From meh at psych.uw.edu.pl Fri Feb 1 12:31:05 2013 From: meh at psych.uw.edu.pl (Ewa Haman) Date: Fri, 1 Feb 2013 04:31:05 -0800 Subject: Call for posters: COST IS0804 Final conference / Child Language Impairment in Multilingual Context Message-ID: Child Language Impairment in Multilingual Context// COST IS0804 Final conference International conference organised by the Institute of Psychology (the Jagiellonian University), the Educational Research Institute, and the Faculty of Psychology (the University of Warsaw) Organised under the honorary auspices of the Rector of the Jagiellonian University Call for Posters COST ACTION IS0804 Final conference entitled Child Language Impairment in Multilingual Context will be held at the Jagiellonian University, Kraków, Poland, between 27th and 29th May 2013. We welcome original and previously unpublished linguistic and psycholinguistic research on bi- and multilingual children with typical language development and SLI. We welcome POSTERS on psycholinguistic and linguistic research in relation to:  Syntax and interfaces with morphology and semantics;  Narrative and discourse;  Lexical Processing;  Phonological Processing;  Executive functions;  Reading, writing, listening, speaking;  Cross-linguistic influences (transfer);  Individual differences in language development;  Age effects and ultimate attainment;  Multilingual families;  Language policies;  Educational language policies;  Literacy in multiple languages (pluriliteracy). Abstracts Abstracts explaining the rationale of the poster must be submitted in English and should not exceed the limit of 300 words (including optional references). All submissions should include: 1. Name and affiliation of the authors + email address of the first author 2. Title of the poster (maximum of 20 words); Poster proposals should not have been previously published. Please send your abstract (up to 300 words) to bisli.org at gmail.com, providing authors’ names and affiliations on the second page separately. The deadline for all submissions is Monday February 28th, 2013. Notifications of acceptance Notifications of acceptance will be sent by March 15th, 2013. Conference Information Registration deadlines Registration begins: March 1st 2013 Deadline for registration: March 26th 2013 Please note that active presenters are also required to register. The conference is free of charge, and the number of places is limited. Successful registration is completed only after having received a confirmation email from the conference organizers. Confirmation of participation acceptance: April 2nd 2013 Keynote speakers: Kathryn Kohnert (University of Minnesota, USA) Barbara Zurer Pearson (University of Massachusetts, USA) Confirmed Discussants: Joahanne Paradis (University of Alberta, Canada) Virginia Mueller Gathercole (Florida International University, USA) Lucy Henry (London South Bank University, UK) Magdalena Smoczyńska (Educational Research Institute) Grażyna Krasowicz-Kupis (Educational Research Institute) Magdalena Szpotowicz (Educational Research Institute) Piotr Rycielski (Educational Research Institute) Radosław Kaczan (Educational Research Institute) Scientific Committee: Steering Group COST Action IS0804 Sharon Armon-Lotem, (Bar Ilan University, Israel) – committee chairman Jan de Jong (Universiteit van Amsterdam, Holland) – committee vice- chairman Organising Committee: dr Zofia Wodniecka (Jagiellonian University, Poland) dr Ewa Haman (University of Warsaw, Poland) dr Agnieszka Otwinowska-Kasztelanic (University of Warsaw, Poland) dr Marta Białecka-Pikul Jagiellonian (University, Poland) Organisers: COST Action IS0804 Institute of Psychology, Jagiellonian University Educational Research Institute (IBE) Faculty of Psychology, University of Warsaw Conference website More information about the conference can be found at bi-sli2013.org -- 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. From kridge at udel.edu Mon Feb 4 22:02:38 2013 From: kridge at udel.edu (Katherine Ridge) Date: Mon, 4 Feb 2013 14:02:38 -0800 Subject: UD Infant Language Project Summer Internship Message-ID: Please forward to those who are interested. *INFANT LANGUAGE PROJECT* *DR. ROBERTA GOLINKOFF* * * *Comprehensive Summer 2013 Internship Program* * * The Infant Language Project under the direction of Dr. Roberta Golinkoff invites graduating seniors and undergraduate students to apply for our unpaid summer internship program. This highly competitive program is a great opportunity for students to gain intensive research experience. Successful candidates will work with our collaborative team of RAs, graduate students, post-docs and staff to develop studies, collect and analyze data and create scientific manuscripts for publication. In the past, exceptional interns have joined us as authors on our paper presentations at national conferences. In general, this long-standing program is designed to prepare dedicated and academically talented students for graduate study. *Research focus* Our primary foci are language acquisition, early mathematical and spatial concepts, and the benefits of playful learning. *Requirements* Background in psychology or a related field.** Basic computer skills. A letter of recommendation from one of your professors or prior research supervisor. Must be able to commit at least 20-30 hours/week for 8 weeks between June and August. *To Apply* Complete and send the attached application form along with your CV, unofficial university transcript, and letter of recommendation to the Laboratory Coordinator, Katherine Ridge (kridge at udel.edu), no later than *May 1, 2013. *We will review applications on a rolling basis. *Questions?* Please contact Katherine Ridge, Laboratory Coordinator at (302) 831-2073 or kridge at udel.edu . Visit Dr. Golinkoff’s website at http://udel.edu/~roberta/ Visit our website at http://www.udel.edu/ILP -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/2Swg59bjF4IJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Summer2013InternAppKR.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 455923 bytes Desc: not available URL: From yrose at mun.ca Wed Feb 13 14:34:10 2013 From: yrose at mun.ca (Yvan Rose) Date: Wed, 13 Feb 2013 11:04:10 -0330 Subject: Phon 1.6 release Message-ID: [Apologies for cross-postings] Dear everyone, It is with great pleasure that we are now releasing version 1.6 of Phon. This version comes with significant improvements, as detailed below. Session Editor • New layout management system • Layout presets, ability to create user-customized layouts • Inside the Record Menu, functions to cut/copy/paste records • Changed name of 'Merged Session' function to 'Derived Session' • Improved handling of Session Information data (e.g. media files) • Added syllabifier for Cree • Added systems for PCC (percent consonant correct) and PVC (percent vowel correct) calculations (Special thanks to Cynthia Core for her collaboration on this project) • Added Quick Search functions; moved record list function to Quick Search - Export to CSV from Quick Search - Using Quick Search, multiple record lists can also be opened and used with different filters • Added characters and diacritics support in our IPA set • Update to the English IPA dictionary of pronounced forms • Aligned Phones results now always appears as IPA Target ↔ IPA Actual Query and Reporting • New XML-based query database system (we now store result sets in xml format within the project) • Newly designed approach to query result visualization • Streamlined report generation • Improved system for saving results into the Query History • Ability to exclude results from reports (instead of deleting results) • New result sets editor (which now appears as a separate window) • Ability to save query scripts as XML files which include both the scripting functions and the parameters • Improvements to Harmony/Metathesis feature specification method TalkBank compatibility • PhonTalk utility for converting data from Phon into TalkBank XML and vice versa now embedded as a plugin into Phon • Added support for %mor, %trn, and %gra for import/export • Added significant support for main-line CHAT encoding This version also comes with several bug fixes and performance improvements in the areas of media support, memory management, etc. Discussion group Phon users are encouraged to subscribe to the discussion group (no Gmail account required to subscribe): http://groups.google.com/group/phon -To join the group, click on the “Sign up” link and follow the instructions. -Group's email address (for message posting): phon at googlegroups.com Acknowledgments Special thanks: While it is impossible to name everyone who ended up being involved in one way or another in this project, we owe special thanks to a wonderful group of phon users and beta testers, without whom it would have been much more difficult to produce this new update. We look forward to continuing our with you! Funding: Current development of Phon and PhonBank is supported by the National Institutes of Health. Earlier development of Phon was funded by grants from National Science Foundation, Canada Fund for Innovation, Social Sciences and Humanities Research Council of Canada, Petro-Canada Fund for Young Innovators, and the Office of the Vice-President (Research) and the Faculty of Arts at Memorial University of Newfoundland. The Phon Team This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From caroline.floccia at plymouth.ac.uk Wed Feb 13 13:35:56 2013 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Wed, 13 Feb 2013 13:35:56 +0000 Subject: forthcoming Summer School on bilingualism in Plymouth (UK) Message-ID: Dear colleagues, We are organising a Summer School in Plymouth (24-28 June 2013) around the topic: "Bilingual minds, bilingual machines". Psychologists, linguists and computer scientists will introduce and discuss theoretical and practical advances in the field of bilingualism modeling. Please feel free to circulate amongst your students or early career researchers. The link to the advert is there: http://www.plymouth.ac.uk/pages/dynamic.asp?page=events&eventID=7506&showEvent=1 Best regards, Caroline -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vogt.pa at gmail.com Thu Feb 14 08:28:13 2013 From: vogt.pa at gmail.com (Paul Vogt) Date: Thu, 14 Feb 2013 09:28:13 +0100 Subject: Deadline Extension: TiGeR 2013 Tilburg Gesture Research Meeting Message-ID: :: apologies for cross-postings :: After multiple requests, the submission deadline has been extended to February 27, 2013. FINAL CALL FOR PAPERS TiGeR 2013 http://tiger.uvt.nl/ Tilburg Gesture Research Meeting June 19-21, 2013 Deadline for submissions: February 27, 2013 [extended deadline; we will be accepting manuscripts as long as it is the deadline date anywhere in the world] News: - The registration fee for TiGeR 2013 will be € 50 (including lunch), excluding the TiGeR social program and dinner (which we expect to cost about € 50 as well). - We are planning to organize a special issue in Gesture on models of speech-gesture production; a separate call for papers will be issued in the summer. TiGeR 2013 is the combined meeting of the 10th International Gesture Workshop (GW) and the 3rd Gesture and Speech in Interaction (GESPIN) conference, and is hosted by the Tilburg center for Cognition and Communication (TiCC) of Tilburg University, The Netherlands. During TiGeR 2013, we aim to bring together researchers working on empirical and technical approaches to gesture production and comprehension. The meeting will contain a special theme-session on theoretical and computational models of gesture and speech production. During this special session, we will discuss and compare competing models of the speech-gesture interface, both from an empirical and a technical perspective, with the following invited speakers: - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Catherine Pelachaud (CNRS, France) - Jan de Ruiter (Bielefeld University, Germany) Two other themes that we want to highlight during TiGeR 2013 are cross- cultural differences in gesture production/comprehension and language acquisition and gesture. These topics will be addressed by our invited speakers: - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Danielle Matthews (University of Sheffield, UK) TiGeR 2013 hopes to bring together researchers working on gesture from the social sciences and humanities as well as researchers from computer science and engineering, in order to further our understanding of human gesture production and improve the development of interactive systems that exploit gesture as a means of interacting with machines. We invite submissions on all topics related to gesture production and perception. Specific topics include, but are not limited to, the following list: Gesture research: - Gesture and speech or other natural modalities - Gesture and adaptation - Gesture and aphasia - Gesture in cross-cultural comparisons - Gesture in non-human primates - Gesture and individual differences - Gesture and language acquisition - Gesture and sign language - Gesture and multimodal dialogue - Gesture and embodied cognition - Gesture development and learning Gesture application: - Gesture in virtual and augmented reality - Automatic gesture recognition and/or generation - Gesture in embodied conversational agents - Gesture and social signal processing - Gesture for gaming and entertainment - Gesture for audio-visual applications - Gesture for therapy and rehabilitation - Gesture for education We invite papers for oral as well as for posters presentations. More detail about how to submit can be found here: http://tiger.uvt.nl/call-for-papers.html The following researchers have agreed to be members of the Program Committee: - Martha Alibali (University of Chicago, USA) - Elisabeth Andre (University of Augsburg, Germany) - Annelies Braffort (LIMSI-CNRS, France) - Alan Cienki (Vrije Universiteit, Amsterdam, The Netherlands) - Onno Crasborn (Radboud University, Nijmegen, The Netherlands) - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Sylvie Gibet (University of Bretagne Sud, France) - Marianne Gullberg (Lund University, Sweden) - Judith Holler (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Maciej Karpinski (Adam Mickiewicz University, Poznan, Poland) - Spencer Kelly (Colgate University, USA) - Michael Kipp (Saarland University, Germany) - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Anna Kuhlen (Humboldt Universität zu Berlin, Germany) - Ulf Liszkowski (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Max Louwerse (University of Memphis/University of Tilburg, USA/The Netherlands) - Danielle Matthews (University of Sheffield, UK) - Cornelia Muller (Europa Universität Viadrina Frankfurt/Oder, Germany) - Asli Ozyurek (Radboud University, Nijmegen & Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Catherine Pelachaud (CNRS at Telecom Paris Tech, France) - Pamela Perniss (Deafness, Cognition and Language Research Centre, UCL, UK) - Thies Pfeiffer (Bielefeld University, Germany) - Matthias Rehm (Aalborg University, Germany) - Miranda Rose (La Trobe University, Australia) - Eric Vatikiotis-Bateson (The University of British-Columbia, Canada) - Gabriella Vigliocco (University College London, UK) - Petra Wagner (Bielefeld University, Germany) The TiGeR 2013 Organizing Committee: - Marieke Hoetjes, Tilburg University - Emiel Krahmer, Tilburg University - Lisette Mol, Tilburg University - Karin van Nispen, Tilburg University - Eric Postma, Tilburg University - Marc Swerts, Tilburg University - Paul Vogt, Tilburg University If you have any questions, please feel free to contact the organizers at tiger2013tilburg at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ervintripp at gmail.com Fri Feb 15 05:07:02 2013 From: ervintripp at gmail.com (Susan Ervin-Tripp) Date: Thu, 14 Feb 2013 21:07:02 -0800 Subject: OCR Message-ID: Does anybody know of Optical character recognition program that would recognize phonetic/phonological symbols? I have some typed texts from our 1975 beginning grammar study that I would like to make available, but they are in typed phonetic transcription. We have been able to send the transcripts of older children in families to CHILDES but I can't send the beginners because of the OCR problem. Susan Ervin-Tripp -- 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. From yvnesinep at gmail.com Fri Feb 15 19:50:26 2013 From: yvnesinep at gmail.com (yvnesinep at gmail.com) Date: Fri, 15 Feb 2013 11:50:26 -0800 Subject: Literature on production vs. receptive language? Message-ID: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Fri Feb 15 21:00:39 2013 From: yrose at mun.ca (Yvan Rose) Date: Fri, 15 Feb 2013 17:30:39 -0330 Subject: Phon Video Tutorials Message-ID: [Apologies for cross-posting.] Dear everyone, Coming right on the heels of Phon 1.6, release earlier this week, is our new series of tutorial videos. These tutorials will be useful to new users of Phon as well as to some more seasoned users, especially concerning functions which have been added or modified in Phon 1.6. You can access these videos via the following link: http://phon.ling.mun.ca/phontrac/wiki/tutorials Special thanks to Kelly Burkinshaw for her tremendous work on this project. As always, we will appreciate any type of feedback you may have about the videos, especially in the context that this is our first experience with creating this type of material. The Phon Team This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- 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. From william.snyder at uconn.edu Sat Feb 16 12:17:28 2013 From: william.snyder at uconn.edu (William Snyder) Date: Sat, 16 Feb 2013 13:17:28 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: <78f3b1ea-314e-409f-adeb-f4246222c4ca@googlegroups.com> Message-ID: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com wrote: > Dear All, > > I am interested in research into how much production is relevant for > language acquisition (e.g. does a child need to actually produce relative > clauses in order to acquire them? Might he have a full representation of RCs > in his grammar, but never have uttered one?). I'm interested in the > relationship of production to acquisition in general with respect to syntax > and morphology. > > Is there literature that makes specific claims about this? I welcome > feedback from both theoretical and clinical perspectives. > > Any references you can point me toward are greatly appreciated. > > Best, > > Helen Stickney > > -- > Department of Linguistics > Kenneth P. Dietrich School of Arts and Sciences > University of Pittsburgh, 2831 CL > Pittsburgh, PA 15260 > http://www.pitt.edu/~hes41/ > Office: +1 412-624-5918 > > -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > 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. From annickej at yahoo.com Sat Feb 16 14:52:45 2013 From: annickej at yahoo.com (Annick De Houwer) Date: Sat, 16 Feb 2013 06:52:45 -0800 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: > > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com > > wrote: > > Dear All, > > > > I am interested in research into how much production is relevant for > > language acquisition (e.g. does a child need to actually produce > relative > > clauses in order to acquire them? Might he have a full representation of > RCs > > in his grammar, but never have uttered one?). I'm interested in the > > relationship of production to acquisition in general with respect to > syntax > > and morphology. > > > > Is there literature that makes specific claims about this? I welcome > > feedback from both theoretical and clinical perspectives. > > > > Any references you can point me toward are greatly appreciated. > > > > Best, > > > > Helen Stickney > > > > -- > > Department of Linguistics > > Kenneth P. Dietrich School of Arts and Sciences > > University of Pittsburgh, 2831 CL > > Pittsburgh, PA 15260 > > http://www.pitt.edu/~hes41/ > > Office: +1 412-624-5918 > > > > -- > > 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... at googlegroups.com . > > To post to this group, send email to info-c... at googlegroups.com. > > > To view this discussion on the web visit > > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > > 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Sat Feb 16 22:21:47 2013 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Sun, 17 Feb 2013 08:21:47 +1000 Subject: Literature on production vs. receptive language? In-Reply-To: <7480af9a3b443.512005fa@anu.edu.au> Message-ID: Dear Helen (and all), Maryellen MacDonald's chapter in "The Emergence of Language" tackles these issues: MacDonald, M. C. (1999). Distributional information in language comprehension, production, and acquisition: Three puzzles and a moral. In B. MacWhinney. (Ed.), The Emergence of Language (pp. 177-196). Mahwah, NJ: Erlbaum. BW Evan On 02/17/13, Katherine Demuth wrote: > > > > > > Dear William and all - > > We have a paper suggesting a close connection between perception and production of verbal agreement in 2-year-olds. It therefore suggests that the gap/time lag between comprehension and production may not be as big as often assumed. > > > Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on children’s perception and production of English 3rd person singular –s. Journal of Speech, Language, and Hearing Research, 54, 55-71. > > Katherine > > > On 16/02/13 11:17 PM, William Snyder wrote: > > > > > > Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the > > syntactic abilities (in comprehension) of a child who, during his > > pre-school years, was producing only one-word utterances, but who > > tested normally on comprehension measures of syntax. What I don't > > recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com > > wrote: > > > > > > > > Dear All, I am interested in research into how much production is relevant for > > > language acquisition (e.g. does a child need to actually produce relative > > > clauses in order to acquire them? Might he have a full representation of RCs > > > in his grammar, but never have uttered one?). I'm interested in the > > > relationship of production to acquisition in general with respect to syntax > > > and morphology. Is there literature that makes specific claims about this? I welcome > > > feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- > > > Department of Linguistics > > > Kenneth P. Dietrich School of Arts and Sciences > > > University of Pittsburgh, 2831 CL > > > Pittsburgh, PA 15260 > > > http://www.pitt.edu/~hes41/ > > > Office: +1 412-624-5918 -- > > > 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. > > > To view this discussion on the web visit > > > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > > > 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. To post to this group, send email to info-childes at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From petra.hendriks at gmail.com Sun Feb 17 08:01:40 2013 From: petra.hendriks at gmail.com (Petra Hendriks) Date: Sun, 17 Feb 2013 09:01:40 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: <7480973b389c9.5120931b@anu.edu.au> Message-ID: Dear Helen and others, In 2010, Charlotte Koster and I edited a special issue of Lingua that addresses cases where production precedes comprehension. See also our introduction to the special issue: Hendriks, P. & C. Koster (2010). Production/comprehension asymmetries in language acquisition. Introduction to a special issue on asymmetries in language acquisition. *Lingua* 120(8), 1887-1897. The articles in this issue may be of potential relevance to your question. Best wishes, --Petra Hendriks 2013/2/16 Evan Kidd > Dear Helen (and all), > > Maryellen MacDonald's chapter in "The Emergence of Language" tackles these > issues: > > MacDonald, M. C. (1999). Distributional information in language > comprehension, production, and acquisition: Three puzzles and a moral. In > B. MacWhinney. (Ed.), *The Emergence of Language* (pp. 177-196). Mahwah, > NJ: Erlbaum. > > BW > > Evan > > > On 02/17/13, *Katherine Demuth * wrote: > > Dear William and all - > > We have a paper suggesting a close connection between perception and > production of verbal agreement in 2-year-olds. It therefore suggests that > the gap/time lag between comprehension and production may not be as big as > often assumed. > > Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on > children’s perception and production of English 3rd person singular *–s. > Journal of Speech, Language, and Hearing Research, *54, 55-71.**** > > Katherine > > > On 16/02/13 11:17 PM, William Snyder wrote: > > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com wrote: > > Dear All, > > I am interested in research into how much production is relevant for > language acquisition (e.g. does a child need to actually produce relative > clauses in order to acquire them? Might he have a full representation of RCs > in his grammar, but never have uttered one?). I'm interested in the > relationship of production to acquisition in general with respect to syntax > and morphology. > > Is there literature that makes specific claims about this? I welcome > feedback from both theoretical and clinical perspectives. > > Any references you can point me toward are greatly appreciated. > > Best, > > Helen Stickney > > -- > Department of Linguistics > Kenneth P. Dietrich School of Arts and Sciences > University of Pittsburgh, 2831 CL > Pittsburgh, PA 15260http://www.pitt.edu/~hes41/ > Office: +1 412-624-5918 > > -- > 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. > To view this discussion on the web visithttps://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > 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. > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kdemuth07 at gmail.com Sat Feb 16 21:56:31 2013 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Sun, 17 Feb 2013 08:56:31 +1100 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear William and all - We have a paper suggesting a close connection between perception and production of verbal agreement in 2-year-olds. It therefore suggests that the gap/time lag between comprehension and production may not be as big as often assumed. Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on children's perception and production of English 3^rd person singular /--s. Journal of Speech, Language, and Hearing Research, /54, 55-71. Katherine On 16/02/13 11:17 PM, William Snyder wrote: > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com > wrote: >> Dear All, >> >> I am interested in research into how much production is relevant for >> language acquisition (e.g. does a child need to actually produce relative >> clauses in order to acquire them? Might he have a full representation of RCs >> in his grammar, but never have uttered one?). I'm interested in the >> relationship of production to acquisition in general with respect to syntax >> and morphology. >> >> Is there literature that makes specific claims about this? I welcome >> feedback from both theoretical and clinical perspectives. >> >> Any references you can point me toward are greatly appreciated. >> >> Best, >> >> Helen Stickney >> >> -- >> Department of Linguistics >> Kenneth P. Dietrich School of Arts and Sciences >> University of Pittsburgh, 2831 CL >> Pittsburgh, PA 15260 >> http://www.pitt.edu/~hes41/ >> Office: +1 412-624-5918 >> >> -- >> 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. >> To view this discussion on the web visit >> https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. >> 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hjk.heather at gmail.com Mon Feb 18 16:53:10 2013 From: hjk.heather at gmail.com (HJ Heather Kim) Date: Mon, 18 Feb 2013 11:53:10 -0500 Subject: question about w option in CLAN Message-ID: I am doing an analysis on family mealtime conversations- I have searched for 10 longest utterances produced by each child by using maxwd command. And I would like to examine the utterances (or turns) that precede and follow each of the longest target utterances. I tried using the w option, but it didn't work with the maxwd command. Does anyone know how to pull out those preceding/following utterances? Thank you, Heather Kim -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From silvikins at gmail.com Tue Feb 19 14:10:48 2013 From: silvikins at gmail.com (S_perez_cortes) Date: Tue, 19 Feb 2013 06:10:48 -0800 Subject: WM + IC tests Message-ID: Dear all, I am currently working on a project regarding attrition in young (3-6 year olds) and adult heritage speakers. I wanted to control for individual differences (WM and IC) in both groups, but I can't find any tests suitable for children. Have any of you used a particular battery of tests that worked well with young participants? Any recommendations would be greatly appreciated. Best, Silvia Perez-Cortes Graduate Fellow Spanish-Portuguese Rutgers University -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/_Hl8hcU0h9IJ. For more options, visit https://groups.google.com/groups/opt_out. From K.McManus at soton.ac.uk Wed Feb 20 13:46:41 2013 From: K.McManus at soton.ac.uk (Mcmanus K.) Date: Wed, 20 Feb 2013 13:46:41 +0000 Subject: Programme announcement: Residence Abroad, Social Networks and Second Language Learning Message-ID: Residence Abroad, Social Networks and Second Language Learning 10th - 12th April, 2013 Centre for Applied Language Research, University of Southampton, UK Conference website: http://langsnap.soton.ac.uk/conference-2 in collaboration with: University Council for Modern Languages AILA Research Network on "Study Abroad and Language Acquisition" Centre for Languages, Linguistics and Area Studies Keynote Speakers: Jim Coleman, Open University, UK 'Social Circles during Residence Abroad: What Students Do, and Who With' Celeste Kinginger, Pennsylvania State University, USA 'Language Socialization in the Home Stay: American High School Students in China' Ulrich Teichler, University of Kassel, Germany 'The Impact of Temporary Study Abroad' Pre-conference workshops and programme We are pleased to announce that the conference programme is now available to download: http://langsnap.soton.ac.uk/conference-2/programme/ Details of the pre-conference workshops can be found here: http://langsnap.soton.ac.uk/conference-2/pre-conference-workshop-2/ Conference theme Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level. Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it. This conference arises from "LANGSNAP", a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network "Study Abroad and Language Acquisition". Registration Delegates can register for the conference here: http://www.llas.ac.uk/events/6649/register Organising Committee: Dr Jaine Beswick (University of Southampton) Dr Patricia Grounds (Universidad Politécnica de San Luis Potosí, Mexico) Dr Martin Howard (AILA REN/University College Cork, Ireland) Dr Cristobal Lozano (University of Granada, Spain) Dr Kevin McManus (University of Southampton, UK) Prof Rosamond Mitchell (University of Southampton, UK) Dr Carmen Pérez Vidal (AILA REN/ Universitat Pompeu Fabra, Spain) Ms Laurence Richard (University of Southampton, UK) Dr Patricia Romero (University of Southampton, UK) Dr Nicole Tracy-Ventura (University of Southampton, UK) Dr Henry Tyne (University of Perpignan, France) All enquiries should be addressed to: langsnap at soton.ac.uk -- Dr Kevin McManus Research Fellow in French Applied Linguistics Modern Languages University of Southampton tel: +44 (0) 23 8059 3970 http://www.soton.ac.uk/ml/about/staff/km2m10.page -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Wed Feb 20 13:46:24 2013 From: cam47 at psu.edu (Carol Miller) Date: Wed, 20 Feb 2013 05:46:24 -0800 Subject: WM + IC tests In-Reply-To: <6bb093ee-17f8-4ebb-b686-622fa66d29df@googlegroups.com> Message-ID: Hi Silvia, A good source is Carlson, S. (2005). Developmentally sensitive measures of executive function in preschool children. *Developmental Neuropsychology, 28*(2), 595-616. This is not an exhaustive review of IC and WM measures for young children but it is a great place to start. Carol Miller On Tuesday, February 19, 2013 9:10:48 AM UTC-5, S_perez_cortes wrote: > > Dear all, > > I am currently working on a project regarding attrition in young (3-6 year > olds) and adult heritage speakers. I wanted to control for individual > differences (WM and IC) in both groups, but I can't find any tests suitable > for children. Have any of you used a particular battery of tests that > worked well with young participants? Any recommendations would be greatly > appreciated. > > Best, > > Silvia Perez-Cortes > Graduate Fellow > Spanish-Portuguese > Rutgers University > > -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/EuLpsp1hP6UJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.salazar-orvig at univ-paris3.fr Wed Feb 20 02:56:44 2013 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Tue, 19 Feb 2013 18:56:44 -0800 Subject: 2nd call for papers - AEREF Message-ID: *ACQUISITION OF REFERRING EXPRESSIONS:* *CROSSED PERSPECTIVES* * * *Date of conference: October 25-26, 2013* *Location: Paris* *2nd CALL FOR PAPERS* * * EXTENDED DEADLINE for submissions: *April 1st 2013.* Submissions will be registered on-line, via the Easychair platform ( https://www.easychair.org/conferences/?conf=aeref2013) We are happy to announce the participation of the following guest speakers *Keynote Lectures:* Shanley *Allen*, University of Kaiserslautern, Germany Eve *Clark*, Stanford University, Ca. USA Katherine *Demuth*, Macquarie University, Sydney, Australia Maya *Hickmann*, CNRS, Université Paris 8, SFL, France Elena *Lieven*, University of Manchester, United Kingdom Edy *Veneziano*, Université Paris Descartes, Modyco) And the DIAREF project team *Oral presentations:* Dominique *Bassano* (CNRS, Université Paris 8, SFL, France), Dagmar *Bittner * (Zentrum für Allgemeine Sprachwissenschaft, Berlin, Germany), Cécile *de Cat* (University of Leeds, United Kingdom), Jeannette *Gundel* (University of Minnesota, USA), Susana *Lopez Ornat* Complutense University of Madrid, Spain) Danielle *Matthews* (University of Sheffield, United Kingdom), Yuriko *Oshima-Takane* ( McGill University, Montréal, Canada), Ludovica * Serratrice* (University of Manchester, United Kingdom), Barbora *Skarabela* (University of Edinburgh, United Kingdom), Rushen *Shi* (Quebec University , Montréal, Canada), Sophie *Wauquier* (Université Paris 8, SFL, France) For further information, visit our website: http://www.univ-paris3.fr/aeref-2013 -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/hpFZEMLXgt4J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From medhatare at gmail.com Wed Feb 20 14:42:03 2013 From: medhatare at gmail.com (Medha Tare) Date: Wed, 20 Feb 2013 09:42:03 -0500 Subject: Job: Research Assistant in Foreign Language Learning Message-ID: > > *The University of Maryland Center for Advanced Study of Language (CASL)*is seeking a Faculty Research Assistant (FRA) to join its foreign language > aptitude research teams. These research teams investigate second language > acquisition, focusing in particular on: predicting success in achieving > high-level or near-native proficiency, identifying the cognitive and > perceptual abilities relevant to high-level language skills, predicting > aptitude for specific languages or linguistic features, and tailoring > language training to match learners’ aptitude profiles. > * > Duties:* The FRA will work with one or more research teams on all aspects > of a research project on foreign language aptitude. Duties will include > both administrative and research tasks. They will include some subset of > the following (depending on the specific project): participant recruitment, > scheduling, and testing as part of an on-going validation study; organizing > meetings, taking minutes, and coordinating schedules; and assisting in the > preparation of status reports, briefings, and technical reports. Research > activities will include, but are not limited to, working with a research > team to develop testing protocols, writing IRB applications, piloting and > validating assessments, managing the team library, meeting with government > and military personnel, technical editing and copyediting, as well as data > collection, organization, and analysis. Travel is required. > * > Qualifications:* Bachelor’s degree required in a research field involving > human participants such as Psychology, Sociology, Cognitive Science, > Statistics, or Program Evaluation. Master’s degree preferred with a > concentration in Second Language Acquisition, Language Assessment, > Psychology, or Linguistics. Expertise in Microsoft Office is required. > Experience with, or willingness to learn, R, SPSS, and LaTeX is a plus. > Previous research experience assessing cognitive and/or linguistic > knowledge, with knowledge of statistical analysis, is desirable. Candidates > must be willing to be trained to perform all requisite duties of the > position and demonstrate an ability to work in a fast-paced, > interdisciplinary and intercultural environment. > > For best consideration please apply on line by February 28, 2013 at > http://jobs.umd.edu and click on FACULTY (direct link: > http://jobs.umd.edu/applicants/Central?quickFind=58457). > Medha Tare, PhD Assistant Research Scientist Center for Advanced Study of Language University of Maryland > > -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/_Hl8hcU0h9IJ. > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Feb 20 17:46:36 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 20 Feb 2013 12:46:36 -0500 Subject: WM + IC tests In-Reply-To: <9131ac35-5dbc-41dc-86f4-39cc2436f30f@googlegroups.com> Message-ID: Dear Silvia, You could also contact Clancy Blair at New York University: he conducted an NIH-funded project to norm EF tasks on preschool children. Yours, Isabelle On Wed, Feb 20, 2013 at 8:46 AM, Carol Miller wrote: > Hi Silvia, > A good source is Carlson, S. (2005). Developmentally sensitive measures > of executive function in preschool children. *Developmental > Neuropsychology, 28*(2), 595-616. This is not an exhaustive review of IC > and WM measures for young children but it is a great place to start. > Carol Miller > > > On Tuesday, February 19, 2013 9:10:48 AM UTC-5, S_perez_cortes wrote: >> >> Dear all, >> >> I am currently working on a project regarding attrition in young (3-6 >> year olds) and adult heritage speakers. I wanted to control for individual >> differences (WM and IC) in both groups, but I can't find any tests suitable >> for children. Have any of you used a particular battery of tests that >> worked well with young participants? Any recommendations would be greatly >> appreciated. >> >> Best, >> >> Silvia Perez-Cortes >> Graduate Fellow >> Spanish-Portuguese >> Rutgers University >> >> -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/EuLpsp1hP6UJ. > > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From L.Dominguez at soton.ac.uk Thu Feb 21 16:54:53 2013 From: L.Dominguez at soton.ac.uk (Dominguez L.) Date: Thu, 21 Feb 2013 16:54:53 +0000 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear Barbara, Annick and others, I am so happy that someone has brought this topic up. I was reading Annick’s message and I was thinking that’s exactly the case of my 4 year old son Blake who has been raised bilingually (English-Spanish) in the UK (I am Spanish, dad is English) from birth. We live in an area where there are not many Spanish speaking people, and dad and I speak English together, so the Spanish input he has been exposed to has come almost exclusively from me (other sources: DVDs, songs, skype with grandparents, and around 3 visits to Spain a year). I have worked full time since he was about 1 year old and he has been the only child until very recently. His first words were in Spanish although when he learnt the same words in English he soon stopped using them. Blake is clearly a very competent native speaker of English but he’s only a passive Spanish speaker who understands Spanish perfectly but has always found it very difficult to speak it. In fact, he has always been quite stubborn about not speaking Spanish, even to me, regardless of my constant begging. I think he wasn’t even 3 years old when he looked at me in the eye and said for the first time: “Mum, I am English. I don’t speak Spanish.” I have heard this many, many times. It never even mattered to him that other people would not understand him, like his grandparents, he would just refuse to speak Spanish (except for using few Spanish words about food, toys , family members etc.). So we decided to take drastic action and we spent 10 weeks in Spain last summer hoping to give him a bit of a language immersion experience. He was around 3 and a half years old then. We stayed with the grandparents (so Spanish was language used everywhere, even at home) and he attended a nursery/day care 9am-2pm Monday-Friday (where he had a chance to socialise in Spanish). After 1 week, we could see that his attitude towards Spanish was already changing although he was still finding it hard to speak it. But it was only a week later that he was happily speaking Spanish in full sentences, just like that, we couldn’t believe it; it happened like magic, like the Spanish speaking had been finally switched on. I would say that he went from no use of Spanish at all (except for some vocabulary) to speaking Spanish like an intermediate (English) second language learner in just 2 weeks. He made some grammatical mistakes, like overproduction of overt subjects, problems with ser/estar, imperfect, verbal morphology, but I did see evidence of use of postverbal subjects and correct word order for instance. He also never code-mixed (has hardly ever done), which I have found very interesting. My thinking is that it was the experience in the nursery which pushed him to start speaking the other language, not the fact that we were in Spain (that did not see to affect him at all in the past). Please let me know if anybody would like to know a bit more about Blake’s experience. I should say that his active bilingualism lasted for around a month after we came back to the UK but he is now more capable of switching his Spanish on when he feels he has to (speaking to family members for instance or when I insist he speaks Spanish). We are planning another long visit to Spain this summer including spending time in the nursery so if anybody is interested in finding out what happens, please do get in touch. Blake now has a little 1 month old brother – so if anyone has funds for a proper longitudinal study... All the best, Laura Dr. Laura Dominguez Head of Linguistics Modern Languages University of Southampton ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of Barbara Z. Pearson [bpearson at research.umass.edu] Sent: 21 February 2013 14:54 To: info-childes at googlegroups.com Cc: Barbara Z. Pearson Subject: Re: Literature on production vs. receptive language? Dear All, I missed this point when Annick originally made it, but it would be great to hear cases, even anecdotally, from the people who experienced this sudden switch from passive to active bilingualism--and be able to probe the details of their background and perhaps the level of their preschool L1. I have never heard of someone who is a passive "speaker" becoming fluent in a week, even in a strong immersion situation. I have had people describe cases where it took a week or more for someone who had been very fluent and then didn't use the language for a long period to regain their former fluency. The heritage language studies also provide a lot of counter-evidence. I realize this is veering off Helen's original question, but I guess it is potentially a new thread. If anyone can give us some specifics on this, please write in--through the forum or off-line. It would be a great help to the field (and to parents around the world frustrated by children's reluctance to speak the "other" language.) I, for one, would have to change the advice I give families and what I tell students. Till soon, I hope, Barbara ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On Feb 21, 2013, at 9:26 AM, William Snyder wrote: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer > wrote: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com wrote: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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... at googlegroups.com. To post to this group, send email to info-c... at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. 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. 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. From bpearson at research.umass.edu Thu Feb 21 14:54:09 2013 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Thu, 21 Feb 2013 09:54:09 -0500 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear All, I missed this point when Annick originally made it, but it would be great to hear cases, even anecdotally, from the people who experienced this sudden switch from passive to active bilingualism--and be able to probe the details of their background and perhaps the level of their preschool L1. I have never heard of someone who is a passive "speaker" becoming fluent in a week, even in a strong immersion situation. I have had people describe cases where it took a week or more for someone who had been very fluent and then didn't use the language for a long period to regain their former fluency. The heritage language studies also provide a lot of counter-evidence. I realize this is veering off Helen's original question, but I guess it is potentially a new thread. If anyone can give us some specifics on this, please write in--through the forum or off-line. It would be a great help to the field (and to parents around the world frustrated by children's reluctance to speak the "other" language.) I, for one, would have to change the advice I give families and what I tell students. Till soon, I hope, Barbara ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On Feb 21, 2013, at 9:26 AM, William Snyder wrote: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer > wrote: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com wrote: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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... at googlegroups.com. To post to this group, send email to info-c... at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. 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. To post to this group, send email to info-childes at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From william.snyder at uconn.edu Thu Feb 21 14:26:38 2013 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 21 Feb 2013 15:26:38 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer wrote: > Dear William, Helen and other members-- > > The case that William adduces is similar to that of many children who grew > up hearing two languages from birth but learned to speak only one of them > fluently (a common case - see my 2009 book on Bilingual First Language > Acquisition). The other language could then be not produced at all, or just > in single words, or in two word utterances, even when the child is 4 or 5. > Preschool aged children who did say something at least in this "other" > language have been reported to become fluent speakers of the language in > about a week after they were in changed circumstances (for instance, when > they went on vacation and HAD to use the hitherto hardly used language in > order to be understood). There are very few linguist-documented cases, > though, and details about precisely which structures are then being used > are, to my knowledge, lacking. > > Best to all, > Annick > > Annick De Houwer, PhD > University of Erfurt, Germany and NICHHD, USA > European Research Network on Bilingual Studies ERBIS, www.erbis.org > > On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: >> >> Dear Helen (et al.) >> >> Karin Stromswold has done some potentially relevant work on the >> syntactic abilities (in comprehension) of a child who, during his >> pre-school years, was producing only one-word utterances, but who >> tested normally on comprehension measures of syntax. What I don't >> recall is whether she tested him on RCs.... >> >> With best wishes, >> >> William >> >> On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com >> wrote: >> > Dear All, >> > >> > I am interested in research into how much production is relevant for >> > language acquisition (e.g. does a child need to actually produce >> > relative >> > clauses in order to acquire them? Might he have a full representation of >> > RCs >> > in his grammar, but never have uttered one?). I'm interested in the >> > relationship of production to acquisition in general with respect to >> > syntax >> > and morphology. >> > >> > Is there literature that makes specific claims about this? I welcome >> > feedback from both theoretical and clinical perspectives. >> > >> > Any references you can point me toward are greatly appreciated. >> > >> > Best, >> > >> > Helen Stickney >> > >> > -- >> > Department of Linguistics >> > Kenneth P. Dietrich School of Arts and Sciences >> > University of Pittsburgh, 2831 CL >> > Pittsburgh, PA 15260 >> > http://www.pitt.edu/~hes41/ >> > Office: +1 412-624-5918 >> > >> > -- >> > 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... at googlegroups.com. >> > To post to this group, send email to info-c... at googlegroups.com. >> > To view this discussion on the web visit >> > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. >> > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. > 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. From lieven at eva.mpg.de Fri Feb 22 09:58:01 2013 From: lieven at eva.mpg.de (Elena Lieven) Date: Fri, 22 Feb 2013 10:58:01 +0100 Subject: bilingual children: comprehension and production Message-ID: I am interested in what these children's accent was like in the language that 'suddenly switched on'. Do they need to have produced it to sound initially like a native speaker? One child I know also refused to speak English, though she was spoken to exclusively in English by her father who was the main carer from 1;0 - 3;0. But the family lives in Germany, the mother spoke German to the child, the child went to German daycare and both parents are almost native speakers in both languages. She understood English perfectly but only started to be willing to speak it around the age of 5 or 6 - and she had, and to some extent still has, a German accent in English elena lieven -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Fri Feb 22 13:33:05 2013 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Fri, 22 Feb 2013 13:33:05 +0000 Subject: bilingual children: comprehension and production In-Reply-To: <51274129.7080302@eva.mpg.de> Message-ID: Dear Elena, Laura, Annick, All, I have been reading the recent messages on bilingualism with great (largely personal) interest. My personal interest concerns my grandson who is now 4 and soon 5. I can give an answer relating to pronounciation, accent. Elliot, my grandson, has heard English and German at home from birth. His mother is German, his father British. He speaks German fluently. The usual home language is English (they live in London). My daughter (his mother) spoke in German and English to him for some time - about his first two years. And German is spoken between my daughter and me when I visit, usually once a week (both native speakers of German). As with Laura's son Elliot's first words were German, but when he started with English and went to nursery from 2 1/2 he did not want to speak German any more, sometimes also complaining when my daughter and I speak German. Last summer I did a German course for Kindergartners from Goethe Institut with him. He enjoyed that and remembers the words and phrases very well. I did not think he would. But he still does now although we have not practised them. What is very noticable is that he has almost no English accent in his German. He has always been able to pronounce Umlaut and "ch" - the usual difficulties English people have. As regards the schwa at the end of words which is "a" with an English accent, he does this sometimes, but when I repeat the word or answer him in German, and he repeats the word it become the German schwa immediately. His pronounciation - if it does show English influences - become native German in no time. I relate that to the fact that he has heard German from baby onwards. I am at a bit of a loss how to continue with his German now, and I would be grateful if anyone has an idea. He has started school - as they do in England at the early age of 4 years. That means they do some form of writing. Elliot enjoys it. If I continue with the Goethe Institue German course for primary school children, it would require writing. But children don't start school and writing till 6 in Germany. I do not want to confuse Elliot's phonological - graphological system. The relation between sound and letters is pretty straightforward in German, whether there are any regularities in English and what they do at school, escapes me. (They seem to start with some regularities. How English children learn the relations between sound and letters escapes me, too). However, Elliot wants me to write words in German, and it does not seem to confuse him. He particularly likes the "eyes" on vowels with Umlaut. So, I may be able to continue. What my daughter and I do now is that we create situations - i.e. having breakfast, playing with forest animals in a forest and speak in simple German sentences. Elliot tends to answer in English, but does say single words in German. He understands the actions. I also read from an attractive book with pictures: first a phrase in German, then in English. As he enjoys the characters and stories in the book, he likes this and answers to simple questions in German by pointing or answering in English. Regarding a total immersion, it would be possible next year in the summer. But then he will be six. Just possible for Kindergarten in Germany. But would it work at the age of 6? Elliot definitely understands quite a bit of German. But he has a reluctance to speak except for single words. Does anyone have any ideas what to do? I would be grateful. Elliot has a baby brother now, 7 months. My daughter wants to start with German again and attend a German play group in London, once a week. We think Elliot might join in (in some form) if we speak German with his little brother, as he likes him a lot. Regards, Gisela On Fri, Feb 22, 2013 at 9:58 AM, Elena Lieven wrote: > I am interested in what these children's accent was like in the language > that 'suddenly switched on'. Do they need to have produced it to sound > initially like a native speaker? One child I know also refused to speak > English, though she was spoken to exclusively in English by her father who > was the main carer from 1;0 - 3;0. But the family lives in Germany, the > mother spoke German to the child, the child went to German daycare and both > parents are almost native speakers in both languages. She understood > English perfectly but only started to be willing to speak it around the age > of 5 or 6 - and she had, and to some extent still has, a German accent in > English > > elena lieven > > -- > 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. > > > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. Jede Veröffentlichung ist ausdrücklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Fri Feb 22 20:09:26 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Fri, 22 Feb 2013 15:09:26 -0500 Subject: bilingual children: comprehension and production In-Reply-To: Message-ID: Hi Gisela, I want to first respond to the issue of teaching the 4/5 year old grandson to read and write in German (in addition to English). 1. There is now a literature on children learning to read and write in Spanish and English in the US at the same time and the greater phonological transparency of Spanish has been shown to have a positive effect on the English; 2. A friend of mine raised her son with Spanish/Father's lg and French/mother's lg at home and English being introduced around 3. I advised his mother to start teaching to read in French (a deep orthography- different from English) as soon as he leaned in English- and it is the same issue formal reading and writing in France and therefore in in French material typically starts at 6, not 5. Still she started with the relatively transparent words (with trepidation: she herself has a slight dyslexia that makes her a slow readers in her 3 lgs) and the Spanish-speaking dad did not directly teach him to read and write in Spanish but kept reading him books and pointing to the words etc. He is 8 years old now and his reading in English is fine (same or above his age peers on standard tests that US public schools are obsessed with) and he also enjoys reading in Spanish and French,a s well as French, which is crucial to the development of his languages. 3. I really think that you cannot over emphasize the importance of literacy and many of my university students at Brooklyn College (the students population speaks about 100 different lgs ) are Heritage Lg Learners who feel their home language is impoverished by their lack of literacy skills in that lg. Those of attend Heritage Lg classes offered (in Cantonese, Haitian Creole, Russian, Spanish etc) say they feel empowered by these literacy skills. After a certain age , we learn more about language (new words etc) and we lean more through/in a language with our literacy skills (and this is particularly true in today's IT world) so not having your grandson learn to read in German (which as you say yourself is not that hard given the transparency of the system) is depriving him of a chance to develop his German language skills independently. And if you wait his English literacy skills are going to be so strong he is not going to be interested in learning/improving his German ones. This is also what I share with the Russian-speaking parents of bilingual children at w/shops I regularly deliver in Brooklyn. 4. One the languages I have been working with is Yiddish in the Hasidic community in Brooklyn. This community has been exceptional at continuing the cultural transmission in sometimes adverse conditions and one of the reasons why it has been successful is the emphasis of literacy skills. Yiddish is transmitted, partly because it provides a bridge to the Hebrew alphabet, that of course is ties to religion. And there are many historical accounts of the teaching methods in the community that emphasized learning the alphabets with different modalities (including anecdotes on letters made out of wood placed in honey for children to suck so they would love learning the alphabet, Baumgarten, 1988) 5. In my lab we have looked at emergent literacy skills of children exposed to both the Hebrew and Roman alphabets of Hebrew-English-speaking preschoolers and we have not found any delay and we have found evidence of transfer of skills, re: letter recognition and phonological processing. I hope this helps, Isabelle On Fri, Feb 22, 2013 at 8:33 AM, Gisela Szagun wrote: > Dear Elena, Laura, Annick, All, > > I have been reading the recent messages on bilingualism with great > (largely personal) interest. My personal interest concerns my grandson who > is now 4 and soon 5. I can give an answer relating to pronounciation, > accent. > > Elliot, my grandson, has heard English and German at home from birth. His > mother is German, his father British. He speaks German fluently. The usual > home language is English (they live in London). My daughter (his mother) > spoke in German and English to him for some time - about his first two > years. And German is spoken between my daughter and me when I visit, > usually once a week (both native speakers of German). As with Laura's son > Elliot's first words were German, but when he started with English and went > to nursery from 2 1/2 he did not want to speak German any more, sometimes > also complaining when my daughter and I speak German. > > Last summer I did a German course for Kindergartners from Goethe Institut > with him. He enjoyed that and remembers the words and phrases very well. I > did not think he would. But he still does now although we have not > practised them. > > What is very noticable is that he has almost no English accent in his > German. He has always been able to pronounce Umlaut and "ch" - the usual > difficulties English people have. As regards the schwa at the end of words > which is "a" with an English accent, he does this sometimes, but when I > repeat the word or answer him in German, and he repeats the word it become > the German schwa immediately. His pronounciation - if it does show English > influences - become native German in no time. I relate that to the fact > that he has heard German from baby onwards. > > I am at a bit of a loss how to continue with his German now, and I would > be grateful if anyone has an idea. > He has started school - as they do in England at the early age of 4 years. > That means they do some form of writing. Elliot enjoys it. If I continue > with the Goethe Institue German course for primary school children, it > would require writing. But children don't start school and writing till 6 > in Germany. I do not want to confuse Elliot's phonological - graphological > system. The relation between sound and letters is pretty straightforward in > German, whether there are any regularities in English and what they do at > school, escapes me. (They seem to start with some regularities. How English > children learn the relations between sound and letters escapes me, too). > However, Elliot wants me to write words in German, and it does not seem to > confuse him. He particularly likes the "eyes" on vowels with Umlaut. So, I > may be able to continue. > > What my daughter and I do now is that we create situations - i.e. having > breakfast, playing with forest animals in a forest and speak in simple > German sentences. Elliot tends to answer in English, but does say single > words in German. He understands the actions. I also read from an attractive > book with pictures: first a phrase in German, then in English. As he enjoys > the characters and stories in the book, he likes this and answers to simple > questions in German by pointing or answering in English. > > Regarding a total immersion, it would be possible next year in the summer. > But then he will be six. Just possible for Kindergarten in Germany. But > would it work at the age of 6? > > Elliot definitely understands quite a bit of German. But he has a > reluctance to speak except for single words. > > Does anyone have any ideas what to do? I would be grateful. > > Elliot has a baby brother now, 7 months. My daughter wants to start with > German again and attend a German play group in London, once a week. We > think Elliot might join in (in some form) if we speak German with his > little brother, as he likes him a lot. > > Regards, > Gisela > > > > > > > > On Fri, Feb 22, 2013 at 9:58 AM, Elena Lieven wrote: > >> I am interested in what these children's accent was like in the >> language that 'suddenly switched on'. Do they need to have produced it to >> sound initially like a native speaker? One child I know also refused to >> speak English, though she was spoken to exclusively in English by her >> father who was the main carer from 1;0 - 3;0. But the family lives in >> Germany, the mother spoke German to the child, the child went to German >> daycare and both parents are almost native speakers in both languages. She >> understood English perfectly but only started to be willing to speak it >> around the age of 5 or 6 - and she had, and to some extent still has, a >> German accent in English >> >> elena lieven >> >> -- >> 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. >> >> >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur für Personen bestimmt, an die sie adressiert ist. > Jede Veröffentlichung ist ausdrücklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > > -- > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpchevrot at wanadoo.fr Wed Feb 20 20:54:48 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Wed, 20 Feb 2013 21:54:48 +0100 Subject: Workshop: HUMAN DIALECTS AND ANIMAL COMMUNICATION, 4/5 March 2013, Grenoble, France Message-ID: International Workshop HUMAN DIALECTS AND ANIMAL COMMUNICATION: COMMON PRINCIPLES AND DIFFERENCES March 4/5, 2013, Grande salle des Colloques of Stendhal University, Grenoble, France Website: http://dialectworkshop.u-grenoble3.fr/index.php?pg=1&lg=en Gipsa-Lab and Lidilem (University of Grenoble) are organizing a joint international workshop on the topic Human Dialects and Animal Communication. Although comparisons of communication systems of different animal species and human languages show numerous similarities, this comparative approach has never been systematically applied to the concept of dialect. Within the vocalizations of certain species, as within the same human language, we find varieties to which the generic term of dialect can be applied. This comparative perspective compels us to investigate dimensions of individual variation and dialectal variation within a collectivity of individuals, as well as the evolution of communication systems and the biological and social functions of differentiation. These questions are of concern both to linguists studying variation in human language (dialectologists and sociolinguists) and to biologist specializing in varieties of animal communication (ethologists and zoologists). The answer to these questions requires that these two scientific communities meet. Apart from scattered individual contacts, to our knowledge, no scientific event has ever been devoted to organizing such a meeting. This is the goal of the two-day workshop that we are organizing in Grenoble on 4 and 5 March, 2013. List of speakers and titles (to be completed) - Thierry Aubin, Laboratoire de Neurobiologie de l'Apprentissage, de la Mémoire et de la Communication : Microdialects and group signatures in the territorial songs of birds. - Elisabetta Carpitelli, Laboratoire Bases, Corpus, Langage : Microvariation dialectale et instabilité des systèmes sonores d'aires marginales. - Jean-Pierre Chevrot, Lidilem et IUF et Didier Demolin, Gipsa-Lab: Human Dialect and Animal Communication: a preliminary note - Michel Contini, Gipsa-Lab : Principes de dialectologie humaine. - Dan Dediu, Max Planck Institute for Psycholinguistics: Some quantitative approaches to analyzing language dialects. - Jean-Louis Deneubourg, Université Libre de Bruxelles : Interindividual variability in group living organisms. - Hervé Glottin, Laboratoire des Sciences de l'Information et des Systèmes et IUF: De la mécanique à la phylogenèse bioacoustique de cétacés: biosonar multipulsé d'odontocètes et évolution de chants de mysticètes. - Martine Hausberger & Laurence Henry, Laboratoire Ethologie Animale et Humaine: Human dialects and animal communication: more than a metaphor - Jean-Marie Hombert, Laboratoire Dynamique du Langage : Dialectal comparison and linguistic classification in the languages of North West Bantu. - Hans Van de Velde, Universiteit Utrecht: Regional variation in the dynamics of vowels - Jeffrey Podos, University of Massachusetts Amherst: Production constraints and the evolution of bird vocalizations. - Jane Stuart-Smith, University of Glasgow: Human communication - or not? Experiencing speech without the possibility for interaction. - Cyril Trimaille, Lidilem : La sociolinguistique, décrire les variations, comprendre l'hétérogénéité Scientific contact Jean-Pierre Chevrot, LIDILEM, Université Stendhal, BP 25, 38040 GRENOBLE cedex 9, France - Tél.: 33 (0)4 76 82 68 13 / 33(0)6 74 61 36 21 - Mail : jean-pierre.chevrot_at_u-grenoble3.fr Didier Demolin, Gipsa-Lab, Université Stendhal, BP 25, 38040 GRENOBLE cedex 9, France Tél.: 33 (0)4 76 82 41 27 - Mail : didier.demolin_at_gipsa-lab.grenoble-inp.fr Administrative Support Jessica Réolon, Gipsa-Lab, Université Stendhal, BP 25, 38040 GRENOBLE cedex 9, France Tél. : 33 (0)4 76 82 43 37 Fax : 33 (0)4 76 82 43 35 Mail : jessica.reolon_at_gipsa-lab.grenoble-inp.fr Registration The registration includes conference program and papers summary, coffee-breaks. Registration fee: 50 euros Fee for students: 20 euros Access to the workshop is free of charges for the members and students of Stendhal University, Gipsa-Lab and Lidilem. Organizing Committee Laurence Buson, Université Stendhal, Lidilem Jean-Pierre Chevrot, Université Stendhal, Lidilem & Institut Universitaire de France Didier Demolin, Université Stendhal & CNRS, Gipsa-Lab Giovanni Depau, Université Stendhal & CNRS Isabelle Rousset, Université Stendhal, Lidilem Jessica Réolon, Université Stendhal & CNRS, Gipsa-Lab Scientific Committee Jean-Pierre Chevrot, Université Stendhal, Lidilem & Institut Universitaire de France Didier Demolin, Université Stendhal & CNRS, Gipsa-Lab Paul Foulkes, University of York Martine Hausberger, Université de Rennes 1 & CNRS, Ethos Jérôme Mars, Grenoble-INP & CNRS, Gipsa-Lab Jean-Luc Schwartz, Grenoble-INP & CNRS, Gipsa-Lab Partners Association Française de la Communication Parlée Centre National de la Recherche Scientifique Gipsa-Lab Institut Universitaire de France Lidilem Pôle Grenoble Cognition Région Rhône-Alpes Université Stendhal ******************************************** Jean-Pierre Chevrot Université Grenoble 3 - Institut Universitaire de France Laboratoire Lidilem - BP 25, 38040, Grenoble cedex France http://w3.u-grenoble3.fr/lidilem/labo/membre/membre_plus.php?mem_login=chevrot Tel (bureau) : 04 76 82 68 13 Tel (personnel) : 06 74 61 36 21 Site de la revue Lidil http://www.revues.org/index644.html *********************************************** -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ruth.tincoff at bucknell.edu Mon Feb 25 22:07:52 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Mon, 25 Feb 2013 17:07:52 -0500 Subject: feralchildren.com ? Message-ID: Hi all, There was an excellent website, feralchildren.com, that had information about many of the classic and modern cases of language deprivation. I just tried accessing it and it's no longer active! I'm checking with CHILDES folks to see if anyone knows anything or has found a comparable site. I don't have a record of who was hosting it. Thanks Ruth -- __________________________________________________________ Ruth Tincoff, Assistant Professor Psychology Department Neuroscience and Linguistics Programs Bucknell University 205 O'Leary | 570-577-1787 students: drop by for office hours or schedule an appointment research: Baby Lab full contact info and webpage _________________________________________________________ -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mats.andren at ling.lu.se Mon Feb 25 22:15:08 2013 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Mon, 25 Feb 2013 23:15:08 +0100 Subject: feralchildren.com ? In-Reply-To: Message-ID: Last sign of life of feralchildren.com was in October 2010. Then their account was suspended. You can access the site, as it was just prior to its disappearance, through the Wayback Machine of web.archive.org: http://web.archive.org/web/20101008200326/http://www.feralchildren.com/en/index.php Happy surfing! Best regards, Mats Andrén Centre for Languages and Literature Lund University http://www.salc-sssk.org/pages/andren.mats/ On 2013-02-25 23.07, Ruth Tincoff wrote: > Hi all, > > There was an excellent website, feralchildren.com > , that had information about many of the > classic and modern cases of language deprivation. I just tried > accessing it and it's no longer active! I'm checking with CHILDES > folks to see if anyone knows anything or has found a comparable site. > I don't have a record of who was hosting it. > > Thanks > Ruth > > -- > __________________________________________________________ > Ruth Tincoff, Assistant Professor > Psychology Department > Neuroscience and Linguistics Programs > Bucknell University > > 205 O'Leary | 570-577-1787 > students: drop by for office hours or schedule an appointment > > research: Baby Lab > full contact info and webpage > > _________________________________________________________ > > -- > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Tue Feb 26 21:10:20 2013 From: barner at ucsd.edu (David Barner) Date: Tue, 26 Feb 2013 13:10:20 -0800 Subject: post doctoral position at UCSD Message-ID: Dear Colleagues, Please circulate the following post doc advertisement for my lab at UCSD and feel free to repost to appropriate lists in psychology and linguistics. Thanks, Dave Barner *Postdoctoral Fellow, Language & Development Lab, UCSD *The Language and Development Lab at UCSD (http://ladlab.ucsd.edu) is seeking candidates for a post doctoral fellow position, beginning July, 2013. The position is suitable for a researcher with a Ph.D. in psychology or linguistics, and experience conducting experimental work related to language acquisition, semantics, pragmatics, and/or number word learning. The position is funded by a grant whose purpose is to explore a wide range of case studies related to conceptual change, semantics, and pragmatics. Funding for the position is available for 1 or 2 years with full benefits, starting in July of 2013. Please submit a CV, a cover letter with statement of research interests, a list of three potential letter writers, and a first authored publication that is representative of your work. Reference letters will be requested from short listed applicants. Applications should be sent electronically to: Katherine Kimura ( ladlabcoordinator.ucsd at gmail.com). More information about the lab can be found at ladlab.ucsd.edu. -- David Barner, Ph.D. Associate Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at umd.edu Thu Feb 28 22:06:59 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Thu, 28 Feb 2013 22:06:59 +0000 Subject: cameras for study - suggestions welcomed! Message-ID: For a study of parent-child interaction, we would like to be able to position 4 cameras at different points in the room (not fixed installation; tripods or placed on other surfaces), and to be able to control all 4 from one computer/device. Ideally this would be outside the room where the cameras are, but not necessarily. The quality does not need to be outstanding, but we do want to be able to pan/tilt and zoom, and be able to make out facial expressions and gestures. Cameras will be 6-10 feet from subjects. Don't necessarily have to record sound, since we can use a separate recorder. We have been looking at some inexpensive security camera sets, such as this one: http://www.x10.com/promotions/airsight_wireless_ip_camera.html?YBINT But it's hard to figure out the quality as well as a number of other details from the documentation available online. We're open to any suggestions about inexpensive camera set ups (100s rather than 1000s of dollars!) Thanks, and kindest regards to all, Nan Ratner and colleagues at UMD Hearing and Speech Sciences Nan Bernstein Ratner, Professor and Chair Fellow, ASHA Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland, College Park College Park, MD 20742 301-405-4213, 301-405-4217 Fax: 301-314-2023 http://hesp.umd.edu/facultyprofile/Bernstein%20Ratner/Nan Affiliated faculty: Language Sciences, Developmental Science Field Committee Neuroscience and Cognitive Neuroscience Program (NACS) -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From meh at psych.uw.edu.pl Fri Feb 1 12:31:05 2013 From: meh at psych.uw.edu.pl (Ewa Haman) Date: Fri, 1 Feb 2013 04:31:05 -0800 Subject: Call for posters: COST IS0804 Final conference / Child Language Impairment in Multilingual Context Message-ID: Child Language Impairment in Multilingual Context// COST IS0804 Final conference International conference organised by the Institute of Psychology (the Jagiellonian University), the Educational Research Institute, and the Faculty of Psychology (the University of Warsaw) Organised under the honorary auspices of the Rector of the Jagiellonian University Call for Posters COST ACTION IS0804 Final conference entitled Child Language Impairment in Multilingual Context will be held at the Jagiellonian University, Krak?w, Poland, between 27th and 29th May 2013. We welcome original and previously unpublished linguistic and psycholinguistic research on bi- and multilingual children with typical language development and SLI. We welcome POSTERS on psycholinguistic and linguistic research in relation to: ? Syntax and interfaces with morphology and semantics; ? Narrative and discourse; ? Lexical Processing; ? Phonological Processing; ? Executive functions; ? Reading, writing, listening, speaking; ? Cross-linguistic influences (transfer); ? Individual differences in language development; ? Age effects and ultimate attainment; ? Multilingual families; ? Language policies; ? Educational language policies; ? Literacy in multiple languages (pluriliteracy). Abstracts Abstracts explaining the rationale of the poster must be submitted in English and should not exceed the limit of 300 words (including optional references). All submissions should include: 1. Name and affiliation of the authors + email address of the first author 2. Title of the poster (maximum of 20 words); Poster proposals should not have been previously published. Please send your abstract (up to 300 words) to bisli.org at gmail.com, providing authors? names and affiliations on the second page separately. The deadline for all submissions is Monday February 28th, 2013. Notifications of acceptance Notifications of acceptance will be sent by March 15th, 2013. Conference Information Registration deadlines Registration begins: March 1st 2013 Deadline for registration: March 26th 2013 Please note that active presenters are also required to register. The conference is free of charge, and the number of places is limited. Successful registration is completed only after having received a confirmation email from the conference organizers. Confirmation of participation acceptance: April 2nd 2013 Keynote speakers: Kathryn Kohnert (University of Minnesota, USA) Barbara Zurer Pearson (University of Massachusetts, USA) Confirmed Discussants: Joahanne Paradis (University of Alberta, Canada) Virginia Mueller Gathercole (Florida International University, USA) Lucy Henry (London South Bank University, UK) Magdalena Smoczy?ska (Educational Research Institute) Gra?yna Krasowicz-Kupis (Educational Research Institute) Magdalena Szpotowicz (Educational Research Institute) Piotr Rycielski (Educational Research Institute) Rados?aw Kaczan (Educational Research Institute) Scientific Committee: Steering Group COST Action IS0804 Sharon Armon-Lotem, (Bar Ilan University, Israel) ? committee chairman Jan de Jong (Universiteit van Amsterdam, Holland) ? committee vice- chairman Organising Committee: dr Zofia Wodniecka (Jagiellonian University, Poland) dr Ewa Haman (University of Warsaw, Poland) dr Agnieszka Otwinowska-Kasztelanic (University of Warsaw, Poland) dr Marta Bia?ecka-Pikul Jagiellonian (University, Poland) Organisers: COST Action IS0804 Institute of Psychology, Jagiellonian University Educational Research Institute (IBE) Faculty of Psychology, University of Warsaw Conference website More information about the conference can be found at bi-sli2013.org -- 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. From kridge at udel.edu Mon Feb 4 22:02:38 2013 From: kridge at udel.edu (Katherine Ridge) Date: Mon, 4 Feb 2013 14:02:38 -0800 Subject: UD Infant Language Project Summer Internship Message-ID: Please forward to those who are interested. *INFANT LANGUAGE PROJECT* *DR. ROBERTA GOLINKOFF* * * *Comprehensive Summer 2013 Internship Program* * * The Infant Language Project under the direction of Dr. Roberta Golinkoff invites graduating seniors and undergraduate students to apply for our unpaid summer internship program. This highly competitive program is a great opportunity for students to gain intensive research experience. Successful candidates will work with our collaborative team of RAs, graduate students, post-docs and staff to develop studies, collect and analyze data and create scientific manuscripts for publication. In the past, exceptional interns have joined us as authors on our paper presentations at national conferences. In general, this long-standing program is designed to prepare dedicated and academically talented students for graduate study. *Research focus* Our primary foci are language acquisition, early mathematical and spatial concepts, and the benefits of playful learning. *Requirements* Background in psychology or a related field.** Basic computer skills. A letter of recommendation from one of your professors or prior research supervisor. Must be able to commit at least 20-30 hours/week for 8 weeks between June and August. *To Apply* Complete and send the attached application form along with your CV, unofficial university transcript, and letter of recommendation to the Laboratory Coordinator, Katherine Ridge (kridge at udel.edu), no later than *May 1, 2013. *We will review applications on a rolling basis. *Questions?* Please contact Katherine Ridge, Laboratory Coordinator at (302) 831-2073 or kridge at udel.edu . Visit Dr. Golinkoff?s website at http://udel.edu/~roberta/ Visit our website at http://www.udel.edu/ILP -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/2Swg59bjF4IJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Summer2013InternAppKR.docx Type: application/vnd.openxmlformats-officedocument.wordprocessingml.document Size: 455923 bytes Desc: not available URL: From yrose at mun.ca Wed Feb 13 14:34:10 2013 From: yrose at mun.ca (Yvan Rose) Date: Wed, 13 Feb 2013 11:04:10 -0330 Subject: Phon 1.6 release Message-ID: [Apologies for cross-postings] Dear everyone, It is with great pleasure that we are now releasing version 1.6 of Phon. This version comes with significant improvements, as detailed below. Session Editor ? New layout management system ? Layout presets, ability to create user-customized layouts ? Inside the Record Menu, functions to cut/copy/paste records ? Changed name of 'Merged Session' function to 'Derived Session' ? Improved handling of Session Information data (e.g. media files) ? Added syllabifier for Cree ? Added systems for PCC (percent consonant correct) and PVC (percent vowel correct) calculations (Special thanks to Cynthia Core for her collaboration on this project) ? Added Quick Search functions; moved record list function to Quick Search - Export to CSV from Quick Search - Using Quick Search, multiple record lists can also be opened and used with different filters ? Added characters and diacritics support in our IPA set ? Update to the English IPA dictionary of pronounced forms ? Aligned Phones results now always appears as IPA Target ? IPA Actual Query and Reporting ? New XML-based query database system (we now store result sets in xml format within the project) ? Newly designed approach to query result visualization ? Streamlined report generation ? Improved system for saving results into the Query History ? Ability to exclude results from reports (instead of deleting results) ? New result sets editor (which now appears as a separate window) ? Ability to save query scripts as XML files which include both the scripting functions and the parameters ? Improvements to Harmony/Metathesis feature specification method TalkBank compatibility ? PhonTalk utility for converting data from Phon into TalkBank XML and vice versa now embedded as a plugin into Phon ? Added support for %mor, %trn, and %gra for import/export ? Added significant support for main-line CHAT encoding This version also comes with several bug fixes and performance improvements in the areas of media support, memory management, etc. Discussion group Phon users are encouraged to subscribe to the discussion group (no Gmail account required to subscribe): http://groups.google.com/group/phon -To join the group, click on the ?Sign up? link and follow the instructions. -Group's email address (for message posting): phon at googlegroups.com Acknowledgments Special thanks: While it is impossible to name everyone who ended up being involved in one way or another in this project, we owe special thanks to a wonderful group of phon users and beta testers, without whom it would have been much more difficult to produce this new update. We look forward to continuing our with you! Funding: Current development of Phon and PhonBank is supported by the National Institutes of Health. Earlier development of Phon was funded by grants from National Science Foundation, Canada Fund for Innovation, Social Sciences and Humanities Research Council of Canada, Petro-Canada Fund for Young Innovators, and the Office of the Vice-President (Research) and the Faculty of Arts at Memorial University of Newfoundland. The Phon Team This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From caroline.floccia at plymouth.ac.uk Wed Feb 13 13:35:56 2013 From: caroline.floccia at plymouth.ac.uk (Caroline Floccia) Date: Wed, 13 Feb 2013 13:35:56 +0000 Subject: forthcoming Summer School on bilingualism in Plymouth (UK) Message-ID: Dear colleagues, We are organising a Summer School in Plymouth (24-28 June 2013) around the topic: "Bilingual minds, bilingual machines". Psychologists, linguists and computer scientists will introduce and discuss theoretical and practical advances in the field of bilingualism modeling. Please feel free to circulate amongst your students or early career researchers. The link to the advert is there: http://www.plymouth.ac.uk/pages/dynamic.asp?page=events&eventID=7506&showEvent=1 Best regards, Caroline -- Dr. Caroline Floccia Reader (Associate Professor) PSQ A213 School of Psychology University of Plymouth Drake Circus Devon PL4 8AA tel: (+0044) 1752 584822 -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vogt.pa at gmail.com Thu Feb 14 08:28:13 2013 From: vogt.pa at gmail.com (Paul Vogt) Date: Thu, 14 Feb 2013 09:28:13 +0100 Subject: Deadline Extension: TiGeR 2013 Tilburg Gesture Research Meeting Message-ID: :: apologies for cross-postings :: After multiple requests, the submission deadline has been extended to February 27, 2013. FINAL CALL FOR PAPERS TiGeR 2013 http://tiger.uvt.nl/ Tilburg Gesture Research Meeting June 19-21, 2013 Deadline for submissions: February 27, 2013 [extended deadline; we will be accepting manuscripts as long as it is the deadline date anywhere in the world] News: - The registration fee for TiGeR 2013 will be ? 50 (including lunch), excluding the TiGeR social program and dinner (which we expect to cost about ? 50 as well). - We are planning to organize a special issue in Gesture on models of speech-gesture production; a separate call for papers will be issued in the summer. TiGeR 2013 is the combined meeting of the 10th International Gesture Workshop (GW) and the 3rd Gesture and Speech in Interaction (GESPIN) conference, and is hosted by the Tilburg center for Cognition and Communication (TiCC) of Tilburg University, The Netherlands. During TiGeR 2013, we aim to bring together researchers working on empirical and technical approaches to gesture production and comprehension. The meeting will contain a special theme-session on theoretical and computational models of gesture and speech production. During this special session, we will discuss and compare competing models of the speech-gesture interface, both from an empirical and a technical perspective, with the following invited speakers: - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Catherine Pelachaud (CNRS, France) - Jan de Ruiter (Bielefeld University, Germany) Two other themes that we want to highlight during TiGeR 2013 are cross- cultural differences in gesture production/comprehension and language acquisition and gesture. These topics will be addressed by our invited speakers: - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Danielle Matthews (University of Sheffield, UK) TiGeR 2013 hopes to bring together researchers working on gesture from the social sciences and humanities as well as researchers from computer science and engineering, in order to further our understanding of human gesture production and improve the development of interactive systems that exploit gesture as a means of interacting with machines. We invite submissions on all topics related to gesture production and perception. Specific topics include, but are not limited to, the following list: Gesture research: - Gesture and speech or other natural modalities - Gesture and adaptation - Gesture and aphasia - Gesture in cross-cultural comparisons - Gesture in non-human primates - Gesture and individual differences - Gesture and language acquisition - Gesture and sign language - Gesture and multimodal dialogue - Gesture and embodied cognition - Gesture development and learning Gesture application: - Gesture in virtual and augmented reality - Automatic gesture recognition and/or generation - Gesture in embodied conversational agents - Gesture and social signal processing - Gesture for gaming and entertainment - Gesture for audio-visual applications - Gesture for therapy and rehabilitation - Gesture for education We invite papers for oral as well as for posters presentations. More detail about how to submit can be found here: http://tiger.uvt.nl/call-for-papers.html The following researchers have agreed to be members of the Program Committee: - Martha Alibali (University of Chicago, USA) - Elisabeth Andre (University of Augsburg, Germany) - Annelies Braffort (LIMSI-CNRS, France) - Alan Cienki (Vrije Universiteit, Amsterdam, The Netherlands) - Onno Crasborn (Radboud University, Nijmegen, The Netherlands) - Nick Enfield (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Sylvie Gibet (University of Bretagne Sud, France) - Marianne Gullberg (Lund University, Sweden) - Judith Holler (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Maciej Karpinski (Adam Mickiewicz University, Poznan, Poland) - Spencer Kelly (Colgate University, USA) - Michael Kipp (Saarland University, Germany) - Sotaro Kita (University of Birmingham, UK) - Stefan Kopp (Bielefeld University, Germany) - Anna Kuhlen (Humboldt Universit?t zu Berlin, Germany) - Ulf Liszkowski (Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Max Louwerse (University of Memphis/University of Tilburg, USA/The Netherlands) - Danielle Matthews (University of Sheffield, UK) - Cornelia Muller (Europa Universit?t Viadrina Frankfurt/Oder, Germany) - Asli Ozyurek (Radboud University, Nijmegen & Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands) - Catherine Pelachaud (CNRS at Telecom Paris Tech, France) - Pamela Perniss (Deafness, Cognition and Language Research Centre, UCL, UK) - Thies Pfeiffer (Bielefeld University, Germany) - Matthias Rehm (Aalborg University, Germany) - Miranda Rose (La Trobe University, Australia) - Eric Vatikiotis-Bateson (The University of British-Columbia, Canada) - Gabriella Vigliocco (University College London, UK) - Petra Wagner (Bielefeld University, Germany) The TiGeR 2013 Organizing Committee: - Marieke Hoetjes, Tilburg University - Emiel Krahmer, Tilburg University - Lisette Mol, Tilburg University - Karin van Nispen, Tilburg University - Eric Postma, Tilburg University - Marc Swerts, Tilburg University - Paul Vogt, Tilburg University If you have any questions, please feel free to contact the organizers at tiger2013tilburg at gmail.com. -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ervintripp at gmail.com Fri Feb 15 05:07:02 2013 From: ervintripp at gmail.com (Susan Ervin-Tripp) Date: Thu, 14 Feb 2013 21:07:02 -0800 Subject: OCR Message-ID: Does anybody know of Optical character recognition program that would recognize phonetic/phonological symbols? I have some typed texts from our 1975 beginning grammar study that I would like to make available, but they are in typed phonetic transcription. We have been able to send the transcripts of older children in families to CHILDES but I can't send the beginners because of the OCR problem. Susan Ervin-Tripp -- 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. From yvnesinep at gmail.com Fri Feb 15 19:50:26 2013 From: yvnesinep at gmail.com (yvnesinep at gmail.com) Date: Fri, 15 Feb 2013 11:50:26 -0800 Subject: Literature on production vs. receptive language? Message-ID: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Fri Feb 15 21:00:39 2013 From: yrose at mun.ca (Yvan Rose) Date: Fri, 15 Feb 2013 17:30:39 -0330 Subject: Phon Video Tutorials Message-ID: [Apologies for cross-posting.] Dear everyone, Coming right on the heels of Phon 1.6, release earlier this week, is our new series of tutorial videos. These tutorials will be useful to new users of Phon as well as to some more seasoned users, especially concerning functions which have been added or modified in Phon 1.6. You can access these videos via the following link: http://phon.ling.mun.ca/phontrac/wiki/tutorials Special thanks to Kelly Burkinshaw for her tremendous work on this project. As always, we will appreciate any type of feedback you may have about the videos, especially in the context that this is our first experience with creating this type of material. The Phon Team This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- 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. From william.snyder at uconn.edu Sat Feb 16 12:17:28 2013 From: william.snyder at uconn.edu (William Snyder) Date: Sat, 16 Feb 2013 13:17:28 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: <78f3b1ea-314e-409f-adeb-f4246222c4ca@googlegroups.com> Message-ID: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com wrote: > Dear All, > > I am interested in research into how much production is relevant for > language acquisition (e.g. does a child need to actually produce relative > clauses in order to acquire them? Might he have a full representation of RCs > in his grammar, but never have uttered one?). I'm interested in the > relationship of production to acquisition in general with respect to syntax > and morphology. > > Is there literature that makes specific claims about this? I welcome > feedback from both theoretical and clinical perspectives. > > Any references you can point me toward are greatly appreciated. > > Best, > > Helen Stickney > > -- > Department of Linguistics > Kenneth P. Dietrich School of Arts and Sciences > University of Pittsburgh, 2831 CL > Pittsburgh, PA 15260 > http://www.pitt.edu/~hes41/ > Office: +1 412-624-5918 > > -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > 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. From annickej at yahoo.com Sat Feb 16 14:52:45 2013 From: annickej at yahoo.com (Annick De Houwer) Date: Sat, 16 Feb 2013 06:52:45 -0800 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: > > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com > > wrote: > > Dear All, > > > > I am interested in research into how much production is relevant for > > language acquisition (e.g. does a child need to actually produce > relative > > clauses in order to acquire them? Might he have a full representation of > RCs > > in his grammar, but never have uttered one?). I'm interested in the > > relationship of production to acquisition in general with respect to > syntax > > and morphology. > > > > Is there literature that makes specific claims about this? I welcome > > feedback from both theoretical and clinical perspectives. > > > > Any references you can point me toward are greatly appreciated. > > > > Best, > > > > Helen Stickney > > > > -- > > Department of Linguistics > > Kenneth P. Dietrich School of Arts and Sciences > > University of Pittsburgh, 2831 CL > > Pittsburgh, PA 15260 > > http://www.pitt.edu/~hes41/ > > Office: +1 412-624-5918 > > > > -- > > 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... at googlegroups.com . > > To post to this group, send email to info-c... at googlegroups.com. > > > To view this discussion on the web visit > > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > > 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From evan.kidd at anu.edu.au Sat Feb 16 22:21:47 2013 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Sun, 17 Feb 2013 08:21:47 +1000 Subject: Literature on production vs. receptive language? In-Reply-To: <7480af9a3b443.512005fa@anu.edu.au> Message-ID: Dear Helen (and all), Maryellen MacDonald's chapter in "The Emergence of Language" tackles these issues: MacDonald, M. C. (1999). Distributional information in language comprehension, production, and acquisition: Three puzzles and a moral. In B. MacWhinney. (Ed.), The Emergence of Language (pp. 177-196). Mahwah, NJ: Erlbaum. BW Evan On 02/17/13, Katherine Demuth wrote: > > > > > > Dear William and all - > > We have a paper suggesting a close connection between perception and production of verbal agreement in 2-year-olds. It therefore suggests that the gap/time lag between comprehension and production may not be as big as often assumed. > > > Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on children?s perception and production of English 3rd person singular ?s. Journal of Speech, Language, and Hearing Research, 54, 55-71. > > Katherine > > > On 16/02/13 11:17 PM, William Snyder wrote: > > > > > > Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the > > syntactic abilities (in comprehension) of a child who, during his > > pre-school years, was producing only one-word utterances, but who > > tested normally on comprehension measures of syntax. What I don't > > recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com > > wrote: > > > > > > > > Dear All, I am interested in research into how much production is relevant for > > > language acquisition (e.g. does a child need to actually produce relative > > > clauses in order to acquire them? Might he have a full representation of RCs > > > in his grammar, but never have uttered one?). I'm interested in the > > > relationship of production to acquisition in general with respect to syntax > > > and morphology. Is there literature that makes specific claims about this? I welcome > > > feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- > > > Department of Linguistics > > > Kenneth P. Dietrich School of Arts and Sciences > > > University of Pittsburgh, 2831 CL > > > Pittsburgh, PA 15260 > > > http://www.pitt.edu/~hes41/ > > > Office: +1 412-624-5918 -- > > > 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. > > > To view this discussion on the web visit > > > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > > > 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. To post to this group, send email to info-childes at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From petra.hendriks at gmail.com Sun Feb 17 08:01:40 2013 From: petra.hendriks at gmail.com (Petra Hendriks) Date: Sun, 17 Feb 2013 09:01:40 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: <7480973b389c9.5120931b@anu.edu.au> Message-ID: Dear Helen and others, In 2010, Charlotte Koster and I edited a special issue of Lingua that addresses cases where production precedes comprehension. See also our introduction to the special issue: Hendriks, P. & C. Koster (2010). Production/comprehension asymmetries in language acquisition. Introduction to a special issue on asymmetries in language acquisition. *Lingua* 120(8), 1887-1897. The articles in this issue may be of potential relevance to your question. Best wishes, --Petra Hendriks 2013/2/16 Evan Kidd > Dear Helen (and all), > > Maryellen MacDonald's chapter in "The Emergence of Language" tackles these > issues: > > MacDonald, M. C. (1999). Distributional information in language > comprehension, production, and acquisition: Three puzzles and a moral. In > B. MacWhinney. (Ed.), *The Emergence of Language* (pp. 177-196). Mahwah, > NJ: Erlbaum. > > BW > > Evan > > > On 02/17/13, *Katherine Demuth * wrote: > > Dear William and all - > > We have a paper suggesting a close connection between perception and > production of verbal agreement in 2-year-olds. It therefore suggests that > the gap/time lag between comprehension and production may not be as big as > often assumed. > > Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on > children?s perception and production of English 3rd person singular *?s. > Journal of Speech, Language, and Hearing Research, *54, 55-71.**** > > Katherine > > > On 16/02/13 11:17 PM, William Snyder wrote: > > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com wrote: > > Dear All, > > I am interested in research into how much production is relevant for > language acquisition (e.g. does a child need to actually produce relative > clauses in order to acquire them? Might he have a full representation of RCs > in his grammar, but never have uttered one?). I'm interested in the > relationship of production to acquisition in general with respect to syntax > and morphology. > > Is there literature that makes specific claims about this? I welcome > feedback from both theoretical and clinical perspectives. > > Any references you can point me toward are greatly appreciated. > > Best, > > Helen Stickney > > -- > Department of Linguistics > Kenneth P. Dietrich School of Arts and Sciences > University of Pittsburgh, 2831 CL > Pittsburgh, PA 15260http://www.pitt.edu/~hes41/ > Office: +1 412-624-5918 > > -- > 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. > To view this discussion on the web visithttps://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. > 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. > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kdemuth07 at gmail.com Sat Feb 16 21:56:31 2013 From: kdemuth07 at gmail.com (Katherine Demuth) Date: Sun, 17 Feb 2013 08:56:31 +1100 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear William and all - We have a paper suggesting a close connection between perception and production of verbal agreement in 2-year-olds. It therefore suggests that the gap/time lag between comprehension and production may not be as big as often assumed. Sundara, M., Demuth, K., & Kuhl, P. 2011. Sentence-position effects on children's perception and production of English 3^rd person singular /--s. Journal of Speech, Language, and Hearing Research, /54, 55-71. Katherine On 16/02/13 11:17 PM, William Snyder wrote: > Dear Helen (et al.) > > Karin Stromswold has done some potentially relevant work on the > syntactic abilities (in comprehension) of a child who, during his > pre-school years, was producing only one-word utterances, but who > tested normally on comprehension measures of syntax. What I don't > recall is whether she tested him on RCs.... > > With best wishes, > > William > > On Fri, Feb 15, 2013 at 8:50 PM, yvnesinep at gmail.com > wrote: >> Dear All, >> >> I am interested in research into how much production is relevant for >> language acquisition (e.g. does a child need to actually produce relative >> clauses in order to acquire them? Might he have a full representation of RCs >> in his grammar, but never have uttered one?). I'm interested in the >> relationship of production to acquisition in general with respect to syntax >> and morphology. >> >> Is there literature that makes specific claims about this? I welcome >> feedback from both theoretical and clinical perspectives. >> >> Any references you can point me toward are greatly appreciated. >> >> Best, >> >> Helen Stickney >> >> -- >> Department of Linguistics >> Kenneth P. Dietrich School of Arts and Sciences >> University of Pittsburgh, 2831 CL >> Pittsburgh, PA 15260 >> http://www.pitt.edu/~hes41/ >> Office: +1 412-624-5918 >> >> -- >> 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. >> To view this discussion on the web visit >> https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. >> 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hjk.heather at gmail.com Mon Feb 18 16:53:10 2013 From: hjk.heather at gmail.com (HJ Heather Kim) Date: Mon, 18 Feb 2013 11:53:10 -0500 Subject: question about w option in CLAN Message-ID: I am doing an analysis on family mealtime conversations- I have searched for 10 longest utterances produced by each child by using maxwd command. And I would like to examine the utterances (or turns) that precede and follow each of the longest target utterances. I tried using the w option, but it didn't work with the maxwd command. Does anyone know how to pull out those preceding/following utterances? Thank you, Heather Kim -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From silvikins at gmail.com Tue Feb 19 14:10:48 2013 From: silvikins at gmail.com (S_perez_cortes) Date: Tue, 19 Feb 2013 06:10:48 -0800 Subject: WM + IC tests Message-ID: Dear all, I am currently working on a project regarding attrition in young (3-6 year olds) and adult heritage speakers. I wanted to control for individual differences (WM and IC) in both groups, but I can't find any tests suitable for children. Have any of you used a particular battery of tests that worked well with young participants? Any recommendations would be greatly appreciated. Best, Silvia Perez-Cortes Graduate Fellow Spanish-Portuguese Rutgers University -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/_Hl8hcU0h9IJ. For more options, visit https://groups.google.com/groups/opt_out. From K.McManus at soton.ac.uk Wed Feb 20 13:46:41 2013 From: K.McManus at soton.ac.uk (Mcmanus K.) Date: Wed, 20 Feb 2013 13:46:41 +0000 Subject: Programme announcement: Residence Abroad, Social Networks and Second Language Learning Message-ID: Residence Abroad, Social Networks and Second Language Learning 10th - 12th April, 2013 Centre for Applied Language Research, University of Southampton, UK Conference website: http://langsnap.soton.ac.uk/conference-2 in collaboration with: University Council for Modern Languages AILA Research Network on "Study Abroad and Language Acquisition" Centre for Languages, Linguistics and Area Studies Keynote Speakers: Jim Coleman, Open University, UK 'Social Circles during Residence Abroad: What Students Do, and Who With' Celeste Kinginger, Pennsylvania State University, USA 'Language Socialization in the Home Stay: American High School Students in China' Ulrich Teichler, University of Kassel, Germany 'The Impact of Temporary Study Abroad' Pre-conference workshops and programme We are pleased to announce that the conference programme is now available to download: http://langsnap.soton.ac.uk/conference-2/programme/ Details of the pre-conference workshops can be found here: http://langsnap.soton.ac.uk/conference-2/pre-conference-workshop-2/ Conference theme Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level. Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it. This conference arises from "LANGSNAP", a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network "Study Abroad and Language Acquisition". Registration Delegates can register for the conference here: http://www.llas.ac.uk/events/6649/register Organising Committee: Dr Jaine Beswick (University of Southampton) Dr Patricia Grounds (Universidad Polit?cnica de San Luis Potos?, Mexico) Dr Martin Howard (AILA REN/University College Cork, Ireland) Dr Cristobal Lozano (University of Granada, Spain) Dr Kevin McManus (University of Southampton, UK) Prof Rosamond Mitchell (University of Southampton, UK) Dr Carmen P?rez Vidal (AILA REN/ Universitat Pompeu Fabra, Spain) Ms Laurence Richard (University of Southampton, UK) Dr Patricia Romero (University of Southampton, UK) Dr Nicole Tracy-Ventura (University of Southampton, UK) Dr Henry Tyne (University of Perpignan, France) All enquiries should be addressed to: langsnap at soton.ac.uk -- Dr Kevin McManus Research Fellow in French Applied Linguistics Modern Languages University of Southampton tel: +44 (0) 23 8059 3970 http://www.soton.ac.uk/ml/about/staff/km2m10.page -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cam47 at psu.edu Wed Feb 20 13:46:24 2013 From: cam47 at psu.edu (Carol Miller) Date: Wed, 20 Feb 2013 05:46:24 -0800 Subject: WM + IC tests In-Reply-To: <6bb093ee-17f8-4ebb-b686-622fa66d29df@googlegroups.com> Message-ID: Hi Silvia, A good source is Carlson, S. (2005). Developmentally sensitive measures of executive function in preschool children. *Developmental Neuropsychology, 28*(2), 595-616. This is not an exhaustive review of IC and WM measures for young children but it is a great place to start. Carol Miller On Tuesday, February 19, 2013 9:10:48 AM UTC-5, S_perez_cortes wrote: > > Dear all, > > I am currently working on a project regarding attrition in young (3-6 year > olds) and adult heritage speakers. I wanted to control for individual > differences (WM and IC) in both groups, but I can't find any tests suitable > for children. Have any of you used a particular battery of tests that > worked well with young participants? Any recommendations would be greatly > appreciated. > > Best, > > Silvia Perez-Cortes > Graduate Fellow > Spanish-Portuguese > Rutgers University > > -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/EuLpsp1hP6UJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anne.salazar-orvig at univ-paris3.fr Wed Feb 20 02:56:44 2013 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Tue, 19 Feb 2013 18:56:44 -0800 Subject: 2nd call for papers - AEREF Message-ID: *ACQUISITION OF REFERRING EXPRESSIONS:* *CROSSED PERSPECTIVES* * * *Date of conference: October 25-26, 2013* *Location: Paris* *2nd CALL FOR PAPERS* * * EXTENDED DEADLINE for submissions: *April 1st 2013.* Submissions will be registered on-line, via the Easychair platform ( https://www.easychair.org/conferences/?conf=aeref2013) We are happy to announce the participation of the following guest speakers *Keynote Lectures:* Shanley *Allen*, University of Kaiserslautern, Germany Eve *Clark*, Stanford University, Ca. USA Katherine *Demuth*, Macquarie University, Sydney, Australia Maya *Hickmann*, CNRS, Universit? Paris 8, SFL, France Elena *Lieven*, University of Manchester, United Kingdom Edy *Veneziano*, Universit? Paris Descartes, Modyco) And the DIAREF project team *Oral presentations:* Dominique *Bassano* (CNRS, Universit? Paris 8, SFL, France), Dagmar *Bittner * (Zentrum f?r Allgemeine Sprachwissenschaft, Berlin, Germany), C?cile *de Cat* (University of Leeds, United Kingdom), Jeannette *Gundel* (University of Minnesota, USA), Susana *Lopez Ornat* Complutense University of Madrid, Spain) Danielle *Matthews* (University of Sheffield, United Kingdom), Yuriko *Oshima-Takane* ( McGill University, Montr?al, Canada), Ludovica * Serratrice* (University of Manchester, United Kingdom), Barbora *Skarabela* (University of Edinburgh, United Kingdom), Rushen *Shi* (Quebec University , Montr?al, Canada), Sophie *Wauquier* (Universit? Paris 8, SFL, France) For further information, visit our website: http://www.univ-paris3.fr/aeref-2013 -- 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/hpFZEMLXgt4J. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From medhatare at gmail.com Wed Feb 20 14:42:03 2013 From: medhatare at gmail.com (Medha Tare) Date: Wed, 20 Feb 2013 09:42:03 -0500 Subject: Job: Research Assistant in Foreign Language Learning Message-ID: > > *The University of Maryland Center for Advanced Study of Language (CASL)*is seeking a Faculty Research Assistant (FRA) to join its foreign language > aptitude research teams. These research teams investigate second language > acquisition, focusing in particular on: predicting success in achieving > high-level or near-native proficiency, identifying the cognitive and > perceptual abilities relevant to high-level language skills, predicting > aptitude for specific languages or linguistic features, and tailoring > language training to match learners? aptitude profiles. > * > Duties:* The FRA will work with one or more research teams on all aspects > of a research project on foreign language aptitude. Duties will include > both administrative and research tasks. They will include some subset of > the following (depending on the specific project): participant recruitment, > scheduling, and testing as part of an on-going validation study; organizing > meetings, taking minutes, and coordinating schedules; and assisting in the > preparation of status reports, briefings, and technical reports. Research > activities will include, but are not limited to, working with a research > team to develop testing protocols, writing IRB applications, piloting and > validating assessments, managing the team library, meeting with government > and military personnel, technical editing and copyediting, as well as data > collection, organization, and analysis. Travel is required. > * > Qualifications:* Bachelor?s degree required in a research field involving > human participants such as Psychology, Sociology, Cognitive Science, > Statistics, or Program Evaluation. Master?s degree preferred with a > concentration in Second Language Acquisition, Language Assessment, > Psychology, or Linguistics. Expertise in Microsoft Office is required. > Experience with, or willingness to learn, R, SPSS, and LaTeX is a plus. > Previous research experience assessing cognitive and/or linguistic > knowledge, with knowledge of statistical analysis, is desirable. Candidates > must be willing to be trained to perform all requisite duties of the > position and demonstrate an ability to work in a fast-paced, > interdisciplinary and intercultural environment. > > For best consideration please apply on line by February 28, 2013 at > http://jobs.umd.edu and click on FACULTY (direct link: > http://jobs.umd.edu/applicants/Central?quickFind=58457). > Medha Tare, PhD Assistant Research Scientist Center for Advanced Study of Language University of Maryland > > -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/_Hl8hcU0h9IJ. > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Wed Feb 20 17:46:36 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Wed, 20 Feb 2013 12:46:36 -0500 Subject: WM + IC tests In-Reply-To: <9131ac35-5dbc-41dc-86f4-39cc2436f30f@googlegroups.com> Message-ID: Dear Silvia, You could also contact Clancy Blair at New York University: he conducted an NIH-funded project to norm EF tasks on preschool children. Yours, Isabelle On Wed, Feb 20, 2013 at 8:46 AM, Carol Miller wrote: > Hi Silvia, > A good source is Carlson, S. (2005). Developmentally sensitive measures > of executive function in preschool children. *Developmental > Neuropsychology, 28*(2), 595-616. This is not an exhaustive review of IC > and WM measures for young children but it is a great place to start. > Carol Miller > > > On Tuesday, February 19, 2013 9:10:48 AM UTC-5, S_perez_cortes wrote: >> >> Dear all, >> >> I am currently working on a project regarding attrition in young (3-6 >> year olds) and adult heritage speakers. I wanted to control for individual >> differences (WM and IC) in both groups, but I can't find any tests suitable >> for children. Have any of you used a particular battery of tests that >> worked well with young participants? Any recommendations would be greatly >> appreciated. >> >> Best, >> >> Silvia Perez-Cortes >> Graduate Fellow >> Spanish-Portuguese >> Rutgers University >> >> -- > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/EuLpsp1hP6UJ. > > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From L.Dominguez at soton.ac.uk Thu Feb 21 16:54:53 2013 From: L.Dominguez at soton.ac.uk (Dominguez L.) Date: Thu, 21 Feb 2013 16:54:53 +0000 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear Barbara, Annick and others, I am so happy that someone has brought this topic up. I was reading Annick?s message and I was thinking that?s exactly the case of my 4 year old son Blake who has been raised bilingually (English-Spanish) in the UK (I am Spanish, dad is English) from birth. We live in an area where there are not many Spanish speaking people, and dad and I speak English together, so the Spanish input he has been exposed to has come almost exclusively from me (other sources: DVDs, songs, skype with grandparents, and around 3 visits to Spain a year). I have worked full time since he was about 1 year old and he has been the only child until very recently. His first words were in Spanish although when he learnt the same words in English he soon stopped using them. Blake is clearly a very competent native speaker of English but he?s only a passive Spanish speaker who understands Spanish perfectly but has always found it very difficult to speak it. In fact, he has always been quite stubborn about not speaking Spanish, even to me, regardless of my constant begging. I think he wasn?t even 3 years old when he looked at me in the eye and said for the first time: ?Mum, I am English. I don?t speak Spanish.? I have heard this many, many times. It never even mattered to him that other people would not understand him, like his grandparents, he would just refuse to speak Spanish (except for using few Spanish words about food, toys , family members etc.). So we decided to take drastic action and we spent 10 weeks in Spain last summer hoping to give him a bit of a language immersion experience. He was around 3 and a half years old then. We stayed with the grandparents (so Spanish was language used everywhere, even at home) and he attended a nursery/day care 9am-2pm Monday-Friday (where he had a chance to socialise in Spanish). After 1 week, we could see that his attitude towards Spanish was already changing although he was still finding it hard to speak it. But it was only a week later that he was happily speaking Spanish in full sentences, just like that, we couldn?t believe it; it happened like magic, like the Spanish speaking had been finally switched on. I would say that he went from no use of Spanish at all (except for some vocabulary) to speaking Spanish like an intermediate (English) second language learner in just 2 weeks. He made some grammatical mistakes, like overproduction of overt subjects, problems with ser/estar, imperfect, verbal morphology, but I did see evidence of use of postverbal subjects and correct word order for instance. He also never code-mixed (has hardly ever done), which I have found very interesting. My thinking is that it was the experience in the nursery which pushed him to start speaking the other language, not the fact that we were in Spain (that did not see to affect him at all in the past). Please let me know if anybody would like to know a bit more about Blake?s experience. I should say that his active bilingualism lasted for around a month after we came back to the UK but he is now more capable of switching his Spanish on when he feels he has to (speaking to family members for instance or when I insist he speaks Spanish). We are planning another long visit to Spain this summer including spending time in the nursery so if anybody is interested in finding out what happens, please do get in touch. Blake now has a little 1 month old brother ? so if anyone has funds for a proper longitudinal study... All the best, Laura Dr. Laura Dominguez Head of Linguistics Modern Languages University of Southampton ________________________________________ From: info-childes at googlegroups.com [info-childes at googlegroups.com] on behalf of Barbara Z. Pearson [bpearson at research.umass.edu] Sent: 21 February 2013 14:54 To: info-childes at googlegroups.com Cc: Barbara Z. Pearson Subject: Re: Literature on production vs. receptive language? Dear All, I missed this point when Annick originally made it, but it would be great to hear cases, even anecdotally, from the people who experienced this sudden switch from passive to active bilingualism--and be able to probe the details of their background and perhaps the level of their preschool L1. I have never heard of someone who is a passive "speaker" becoming fluent in a week, even in a strong immersion situation. I have had people describe cases where it took a week or more for someone who had been very fluent and then didn't use the language for a long period to regain their former fluency. The heritage language studies also provide a lot of counter-evidence. I realize this is veering off Helen's original question, but I guess it is potentially a new thread. If anyone can give us some specifics on this, please write in--through the forum or off-line. It would be a great help to the field (and to parents around the world frustrated by children's reluctance to speak the "other" language.) I, for one, would have to change the advice I give families and what I tell students. Till soon, I hope, Barbara ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On Feb 21, 2013, at 9:26 AM, William Snyder wrote: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer > wrote: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com wrote: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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... at googlegroups.com. To post to this group, send email to info-c... at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. 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. 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. From bpearson at research.umass.edu Thu Feb 21 14:54:09 2013 From: bpearson at research.umass.edu (Barbara Z. Pearson) Date: Thu, 21 Feb 2013 09:54:09 -0500 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Dear All, I missed this point when Annick originally made it, but it would be great to hear cases, even anecdotally, from the people who experienced this sudden switch from passive to active bilingualism--and be able to probe the details of their background and perhaps the level of their preschool L1. I have never heard of someone who is a passive "speaker" becoming fluent in a week, even in a strong immersion situation. I have had people describe cases where it took a week or more for someone who had been very fluent and then didn't use the language for a long period to regain their former fluency. The heritage language studies also provide a lot of counter-evidence. I realize this is veering off Helen's original question, but I guess it is potentially a new thread. If anyone can give us some specifics on this, please write in--through the forum or off-line. It would be a great help to the field (and to parents around the world frustrated by children's reluctance to speak the "other" language.) I, for one, would have to change the advice I give families and what I tell students. Till soon, I hope, Barbara ************************************************ Barbara Zurer Pearson, Ph.D. Co-director, Language Acquisition Research Center (LARC) Research Associate, Depts of Linguistics and Communication Disorders c/o 226 South College University of Massachusetts Amherst Amherst MA 01003 413-545-5023 bpearson at research.umass.edu http://www.umass.edu/aae/bp_indexold.htm http://www.zurer.com/pearson On Feb 21, 2013, at 9:26 AM, William Snyder wrote: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer > wrote: Dear William, Helen and other members-- The case that William adduces is similar to that of many children who grew up hearing two languages from birth but learned to speak only one of them fluently (a common case - see my 2009 book on Bilingual First Language Acquisition). The other language could then be not produced at all, or just in single words, or in two word utterances, even when the child is 4 or 5. Preschool aged children who did say something at least in this "other" language have been reported to become fluent speakers of the language in about a week after they were in changed circumstances (for instance, when they went on vacation and HAD to use the hitherto hardly used language in order to be understood). There are very few linguist-documented cases, though, and details about precisely which structures are then being used are, to my knowledge, lacking. Best to all, Annick Annick De Houwer, PhD University of Erfurt, Germany and NICHHD, USA European Research Network on Bilingual Studies ERBIS, www.erbis.org On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: Dear Helen (et al.) Karin Stromswold has done some potentially relevant work on the syntactic abilities (in comprehension) of a child who, during his pre-school years, was producing only one-word utterances, but who tested normally on comprehension measures of syntax. What I don't recall is whether she tested him on RCs.... With best wishes, William On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com wrote: Dear All, I am interested in research into how much production is relevant for language acquisition (e.g. does a child need to actually produce relative clauses in order to acquire them? Might he have a full representation of RCs in his grammar, but never have uttered one?). I'm interested in the relationship of production to acquisition in general with respect to syntax and morphology. Is there literature that makes specific claims about this? I welcome feedback from both theoretical and clinical perspectives. Any references you can point me toward are greatly appreciated. Best, Helen Stickney -- Department of Linguistics Kenneth P. Dietrich School of Arts and Sciences University of Pittsburgh, 2831 CL Pittsburgh, PA 15260 http://www.pitt.edu/~hes41/ Office: +1 412-624-5918 -- 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... at googlegroups.com. To post to this group, send email to info-c... at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. 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. To view this discussion on the web visit https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. 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. To post to this group, send email to info-childes at googlegroups.com. For more options, visit https://groups.google.com/groups/opt_out. From william.snyder at uconn.edu Thu Feb 21 14:26:38 2013 From: william.snyder at uconn.edu (William Snyder) Date: Thu, 21 Feb 2013 15:26:38 +0100 Subject: Literature on production vs. receptive language? In-Reply-To: Message-ID: Interesting point! - William On Sat, Feb 16, 2013 at 3:52 PM, Annick De Houwer wrote: > Dear William, Helen and other members-- > > The case that William adduces is similar to that of many children who grew > up hearing two languages from birth but learned to speak only one of them > fluently (a common case - see my 2009 book on Bilingual First Language > Acquisition). The other language could then be not produced at all, or just > in single words, or in two word utterances, even when the child is 4 or 5. > Preschool aged children who did say something at least in this "other" > language have been reported to become fluent speakers of the language in > about a week after they were in changed circumstances (for instance, when > they went on vacation and HAD to use the hitherto hardly used language in > order to be understood). There are very few linguist-documented cases, > though, and details about precisely which structures are then being used > are, to my knowledge, lacking. > > Best to all, > Annick > > Annick De Houwer, PhD > University of Erfurt, Germany and NICHHD, USA > European Research Network on Bilingual Studies ERBIS, www.erbis.org > > On Saturday, February 16, 2013 1:17:28 PM UTC+1, William wrote: >> >> Dear Helen (et al.) >> >> Karin Stromswold has done some potentially relevant work on the >> syntactic abilities (in comprehension) of a child who, during his >> pre-school years, was producing only one-word utterances, but who >> tested normally on comprehension measures of syntax. What I don't >> recall is whether she tested him on RCs.... >> >> With best wishes, >> >> William >> >> On Fri, Feb 15, 2013 at 8:50 PM, yvne... at gmail.com >> wrote: >> > Dear All, >> > >> > I am interested in research into how much production is relevant for >> > language acquisition (e.g. does a child need to actually produce >> > relative >> > clauses in order to acquire them? Might he have a full representation of >> > RCs >> > in his grammar, but never have uttered one?). I'm interested in the >> > relationship of production to acquisition in general with respect to >> > syntax >> > and morphology. >> > >> > Is there literature that makes specific claims about this? I welcome >> > feedback from both theoretical and clinical perspectives. >> > >> > Any references you can point me toward are greatly appreciated. >> > >> > Best, >> > >> > Helen Stickney >> > >> > -- >> > Department of Linguistics >> > Kenneth P. Dietrich School of Arts and Sciences >> > University of Pittsburgh, 2831 CL >> > Pittsburgh, PA 15260 >> > http://www.pitt.edu/~hes41/ >> > Office: +1 412-624-5918 >> > >> > -- >> > 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... at googlegroups.com. >> > To post to this group, send email to info-c... at googlegroups.com. >> > To view this discussion on the web visit >> > https://groups.google.com/d/msg/info-childes/-/L9trw8lGfj8J. >> > 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. > To view this discussion on the web visit > https://groups.google.com/d/msg/info-childes/-/XzveYpNNyh8J. > 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. From lieven at eva.mpg.de Fri Feb 22 09:58:01 2013 From: lieven at eva.mpg.de (Elena Lieven) Date: Fri, 22 Feb 2013 10:58:01 +0100 Subject: bilingual children: comprehension and production Message-ID: I am interested in what these children's accent was like in the language that 'suddenly switched on'. Do they need to have produced it to sound initially like a native speaker? One child I know also refused to speak English, though she was spoken to exclusively in English by her father who was the main carer from 1;0 - 3;0. But the family lives in Germany, the mother spoke German to the child, the child went to German daycare and both parents are almost native speakers in both languages. She understood English perfectly but only started to be willing to speak it around the age of 5 or 6 - and she had, and to some extent still has, a German accent in English elena lieven -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gisela.szagun at googlemail.com Fri Feb 22 13:33:05 2013 From: gisela.szagun at googlemail.com (Gisela Szagun) Date: Fri, 22 Feb 2013 13:33:05 +0000 Subject: bilingual children: comprehension and production In-Reply-To: <51274129.7080302@eva.mpg.de> Message-ID: Dear Elena, Laura, Annick, All, I have been reading the recent messages on bilingualism with great (largely personal) interest. My personal interest concerns my grandson who is now 4 and soon 5. I can give an answer relating to pronounciation, accent. Elliot, my grandson, has heard English and German at home from birth. His mother is German, his father British. He speaks German fluently. The usual home language is English (they live in London). My daughter (his mother) spoke in German and English to him for some time - about his first two years. And German is spoken between my daughter and me when I visit, usually once a week (both native speakers of German). As with Laura's son Elliot's first words were German, but when he started with English and went to nursery from 2 1/2 he did not want to speak German any more, sometimes also complaining when my daughter and I speak German. Last summer I did a German course for Kindergartners from Goethe Institut with him. He enjoyed that and remembers the words and phrases very well. I did not think he would. But he still does now although we have not practised them. What is very noticable is that he has almost no English accent in his German. He has always been able to pronounce Umlaut and "ch" - the usual difficulties English people have. As regards the schwa at the end of words which is "a" with an English accent, he does this sometimes, but when I repeat the word or answer him in German, and he repeats the word it become the German schwa immediately. His pronounciation - if it does show English influences - become native German in no time. I relate that to the fact that he has heard German from baby onwards. I am at a bit of a loss how to continue with his German now, and I would be grateful if anyone has an idea. He has started school - as they do in England at the early age of 4 years. That means they do some form of writing. Elliot enjoys it. If I continue with the Goethe Institue German course for primary school children, it would require writing. But children don't start school and writing till 6 in Germany. I do not want to confuse Elliot's phonological - graphological system. The relation between sound and letters is pretty straightforward in German, whether there are any regularities in English and what they do at school, escapes me. (They seem to start with some regularities. How English children learn the relations between sound and letters escapes me, too). However, Elliot wants me to write words in German, and it does not seem to confuse him. He particularly likes the "eyes" on vowels with Umlaut. So, I may be able to continue. What my daughter and I do now is that we create situations - i.e. having breakfast, playing with forest animals in a forest and speak in simple German sentences. Elliot tends to answer in English, but does say single words in German. He understands the actions. I also read from an attractive book with pictures: first a phrase in German, then in English. As he enjoys the characters and stories in the book, he likes this and answers to simple questions in German by pointing or answering in English. Regarding a total immersion, it would be possible next year in the summer. But then he will be six. Just possible for Kindergarten in Germany. But would it work at the age of 6? Elliot definitely understands quite a bit of German. But he has a reluctance to speak except for single words. Does anyone have any ideas what to do? I would be grateful. Elliot has a baby brother now, 7 months. My daughter wants to start with German again and attend a German play group in London, once a week. We think Elliot might join in (in some form) if we speak German with his little brother, as he likes him a lot. Regards, Gisela On Fri, Feb 22, 2013 at 9:58 AM, Elena Lieven wrote: > I am interested in what these children's accent was like in the language > that 'suddenly switched on'. Do they need to have produced it to sound > initially like a native speaker? One child I know also refused to speak > English, though she was spoken to exclusively in English by her father who > was the main carer from 1;0 - 3;0. But the family lives in Germany, the > mother spoke German to the child, the child went to German daycare and both > parents are almost native speakers in both languages. She understood > English perfectly but only started to be willing to speak it around the age > of 5 or 6 - and she had, and to some extent still has, a German accent in > English > > elena lieven > > -- > 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. > > > -- Prof Gisela Szagun PhD BSc www.giselaszagun.com Vertraulichkeitshinweis: Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. Jede Ver?ffentlichung ist ausdr?cklich untersagt. Confidentiality: This message is intended exclusively for the persons it is addressed to. Publication is prohibited. -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere.isa at gmail.com Fri Feb 22 20:09:26 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Fri, 22 Feb 2013 15:09:26 -0500 Subject: bilingual children: comprehension and production In-Reply-To: Message-ID: Hi Gisela, I want to first respond to the issue of teaching the 4/5 year old grandson to read and write in German (in addition to English). 1. There is now a literature on children learning to read and write in Spanish and English in the US at the same time and the greater phonological transparency of Spanish has been shown to have a positive effect on the English; 2. A friend of mine raised her son with Spanish/Father's lg and French/mother's lg at home and English being introduced around 3. I advised his mother to start teaching to read in French (a deep orthography- different from English) as soon as he leaned in English- and it is the same issue formal reading and writing in France and therefore in in French material typically starts at 6, not 5. Still she started with the relatively transparent words (with trepidation: she herself has a slight dyslexia that makes her a slow readers in her 3 lgs) and the Spanish-speaking dad did not directly teach him to read and write in Spanish but kept reading him books and pointing to the words etc. He is 8 years old now and his reading in English is fine (same or above his age peers on standard tests that US public schools are obsessed with) and he also enjoys reading in Spanish and French,a s well as French, which is crucial to the development of his languages. 3. I really think that you cannot over emphasize the importance of literacy and many of my university students at Brooklyn College (the students population speaks about 100 different lgs ) are Heritage Lg Learners who feel their home language is impoverished by their lack of literacy skills in that lg. Those of attend Heritage Lg classes offered (in Cantonese, Haitian Creole, Russian, Spanish etc) say they feel empowered by these literacy skills. After a certain age , we learn more about language (new words etc) and we lean more through/in a language with our literacy skills (and this is particularly true in today's IT world) so not having your grandson learn to read in German (which as you say yourself is not that hard given the transparency of the system) is depriving him of a chance to develop his German language skills independently. And if you wait his English literacy skills are going to be so strong he is not going to be interested in learning/improving his German ones. This is also what I share with the Russian-speaking parents of bilingual children at w/shops I regularly deliver in Brooklyn. 4. One the languages I have been working with is Yiddish in the Hasidic community in Brooklyn. This community has been exceptional at continuing the cultural transmission in sometimes adverse conditions and one of the reasons why it has been successful is the emphasis of literacy skills. Yiddish is transmitted, partly because it provides a bridge to the Hebrew alphabet, that of course is ties to religion. And there are many historical accounts of the teaching methods in the community that emphasized learning the alphabets with different modalities (including anecdotes on letters made out of wood placed in honey for children to suck so they would love learning the alphabet, Baumgarten, 1988) 5. In my lab we have looked at emergent literacy skills of children exposed to both the Hebrew and Roman alphabets of Hebrew-English-speaking preschoolers and we have not found any delay and we have found evidence of transfer of skills, re: letter recognition and phonological processing. I hope this helps, Isabelle On Fri, Feb 22, 2013 at 8:33 AM, Gisela Szagun wrote: > Dear Elena, Laura, Annick, All, > > I have been reading the recent messages on bilingualism with great > (largely personal) interest. My personal interest concerns my grandson who > is now 4 and soon 5. I can give an answer relating to pronounciation, > accent. > > Elliot, my grandson, has heard English and German at home from birth. His > mother is German, his father British. He speaks German fluently. The usual > home language is English (they live in London). My daughter (his mother) > spoke in German and English to him for some time - about his first two > years. And German is spoken between my daughter and me when I visit, > usually once a week (both native speakers of German). As with Laura's son > Elliot's first words were German, but when he started with English and went > to nursery from 2 1/2 he did not want to speak German any more, sometimes > also complaining when my daughter and I speak German. > > Last summer I did a German course for Kindergartners from Goethe Institut > with him. He enjoyed that and remembers the words and phrases very well. I > did not think he would. But he still does now although we have not > practised them. > > What is very noticable is that he has almost no English accent in his > German. He has always been able to pronounce Umlaut and "ch" - the usual > difficulties English people have. As regards the schwa at the end of words > which is "a" with an English accent, he does this sometimes, but when I > repeat the word or answer him in German, and he repeats the word it become > the German schwa immediately. His pronounciation - if it does show English > influences - become native German in no time. I relate that to the fact > that he has heard German from baby onwards. > > I am at a bit of a loss how to continue with his German now, and I would > be grateful if anyone has an idea. > He has started school - as they do in England at the early age of 4 years. > That means they do some form of writing. Elliot enjoys it. If I continue > with the Goethe Institue German course for primary school children, it > would require writing. But children don't start school and writing till 6 > in Germany. I do not want to confuse Elliot's phonological - graphological > system. The relation between sound and letters is pretty straightforward in > German, whether there are any regularities in English and what they do at > school, escapes me. (They seem to start with some regularities. How English > children learn the relations between sound and letters escapes me, too). > However, Elliot wants me to write words in German, and it does not seem to > confuse him. He particularly likes the "eyes" on vowels with Umlaut. So, I > may be able to continue. > > What my daughter and I do now is that we create situations - i.e. having > breakfast, playing with forest animals in a forest and speak in simple > German sentences. Elliot tends to answer in English, but does say single > words in German. He understands the actions. I also read from an attractive > book with pictures: first a phrase in German, then in English. As he enjoys > the characters and stories in the book, he likes this and answers to simple > questions in German by pointing or answering in English. > > Regarding a total immersion, it would be possible next year in the summer. > But then he will be six. Just possible for Kindergarten in Germany. But > would it work at the age of 6? > > Elliot definitely understands quite a bit of German. But he has a > reluctance to speak except for single words. > > Does anyone have any ideas what to do? I would be grateful. > > Elliot has a baby brother now, 7 months. My daughter wants to start with > German again and attend a German play group in London, once a week. We > think Elliot might join in (in some form) if we speak German with his > little brother, as he likes him a lot. > > Regards, > Gisela > > > > > > > > On Fri, Feb 22, 2013 at 9:58 AM, Elena Lieven wrote: > >> I am interested in what these children's accent was like in the >> language that 'suddenly switched on'. Do they need to have produced it to >> sound initially like a native speaker? One child I know also refused to >> speak English, though she was spoken to exclusively in English by her >> father who was the main carer from 1;0 - 3;0. But the family lives in >> Germany, the mother spoke German to the child, the child went to German >> daycare and both parents are almost native speakers in both languages. She >> understood English perfectly but only started to be willing to speak it >> around the age of 5 or 6 - and she had, and to some extent still has, a >> German accent in English >> >> elena lieven >> >> -- >> 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. >> >> >> > > > > -- > Prof Gisela Szagun PhD BSc > > www.giselaszagun.com > > > Vertraulichkeitshinweis: > Diese Nachricht ist nur f?r Personen bestimmt, an die sie adressiert ist. > Jede Ver?ffentlichung ist ausdr?cklich untersagt. > > Confidentiality: > This message is intended exclusively for the persons it is addressed to. > Publication is prohibited. > > > -- > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From jpchevrot at wanadoo.fr Wed Feb 20 20:54:48 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Wed, 20 Feb 2013 21:54:48 +0100 Subject: Workshop: HUMAN DIALECTS AND ANIMAL COMMUNICATION, 4/5 March 2013, Grenoble, France Message-ID: International Workshop HUMAN DIALECTS AND ANIMAL COMMUNICATION: COMMON PRINCIPLES AND DIFFERENCES March 4/5, 2013, Grande salle des Colloques of Stendhal University, Grenoble, France Website: http://dialectworkshop.u-grenoble3.fr/index.php?pg=1&lg=en Gipsa-Lab and Lidilem (University of Grenoble) are organizing a joint international workshop on the topic Human Dialects and Animal Communication. Although comparisons of communication systems of different animal species and human languages show numerous similarities, this comparative approach has never been systematically applied to the concept of dialect. Within the vocalizations of certain species, as within the same human language, we find varieties to which the generic term of dialect can be applied. This comparative perspective compels us to investigate dimensions of individual variation and dialectal variation within a collectivity of individuals, as well as the evolution of communication systems and the biological and social functions of differentiation. These questions are of concern both to linguists studying variation in human language (dialectologists and sociolinguists) and to biologist specializing in varieties of animal communication (ethologists and zoologists). The answer to these questions requires that these two scientific communities meet. Apart from scattered individual contacts, to our knowledge, no scientific event has ever been devoted to organizing such a meeting. This is the goal of the two-day workshop that we are organizing in Grenoble on 4 and 5 March, 2013. List of speakers and titles (to be completed) - Thierry Aubin, Laboratoire de Neurobiologie de l'Apprentissage, de la M?moire et de la Communication : Microdialects and group signatures in the territorial songs of birds. - Elisabetta Carpitelli, Laboratoire Bases, Corpus, Langage : Microvariation dialectale et instabilit? des syst?mes sonores d'aires marginales. - Jean-Pierre Chevrot, Lidilem et IUF et Didier Demolin, Gipsa-Lab: Human Dialect and Animal Communication: a preliminary note - Michel Contini, Gipsa-Lab : Principes de dialectologie humaine. - Dan Dediu, Max Planck Institute for Psycholinguistics: Some quantitative approaches to analyzing language dialects. - Jean-Louis Deneubourg, Universit? Libre de Bruxelles : Interindividual variability in group living organisms. - Herv? Glottin, Laboratoire des Sciences de l'Information et des Syst?mes et IUF: De la m?canique ? la phylogen?se bioacoustique de c?tac?s: biosonar multipuls? d'odontoc?tes et ?volution de chants de mystic?tes. - Martine Hausberger & Laurence Henry, Laboratoire Ethologie Animale et Humaine: Human dialects and animal communication: more than a metaphor - Jean-Marie Hombert, Laboratoire Dynamique du Langage : Dialectal comparison and linguistic classification in the languages of North West Bantu. - Hans Van de Velde, Universiteit Utrecht: Regional variation in the dynamics of vowels - Jeffrey Podos, University of Massachusetts Amherst: Production constraints and the evolution of bird vocalizations. - Jane Stuart-Smith, University of Glasgow: Human communication - or not? Experiencing speech without the possibility for interaction. - Cyril Trimaille, Lidilem : La sociolinguistique, d?crire les variations, comprendre l'h?t?rog?n?it? Scientific contact Jean-Pierre Chevrot, LIDILEM, Universit? Stendhal, BP 25, 38040 GRENOBLE cedex 9, France - T?l.: 33 (0)4 76 82 68 13 / 33(0)6 74 61 36 21 - Mail : jean-pierre.chevrot_at_u-grenoble3.fr Didier Demolin, Gipsa-Lab, Universit? Stendhal, BP 25, 38040 GRENOBLE cedex 9, France T?l.: 33 (0)4 76 82 41 27 - Mail : didier.demolin_at_gipsa-lab.grenoble-inp.fr Administrative Support Jessica R?olon, Gipsa-Lab, Universit? Stendhal, BP 25, 38040 GRENOBLE cedex 9, France T?l. : 33 (0)4 76 82 43 37 Fax : 33 (0)4 76 82 43 35 Mail : jessica.reolon_at_gipsa-lab.grenoble-inp.fr Registration The registration includes conference program and papers summary, coffee-breaks. Registration fee: 50 euros Fee for students: 20 euros Access to the workshop is free of charges for the members and students of Stendhal University, Gipsa-Lab and Lidilem. Organizing Committee Laurence Buson, Universit? Stendhal, Lidilem Jean-Pierre Chevrot, Universit? Stendhal, Lidilem & Institut Universitaire de France Didier Demolin, Universit? Stendhal & CNRS, Gipsa-Lab Giovanni Depau, Universit? Stendhal & CNRS Isabelle Rousset, Universit? Stendhal, Lidilem Jessica R?olon, Universit? Stendhal & CNRS, Gipsa-Lab Scientific Committee Jean-Pierre Chevrot, Universit? Stendhal, Lidilem & Institut Universitaire de France Didier Demolin, Universit? Stendhal & CNRS, Gipsa-Lab Paul Foulkes, University of York Martine Hausberger, Universit? de Rennes 1 & CNRS, Ethos J?r?me Mars, Grenoble-INP & CNRS, Gipsa-Lab Jean-Luc Schwartz, Grenoble-INP & CNRS, Gipsa-Lab Partners Association Fran?aise de la Communication Parl?e Centre National de la Recherche Scientifique Gipsa-Lab Institut Universitaire de France Lidilem P?le Grenoble Cognition R?gion Rh?ne-Alpes Universit? Stendhal ******************************************** Jean-Pierre Chevrot Universit? Grenoble 3 - Institut Universitaire de France Laboratoire Lidilem - BP 25, 38040, Grenoble cedex France http://w3.u-grenoble3.fr/lidilem/labo/membre/membre_plus.php?mem_login=chevrot Tel (bureau) : 04 76 82 68 13 Tel (personnel) : 06 74 61 36 21 Site de la revue Lidil http://www.revues.org/index644.html *********************************************** -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ruth.tincoff at bucknell.edu Mon Feb 25 22:07:52 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Mon, 25 Feb 2013 17:07:52 -0500 Subject: feralchildren.com ? Message-ID: Hi all, There was an excellent website, feralchildren.com, that had information about many of the classic and modern cases of language deprivation. I just tried accessing it and it's no longer active! I'm checking with CHILDES folks to see if anyone knows anything or has found a comparable site. I don't have a record of who was hosting it. Thanks Ruth -- __________________________________________________________ Ruth Tincoff, Assistant Professor Psychology Department Neuroscience and Linguistics Programs Bucknell University 205 O'Leary | 570-577-1787 students: drop by for office hours or schedule an appointment research: Baby Lab full contact info and webpage _________________________________________________________ -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mats.andren at ling.lu.se Mon Feb 25 22:15:08 2013 From: mats.andren at ling.lu.se (=?ISO-8859-1?Q?Mats_Andr=E9n?=) Date: Mon, 25 Feb 2013 23:15:08 +0100 Subject: feralchildren.com ? In-Reply-To: Message-ID: Last sign of life of feralchildren.com was in October 2010. Then their account was suspended. You can access the site, as it was just prior to its disappearance, through the Wayback Machine of web.archive.org: http://web.archive.org/web/20101008200326/http://www.feralchildren.com/en/index.php Happy surfing! Best regards, Mats Andr?n Centre for Languages and Literature Lund University http://www.salc-sssk.org/pages/andren.mats/ On 2013-02-25 23.07, Ruth Tincoff wrote: > Hi all, > > There was an excellent website, feralchildren.com > , that had information about many of the > classic and modern cases of language deprivation. I just tried > accessing it and it's no longer active! I'm checking with CHILDES > folks to see if anyone knows anything or has found a comparable site. > I don't have a record of who was hosting it. > > Thanks > Ruth > > -- > __________________________________________________________ > Ruth Tincoff, Assistant Professor > Psychology Department > Neuroscience and Linguistics Programs > Bucknell University > > 205 O'Leary | 570-577-1787 > students: drop by for office hours or schedule an appointment > > research: Baby Lab > full contact info and webpage > > _________________________________________________________ > > -- > 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From barner at ucsd.edu Tue Feb 26 21:10:20 2013 From: barner at ucsd.edu (David Barner) Date: Tue, 26 Feb 2013 13:10:20 -0800 Subject: post doctoral position at UCSD Message-ID: Dear Colleagues, Please circulate the following post doc advertisement for my lab at UCSD and feel free to repost to appropriate lists in psychology and linguistics. Thanks, Dave Barner *Postdoctoral Fellow, Language & Development Lab, UCSD *The Language and Development Lab at UCSD (http://ladlab.ucsd.edu) is seeking candidates for a post doctoral fellow position, beginning July, 2013. The position is suitable for a researcher with a Ph.D. in psychology or linguistics, and experience conducting experimental work related to language acquisition, semantics, pragmatics, and/or number word learning. The position is funded by a grant whose purpose is to explore a wide range of case studies related to conceptual change, semantics, and pragmatics. Funding for the position is available for 1 or 2 years with full benefits, starting in July of 2013. Please submit a CV, a cover letter with statement of research interests, a list of three potential letter writers, and a first authored publication that is representative of your work. Reference letters will be requested from short listed applicants. Applications should be sent electronically to: Katherine Kimura ( ladlabcoordinator.ucsd at gmail.com). More information about the lab can be found at ladlab.ucsd.edu. -- David Barner, Ph.D. Associate Professor Department of Psychology University of California, San Diego 5336 McGill Hall, 9500 Gilman Drive La Jolla, CA 92093-0109 t: 858-246-0874 f: 858-534-7190 http://www.ladlab.com -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at umd.edu Thu Feb 28 22:06:59 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Thu, 28 Feb 2013 22:06:59 +0000 Subject: cameras for study - suggestions welcomed! Message-ID: For a study of parent-child interaction, we would like to be able to position 4 cameras at different points in the room (not fixed installation; tripods or placed on other surfaces), and to be able to control all 4 from one computer/device. Ideally this would be outside the room where the cameras are, but not necessarily. The quality does not need to be outstanding, but we do want to be able to pan/tilt and zoom, and be able to make out facial expressions and gestures. Cameras will be 6-10 feet from subjects. Don't necessarily have to record sound, since we can use a separate recorder. We have been looking at some inexpensive security camera sets, such as this one: http://www.x10.com/promotions/airsight_wireless_ip_camera.html?YBINT But it's hard to figure out the quality as well as a number of other details from the documentation available online. We're open to any suggestions about inexpensive camera set ups (100s rather than 1000s of dollars!) Thanks, and kindest regards to all, Nan Ratner and colleagues at UMD Hearing and Speech Sciences Nan Bernstein Ratner, Professor and Chair Fellow, ASHA Department of Hearing and Speech Sciences 0100 Lefrak Hall University of Maryland, College Park College Park, MD 20742 301-405-4213, 301-405-4217 Fax: 301-314-2023 http://hesp.umd.edu/facultyprofile/Bernstein%20Ratner/Nan Affiliated faculty: Language Sciences, Developmental Science Field Committee Neuroscience and Cognitive Neuroscience Program (NACS) -- 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. -------------- next part -------------- An HTML attachment was scrubbed... URL: