paradis,
Phaedra Royle and my own on the acquisition of French SE (accessible at
www.yeled.org/res.asp) in addition to the works cited below by John.

To the best of my knowledge the literature on the acquisition of Spanish
and Italian also demontrate the realtively late acquisition of object
clitics, in relation to tense marking- see the many papers by Bottari for
Italian and on Spanish See the chapter by L.M. Bedore Morphosyntactic
Development and references cited therein in B.A. Goldstein (2004) Bilingual
Language Development and  Disorders in Spanish-English Speakers.

Best,

Isabelle Barriere, PhD

On Wed, Apr 24, 2013 at 8:26 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:

>  See "General and specific effects of lexicon in grammar: Determiner and
> object pronoun omissions in child Spanish" by P?rez-Leroux, Castilla &
> Brunner in Journal of Speech, Language and Hearing Research.
>
> It does not address the development of tense, which is likely to be
> relatively independent of the lexicon in its development (See Rice, Wexler
> and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows
> convincingly that missing objects are attributable to children's developing
> lexical knowledge (i.e whether a verb is optionally or obligatorily
> transitive is lexical knowledge of that verb), and not to their syntactic
> knowledge.
>
>
>    - P?rez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General
>    and specific effects of lexicon in grammar: Determiner and object pronoun
>    omissions in child Spanish. Journal of Speech, Language, and Hearing
>    Research, 55(2), 313-327.
>    - Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time:
>    The Longitudinal Course of Tense Acquisition in Children with Specific
>    Language Impairment. Journal of Speech, Language, and Hearing Research,
>    41(6), 1412-1431.
>    - Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality
>    Judgments of an Extended Optional Infinitive Grammar: Evidence from
>    English-Speaking Children with Specific Language Impairment. Journal of
>    Speech, Language, and Hearing Research, 42(4), 943-961.
>
> On the view I am suggesting, the two types of errors you mention stem from
> different types of knowledge development.
>
> Hope that helps,
>
> John
>
>  --
> John Grinstead
> Associate Editor
> --------------------------------------------------
> Language Acquisition: A Journal of Developmental Linguistics
> --------------------------------------------------
> Dept. of Spanish and Portuguese
> 298 Hagerty Hall - 1775 College Rd.
> The Ohio State University
> Columbus, Ohio  43210-1340
>
> http://people.cohums.ohio-state.edu/grinstead11/
> Tel  614.292.8856
> Fax 614.292.7726
>
>
> From: Aude Laloi <a.laloi at uva.nl>
> Reply-To: <info-childes at googlegroups.com>
> Date: Wed, 24 Apr 2013 09:37:17 +0200
> To: <info-childes at googlegroups.com>
> Subject: tense and clitics in Romance languages
>
>  Dear all****
> ** **
> I have a question concerning differences in acquisition/accuracy
> rate between grammatical constructions in (a)typical child learners.****
> ** **
> In French, children with and without language disorders seem to perform
> better in terms of accuracy on past tense as opposed to object
> clitics. However, to my knowledge, the question as to why object ciltics
> would be more difficult/vulnerable than past tense in French has not been
> thoroughly addressed.****
> Does anyone know whether this discrepancy between tense and object clitics
> has been observed in (a)typical learners of any other (Romance) languages?
> ****
> ** **
> I have my own ideas but would like to hear explanations from others as to
> why this is  the case.****
> ** **
> Thanks a lot for your help!****
> Aude
>     Aude Laloi
> Amsterdam Center for Language and Communication
> Universiteit van Amsterdam
> Laboratoire de psychopathologie et processus de sant?
> Universit? Paris Descartes
> <http://home.medewerker.uva.nl/a.laloi/>
> http://home.medewerker.uva.nl/a.laloi/
>
>
>
>
>
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
> To unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
> To post to this group, send email to info-childes at googlegroups.com.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>
> --
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> "Info-CHILDES" group.
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>
>
>

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From chen at uga.edu  Wed Apr 24 17:30:17 2013
From: chen at uga.edu (Liang Chen)
Date: Wed, 24 Apr 2013 17:30:17 +0000
Subject: eliciting multiple relative clauses modifying the same head NP
Message-ID: <WED.24.APR.2013.173017.0000.>

Dear all,

Do you happen to know a protocol to elicit multiple relative clauses modifying the same head NP, from children and/or adults. Here's an example from Fox and Thompson (1990, p. 313).


There was something [which we needed]RC1[ which was really obscure]RC2


Many thanks.

Liang


Liang Chen,Ph.D.
Associate Professor
Communication Sciences and Special Education
University of Georgia
542 Aderhold Hall
Athens, GA 30602

Phone: 706-542-4561
Fax: 706-542-5348
Email: chen at uga.edu
http://chen.myweb.uga.edu


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From theres.gruter at mail.mcgill.ca  Wed Apr 24 20:15:11 2013
From: theres.gruter at mail.mcgill.ca (Theres)
Date: Wed, 24 Apr 2013 13:15:11 -0700
Subject: tense and clitics in Romance languages
In-Reply-To: <83BFFD10-C66E-4235-B649-92F59577104C@uva.nl>
Message-ID: <WED.24.APR.2013.131511.0700.>

In addition to "knowledge development", as pointed out by John, the 
development of processing abilities may also be involved, at least in the 
case of object clitics. See:

Gr?ter, Theres, Nereyda Hurtado & Anne Fernald (2012). Interpreting object 
clitics in real-time: eye-tracking evidence from 4-year-old and adult 
speakers of Spanish. In Alia K. Biller, Esther Y. Chung, and Amelia E. 
Kimball (eds.), Proceedings of the 36th Annual Boston University Conference 
on Language Development. Somerville (pp. 213-225), MA: Cascadilla Press. 

Gr?ter, Theres & Martha Crago (2012). Object clitics and their omission in 
child L2 French: The contributions of processing limitations and L1 
transfer. Bilingualism: Language and Cognition 15(3), 531-549.

For more on object clitics in L1 Italian, see

Tedeschi, Roberta. 2009. Acquisition at the interfaces: A Case Study of 
Object Clitics in
Early Italian. Utrecht: LOT.

I hope this is helpful.

best,
-Theres


Theres Gr?ter, PhD
Assistant Professor
Department of Second Language Studies
University of Hawai?i at M?noa
1890 East-West Road
Honolulu, HI 96822 USA

http://theresgruter.homestead.com



On Tuesday, April 23, 2013 9:37:17 PM UTC-10, Aude wrote:
>
> Dear all
>  
> I have a question concerning differences in acquisition/accuracy 
> rate between grammatical constructions in (a)typical child learners.
>  
> In French, children with and without language disorders seem to perform 
> better in terms of accuracy on past tense as opposed to object 
> clitics. However, to my knowledge, the question as to why object ciltics 
> would be more difficult/vulnerable than past tense in French has not been 
> thoroughly addressed.
> Does anyone know whether this discrepancy between tense and object clitics 
> has been observed in (a)typical learners of any other (Romance) languages?
>  
> I have my own ideas but would like to hear explanations from others as to 
> why this is  the case.
>  
> Thanks a lot for your help!
> Aude
> Aude Laloi
> Amsterdam Center for Language and Communication
> Universiteit van Amsterdam
> Laboratoire de psychopathologie et processus de sant?
> Universit? Paris Descartes
> <http://home.medewerker.uva.nl/a.laloi/>
> http://home.medewerker.uva.nl/a.laloi/
>
>
>
>
>
>  
>

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From djacksonqro at gmail.com  Wed Apr 24 20:58:17 2013
From: djacksonqro at gmail.com (Donna Jackson)
Date: Wed, 24 Apr 2013 15:58:17 -0500
Subject: tense and clitics in Romance languages
In-Reply-To: <CANNGd2ahpTpoGbi7xCbHEQkk97Z=_rKNU3T2k0CQxW-V3RMA5Q@mail.gmail.com>
Message-ID: <WED.24.APR.2013.155817.0500.>

Hello all,
We have extensive unpublished data of object clitics in Spanish, comparing
direct and indirect objects. Once again, tense is not considered in the
analysis. We have found, in monolinguals, that object clitics are not that
late....by 4 years, and even earlier, children use them appropriately. Our
analysis, contrary to others exposed in other mails, is based on cognitive
grammar models.
We do have data on verb tense and its relation to lexical aspect, but in
that data we are not analyzing clitics.
The object data is not published but was presented at IASCL. The tense data
is in Goldstein's 2012 book on Bilingualism.
Donna Jackson-Maldonado

2013/4/24 Isa Barriere <barriere.isa at gmail.com>

> Hi,
>
> I generally agree with John's point: tense marking and the appropriate use
> of object clitics reflect different aspects of the grammar.  You will find
> relevant discussions in the many papers that have contrasted subject and
> object clitics in the acquisition of French by Cornelia Hamman, Celia
> Jacubowicz, Geraldine Legendre, Marie-Therese Lenormand, Joanne Paradis,
> Phaedra Royle and my own on the acquisition of French SE (accessible at
> www.yeled.org/res.asp) in addition to the works cited below by John.
>
> To the best of my knowledge the literature on the acquisition of Spanish
> and Italian also demontrate the realtively late acquisition of object
> clitics, in relation to tense marking- see the many papers by Bottari for
> Italian and on Spanish See the chapter by L.M. Bedore Morphosyntactic
> Development and references cited therein in B.A. Goldstein (2004) Bilingual
> Language Development and  Disorders in Spanish-English Speakers.
>
> Best,
>
> Isabelle Barriere, PhD
>
> On Wed, Apr 24, 2013 at 8:26 AM, Grinstead, John <Grinstead.11 at osu.edu>wrote:
>
>>  See "General and specific effects of lexicon in grammar: Determiner and
>> object pronoun omissions in child Spanish" by P?rez-Leroux, Castilla &
>> Brunner in Journal of Speech, Language and Hearing Research.
>>
>> It does not address the development of tense, which is likely to be
>> relatively independent of the lexicon in its development (See Rice, Wexler
>> and Hershberger 1998; Rice, Wexler and Redmond 1999), but it shows
>> convincingly that missing objects are attributable to children's developing
>> lexical knowledge (i.e whether a verb is optionally or obligatorily
>> transitive is lexical knowledge of that verb), and not to their syntactic
>> knowledge.
>>
>>
>>    - P?rez-Leroux, A. T., Castilla, A. P., & Brunner, J. (2012). General
>>    and specific effects of lexicon in grammar: Determiner and object pronoun
>>    omissions in child Spanish. Journal of Speech, Language, and Hearing
>>    Research, 55(2), 313-327.
>>    - Rice, M. L., Wexler, K., & Hershberger, S. (1998). Tense over Time:
>>    The Longitudinal Course of Tense Acquisition in Children with Specific
>>    Language Impairment. Journal of Speech, Language, and Hearing Research,
>>    41(6), 1412-1431.
>>    - Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality
>>    Judgments of an Extended Optional Infinitive Grammar: Evidence from
>>    English-Speaking Children with Specific Language Impairment. Journal of
>>    Speech, Language, and Hearing Research, 42(4), 943-961.
>>
>> On the view I am suggesting, the two types of errors you mention stem
>> from different types of knowledge development.
>>
>> Hope that helps,
>>
>> John
>>
>>  --
>> John Grinstead
>> Associate Editor
>> --------------------------------------------------
>> Language Acquisition: A Journal of Developmental Linguistics
>> --------------------------------------------------
>> Dept. of Spanish and Portuguese
>> 298 Hagerty Hall - 1775 College Rd.
>> The Ohio State University
>> Columbus, Ohio  43210-1340
>>
>> http://people.cohums.ohio-state.edu/grinstead11/
>> Tel  614.292.8856
>> Fax 614.292.7726
>>
>>
>>  From: Aude Laloi <a.laloi at uva.nl>
>> Reply-To: <info-childes at googlegroups.com>
>> Date: Wed, 24 Apr 2013 09:37:17 +0200
>> To: <info-childes at googlegroups.com>
>> Subject: tense and clitics in Romance languages
>>
>>  Dear all****
>> ** **
>> I have a question concerning differences in acquisition/accuracy
>> rate between grammatical constructions in (a)typical child learners.****
>> ** **
>> In French, children with and without language disorders seem to perform
>> better in terms of accuracy on past tense as opposed to object
>> clitics. However, to my knowledge, the question as to why object ciltics
>> would be more difficult/vulnerable than past tense in French has not been
>> thoroughly addressed.****
>> Does anyone know whether this discrepancy between tense and object
>> clitics has been observed in (a)typical learners of any other (Romance)
>> languages?****
>> ** **
>> I have my own ideas but would like to hear explanations from others as to
>> why this is  the case.****
>> ** **
>> Thanks a lot for your help!****
>> Aude
>>     Aude Laloi
>> Amsterdam Center for Language and Communication
>> Universiteit van Amsterdam
>> Laboratoire de psychopathologie et processus de sant?
>> Universit? Paris Descartes
>> <http://home.medewerker.uva.nl/a.laloi/>
>> http://home.medewerker.uva.nl/a.laloi/
>>
>>
>>
>>
>>
>>
>> --
>> You received this message because you are subscribed to the Google Groups
>> "Info-CHILDES" group.
>> To unsubscribe from this group and stop receiving emails from it, send an
>> email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes 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 unsubscribe from this group and stop receiving emails from it, send an
>> email to info-childes+unsubscribe at googlegroups.com.
>> To post to this group, send email to info-childes 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 unsubscribe from this group and stop receiving emails from it, send an
> email to info-childes+unsubscribe at googlegroups.com.
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>
>
>



-- 
Donna Jackson-Maldonado
Facultad de Lenguas y Letras
Universidad Aut?noma de Quer?taro
M?xico
web: http://www.donnajackson.weebly.com
e-mail: djacksonmal at hotmail.com o djacksonq <djackson at uaq.mx>ro at gmail.com
tel: 52 442 192 1200 ex. 61200
home: 52 442 2180264

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From f.n.k.wijnen at uu.nl  Sun Apr 28 11:29:55 2013
From: f.n.k.wijnen at uu.nl (frankw)
Date: Sun, 28 Apr 2013 04:29:55 -0700
Subject: IASCL 2014 conference - call for papers
Message-ID: <SUN.28.APR.2013.042955.0700.>

Announcement and call for symposium and poster abstracts
*13th International Congress for the Study of Child Language (IASCL 2014)
* 

Amsterdam, The Netherlands
Monday, July 14 to Friday, July 18, 2014

Important dates:

   - Abstract submission by September 15th, 2013.
   - Registration open as of December 15th, 2013.

Further information: www.iascl2014.org

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From roeper at linguist.umass.edu  Sun Apr 28 13:24:50 2013
From: roeper at linguist.umass.edu (Tom Roeper)
Date: Sun, 28 Apr 2013 09:24:50 -0400
Subject: IASCL 2014 conference - call for papers
In-Reply-To: <31847_1367148600_517D0838_31847_15347_1_6d1808da-384e-4151-bbfc-9cc913a0d207@googlegroups.com>
Message-ID: <SUN.28.APR.2013.092450.0400.>

Luiz---

this is a broad conference and one that often deals with bilingualism.  A
session
on Multiple Grammars and bilingualism might be a good one.  If you are
interested,
we have to remember these dates.

Tom


On Sun, Apr 28, 2013 at 7:29 AM, frankw <f.n.k.wijnen at uu.nl> wrote:

> Announcement and call for symposium and poster abstracts
> *13th International Congress for the Study of Child Language (IASCL 2014)
> *
>
> Amsterdam, The Netherlands
> Monday, July 14 to Friday, July 18, 2014
>
> Important dates:
>
>    - Abstract submission by September 15th, 2013.
>    - Registration open as of December 15th, 2013.
>
> Further information: www.iascl2014.org
>
> --
> You received this message because you are subscribed to the Google Groups
> "Info-CHILDES" group.
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> email to info-childes+unsubscribe at googlegroups.com.
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> https://groups.google.com/d/msg/info-childes/-/vDhpmNNSSOUJ.
> For more options, visit https://groups.google.com/groups/opt_out.
>
>
>



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

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From megha.sundara at humnet.ucla.edu  Mon Apr 29 21:12:23 2013
From: megha.sundara at humnet.ucla.edu (Megha)
Date: Mon, 29 Apr 2013 14:12:23 -0700
Subject: Language Acquisition Lab Coordinator at UCLA
Message-ID: <MON.29.APR.2013.141223.0700.>

 

We are looking for a curious, dynamic and organized person to work as 
full-time Laboratory Coordinator for the Language Acquisition Laboratory at 
UCLA Department of Linguistics. Responsibilities include organizing and 
managing subject recruitment, interacting with parents and children, aiding 
in experimental design, testing infants, maintaining data spreadsheets and 
facilitating undergraduate and graduate research projects.

This is a full-time administrative position with benefits; a commitment for 
at least two years is required.  The position starts July 1, 2013 and 
offers flexible hours.  Salary begins at $38,880 per year, and is 
commensurate with experience.  UCLA is an equal opportunity employer.

The person must have experience working with children between 0 ? 6 years 
and their parents.  A degree (B.A. or M.A.) in Linguistics / Psychology or 
related field, and research experience with infants and language 
acquisition is highly desirable.  Proficiency in Spanish and experience 
with the SR Eyelink eyetracker would also be great.  This position is ideal 
for gaining experience before entering graduate school; both previous 
coordinators have gone to excellent doctoral programs. Details of previous 
research projects are available on the web pages of Nina Hyams, Carson 
Sch?tze and Megha Sundara (
http://www.linguistics.ucla.edu/people/196-faculty.html ).

If you are interested, please complete the application (requisition number *18770) 
*at the following website 

https://hr.mycareer.ucla.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1367016452101<https://mail.em.ucla.edu/owa/redir.aspx?C=abe50165ecaf4bec88963677b8ef6be3&URL=https%3a%2f%2fhr.mycareer.ucla.edu%2fapplicants%2fjsp%2fshared%2fframeset%2fFrameset.jsp%3ftime%3d1367016452101>
Applications will be accepted till the position is filled. You will need to 
include a cover letter, CV and names of three referees. If you have any 
questions, please email Megha Sundara (megha.sundara at humnet.ucla.edu).  

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From macw at cmu.edu  Tue Apr 30 12:32:43 2013
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 30 Apr 2013 08:32:43 -0400
Subject: server down
Message-ID: <TUE.30.APR.2013.083243.0400.>

Dear Info-CHILDES,
    I am shifting the CHILDES materials to a new machine this morning and so the website will be off line for a bit.  In the best case, it could come back up in 30 minutes.  Right now it is 8:30 Pittsburgh time.
    I also swapped the machine used for the TalkBank server last night and that was off for several hours, but it is back up now.

Best regards,

--Brian MacWhinney

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