From Serratrice at manchester.ac.uk Fri Mar 1 16:00:44 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Fri, 1 Mar 2013 08:00:44 -0800 Subject: Registration for Child Language Seminar 2013 Message-ID: *Registration for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013 * (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Norbury, Royal Holloway College, London *Registration:* Registration for CLS is now open. The registration fees are listed on the CLS website. We are offering an early registration discount (deadline 30thApril 2013) and a discount for full time students. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK’s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children’s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* There are many excellent places to stay in Manchester and good public transport links to and from the University. We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at a few hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details have now been added to the CLS website. Please follow the link on the website to make a booking. *Key dates:* Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 30th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *Dr Jenny Freed* *Human Communication and Deafness* *University of Manchester* *Oxford Road Manchester* *M13 9PL* *0161 275 3433* *07818 496130* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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/-/5s7u8UJGvdUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kei at aya.yale.edu Mon Mar 4 07:59:38 2013 From: kei at aya.yale.edu (Nakamura, Kei) Date: Sun, 3 Mar 2013 23:59:38 -0800 Subject: The 14th Tokyo Conference on Psycholinguistics (TCP2013) Call for Participation & Program Message-ID: The 14th Tokyo Conference on Psycholinguistics (TCP 2013) The Institute of Cultural and Linguistic Studies of Keio University will be sponsoring the fourteenth Tokyo Conference on Psycholinguistics (TCP 2013) on March 8 and 9, 2013 to be held at Kita-kan Hall, Keio University, Mita, Tokyo. The invited speakers are Dr. Caterina Donati/Sapienza University of Rome and Dr. Hiromu Sakai/Hiroshima University. For details, visit our website: http://www.otsu.icl.keio.ac.jp/tcp/ TCP 2013 Program Day 1 (March 8, 2013) Special Session 10:30-11:45 "Language Acquisition from a Minimalist Perspective: Some Concepts and Consequences" Wayne O’Neil (MIT) Lunch 13:00-13:05 Opening Yukio Otsu (Keio University) 13:05-13:35 “Zibun-anaphora in Child Japanese and Nominative Objects in Potential Sentences” Yoshiki Fujiwara (Meiji Gakuin University) 13:35-14:05 “The Scope of Bare Nouns and Numeral Phrases: An Experimental Study of Child Mandarin” Thomas Hun-tak Lee (Chinese University of Hong Kong) and Zhuang Wu (Chinese University of Hong Kong/ Xiangtan University) 14:05-14:35 “Child-Adult Parallels on Scope Ambiguity Resolution in Mandarin Chinese” Yi-ching Su (National Tsing Hua University), Chia-Ying Lee (Academia Sinica) and Jie-Li Tsai (National Chengchi University) Break 14:55-15:25 “Prosody and the Syntax of Wh-question Formation in Tokyo Japanese and Kumamoto Yatsushiro Japanese” Hideaki Yamashita (Yokohama National University) 15:25-15:55 “Comparatives and Degree Nominals” Fumio Mohri and Kaye Takeda (Fukuoka University) 15:55-16:25 “A Head Movement Analysis of Complement/Adjunct Asymmetries in Japanese Te-clauses” Shintaro Hayashi and Tomohiro Fujii (Yokohama National University) Break 16:40-17:40 (Invited Lecture) “The Claim that Linguists Made: Testing Experimentally a Syntactic Analysis” Caterina Donati (Sapienza University of Rome) (Joint work with Carlo Cecchetto and Mirta Vernice (University of Milano-Bicocca) RECEPTION Day 2 (March 9, 2013) 10:00-10:30 “Metrical Segmentation in a Cross-linguistic Perspective” Sandrien van Ommen and René Kager (Utrecht University) 10:30-11:00 “Null Subjects and Topic-drop in L2 Japanese: Some Implications to the Interface Hypothesis” Mika Kizu (Kobe University/University of London) and Kazumi Yamada (Kwansei Gakuin University) 11:00-11:30 “The Emergence of the Unmarked in L2 Acquisition: Interpreting Null Subjects” Tomoko Monou (Keio University) and Shigeto Kawahara (Rutgers University) Lunch ------------------------------------------------------------------------------------------------------- 12:30-14:00 Poster Session “Numerosity in Child Language: An Experimental Study of the Numerical Wh-pronoun ji ‘How-many’ in Mandarin Chinese” Aijun Huang and Stephen Crain (Macquarie University) “How Syntactic is Syntactic Priming? An Experimental Study on Japanese Passives” Megumi Ishikawa and Takuya Goro (Tsuda College) “Reconstruction Effects on A-movement Reconsidered” Yoshiyuki Shibata (University of Connecticut) “The Development of Long-distance Zibun: Roles of L1 and L2 in L3 Acquisition” Noriko Yoshimura (University of Shizuoka), Mineharu Nakayama (The Ohio State University/ National Institute for Japanese Language and Linguistics), Koichi Sawasaki, Atsushi Fujimori (University of Shizuoka) and Baris Kahraman (Canakkale Onsekiz Mart University) -------------------------------------------------------------------------------------------------------------------- 14:00-14:30 “Exploring the Two-grammar Hypothesis for Korean: Scopal Interaction of Object QPs and Negation” Erica Yoon and Junko Shimoyama (McGill University) 14:30-15:00 “Evidence for Word-internal Pre-head Processing of Novel Compounds” Yuki Hirose, Takefumi Ohki (The University of Tokyo) and Reiko Mazuka (RIKEN Brain Science Institute) 15:00-15:30 “Surprising Surprisal: No Free Lunch During Sentence Comprehension” Manabu Arai (The University of Tokyo/Japan Society for the Promotion of Science), Edson T. Miyamoto (University of Tsukuba), Chie Nakamura (Keio University/ Japan Society for the Promotion of Science) and Yuki Hirose (The University of Tokyo) Break 15:45-16:45 (Invited Lecture) “Neurocognitive Mechanisms for Agreement Computation: A View from an ERP Study on Japanese Honorific Processing” Hiromu Sakai (Hiroshima 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/-/u2PVWU5T7YEJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Matt-Goldrick at northwestern.edu Tue Mar 5 16:41:38 2013 From: Matt-Goldrick at northwestern.edu (Matt Goldrick) Date: Tue, 5 Mar 2013 08:41:38 -0800 Subject: Call for posters:Variation in the Acquisition of Sound Systems Workshop Message-ID: ***Deadline for submissions: March 15th** * *[apologies for late posting to CHILDES; if an extension is needed, please email matt-goldrick at northwestern.edu]* * Variation in the Acquisition of Sound Systems Workshop at the Linguistic Institute 2013: Universality and Variability University of Michigan Friday, June 28, 2013 Co-sponsored by New York University Department of Linguistics Northwestern Department of Linguistics Workshop website http://groups.linguistics.northwestern.edu/lsa2013-workshop/ What is the role of variability in how sound systems are acquired or changed? This workshop examines this topic from a number of different phonetic, phonological, and psycholinguistic perspectives, including child language acquisition, non-native production and perception, sound change, and phonotactic learning. The workshop will be held on one day, including invited 1 hour talks (see below) and a poster session. **Call for poster submissions** We invite submission of abstracts reporting computational, experimental, neurobiological, and grammar-based research on the role of variation in sound system acquisition and change. Abstracts should be a one-page .pdf file, formatted at minimum 12-point single-spaced with 1 inch margins. Tables, graphs and references can be on a separate page. Abstracts must be submitted electronically to lsa2013-workshop at ling.northwestern.edu. Deadline for submissions: March 15, 2011. Accepted abstracts will be posted to the workshop website. **Tentative Titles for Oral Presentations** Lisa Davidson (New York University): Signal variability and phonetic detail in the production of non-native phonotactics Matt Goldrick (Northwestern University): Abstraction and the acquisition of variable phonotactic patterns Bob McMurray (University of Iowa): Variability and the emergence of abstraction from basic learning principles: Evidence from early word learning and reading Katherine White (University of Waterloo): Coping with phonetic variation in early word recognition Alan Yu (University of Chicago): Cross-individual variation in speech perception and production **Organizers** Lisa Davidson Matt Goldrick Note: Participants may also be interested in the workshop on "Universality and Variability: New Insights from Genetics" to be held the following weekend (June 29-30). See http://genlang2013.weebly.com/ for more details. **Contact** web: http://groups.linguistics.northwestern.edu/lsa2013-workshop/ email: lsa2013-workshop at ling.northwestern.edu* -- 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/-/T0DJumHVHC4J. 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 Mar 5 22:40:22 2013 From: barner at ucsd.edu (David Barner) Date: Tue, 5 Mar 2013 14:40:22 -0800 Subject: postdoctoral position at UCSD Message-ID: Dear Colleagues, We will begin reviewing files for this position in 10 days, on March 15. 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 Departments of Psychology & Linguistics 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 ruth.tincoff at bucknell.edu Thu Mar 7 14:43:13 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 7 Mar 2013 09:43:13 -0500 Subject: feralchildren.com ? In-Reply-To: <512BE26C.4060200@ling.lu.se> Message-ID: Thanks Mats! On Mon, Feb 25, 2013 at 5:15 PM, Mats Andrén wrote: > 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. > > > -- __________________________________________________________ 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 ruth.tincoff at bucknell.edu Thu Mar 7 14:53:09 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 7 Mar 2013 09:53:09 -0500 Subject: Baby Babble videos? Message-ID: Hi all, A friend asked me about the Baby Babble videos. These are new to me. I looked at the website and am curious if others have opinions on where they fall among "fun activity if you like that thing, maybe get if from the library" to "woah, be careful, making overly bold claims" to "possibly effective intervention". Thanks for your thoughts 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 kpeets at gmail.com Thu Mar 7 16:49:09 2013 From: kpeets at gmail.com (Kathleen Peets) Date: Thu, 7 Mar 2013 11:49:09 -0500 Subject: Baby Babble videos? In-Reply-To: Message-ID: Hello Ruth, I am not an infant researcher as you are, but I have several concerns that I have with all commercially available products that are targeted at parents, and that concern relates less to children, as you suggest, and more to parental attitudes. Because we can't see the research-base used from the website, and baby-sign is known to be under-researched, the intervention itself cannot be evaluated (at least based on the website). But they do advocate using normative charts, which I question. My main concern is that parents could either feel a) a false sense of security that they are serving their child's language development when it may not be effective (which as I've said is not possible to evaluate based on the website), or b) that they are being given information about development that may lead them to question the "normalcy" of their own child, when language development, particularly in the first 3 years, is full of so much individual difference. Will be interested in hearing what others have to contribute. Best, Kathleen On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: > Hi all, > > A friend asked me about the Baby Babble videos. These are new to me. I > looked at the websiteand am curious if others have opinions on where they fall among "fun > activity if you like that thing, maybe get if from the library" to "woah, > be careful, making overly bold claims" to "possibly effective intervention". > > Thanks for your thoughts > 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 aliyah.morgenstern at gmail.com Thu Mar 7 17:16:25 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 7 Mar 2013 18:16:25 +0100 Subject: Baby Babble videos? In-Reply-To: Message-ID: I totally agree with kathleen's concerns. It would only be nice if it got hearing people involved in real sign languages but it does not seem to be the case or do let me know if it is. Best, Aliyah Le 7 mars 2013 à 17:49, Kathleen Peets a écrit : > Hello Ruth, > > I am not an infant researcher as you are, but I have several concerns that I have with all commercially available products that are targeted at parents, and that concern relates less to children, as you suggest, and more to parental attitudes. > > Because we can't see the research-base used from the website, and baby-sign is known to be under-researched, the intervention itself cannot be evaluated (at least based on the website). But they do advocate using normative charts, which I question. > > My main concern is that parents could either feel a) a false sense of security that they are serving their child's language development when it may not be effective (which as I've said is not possible to evaluate based on the website), or b) that they are being given information about development that may lead them to question the "normalcy" of their own child, when language development, particularly in the first 3 years, is full of so much individual difference. > > Will be interested in hearing what others have to contribute. > > Best, > Kathleen > > On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: >> Hi all, >> >> A friend asked me about the Baby Babble videos. These are new to me. I looked at the website and am curious if others have opinions on where they fall among "fun activity if you like that thing, maybe get if from the library" to "woah, be careful, making overly bold claims" to "possibly effective intervention". >> >> Thanks for your thoughts >> 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. > > -- 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 Thu Mar 7 18:08:07 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Thu, 7 Mar 2013 13:08:07 -0500 Subject: Baby Babble videos? In-Reply-To: Message-ID: There is an interesting review of BabySign in a 2006 volume of First Language- I actually use it in my reserach methods (to SLP) class- as the principles that should be (but as the article demonstrates are not) applied are the same as intervention research. Cheers, Isabelle On Thu, Mar 7, 2013 at 12:16 PM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > I totally agree with kathleen's concerns. > It would only be nice if it got hearing people involved in real sign > languages but it does not seem to be the case or do let me know if it is. > Best, > > Aliyah > > Le 7 mars 2013 à 17:49, Kathleen Peets a écrit : > > Hello Ruth, > > I am not an infant researcher as you are, but I have several concerns that > I have with all commercially available products that are targeted at > parents, and that concern relates less to children, as you suggest, and > more to parental attitudes. > > Because we can't see the research-base used from the website, and > baby-sign is known to be under-researched, the intervention itself cannot > be evaluated (at least based on the website). But they do advocate using > normative charts, which I question. > > My main concern is that parents could either feel a) a false sense of > security that they are serving their child's language development when it > may not be effective (which as I've said is not possible to evaluate based > on the website), or b) that they are being given information about > development that may lead them to question the "normalcy" of their own > child, when language development, particularly in the first 3 years, is > full of so much individual difference. > > Will be interested in hearing what others have to contribute. > > Best, > Kathleen > > On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: > >> Hi all, >> >> A friend asked me about the Baby Babble videos. These are new to me. I >> looked at the websiteand am curious if others have opinions on where they fall among "fun >> activity if you like that thing, maybe get if from the library" to "woah, >> be careful, making overly bold claims" to "possibly effective intervention". >> >> Thanks for your thoughts >> 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. > > > > -- > 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 liamblything at gmail.com Fri Mar 8 17:31:10 2013 From: liamblything at gmail.com (Liam Blything) Date: Fri, 8 Mar 2013 09:31:10 -0800 Subject: Elicited imitation paradigm Message-ID: Hello all, Can anyone give me some advice on what age-groups are too old for an *elicited imitation paradigm*? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? Many thanks for any thoughts, Liam Blything Lancaster University PhD student. -- 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/-/qDno8FXCO_oJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Mar 8 17:39:11 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 8 Mar 2013 12:39:11 -0500 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Dear Liam, Unsurprisingly, there is some controversy on the subject of elicited imitation as a method, but my own research and reading suggests that it is fully appropriate for any age group after about 24 months. It is widely used with adults in clinical studies. The ability to repeat long passages can also be viewed as a component of measures of working memory that are uniformly used with normal adults. The idea that elicited imitation involves mere parroting has been consistently debunked. For second language, Erlam has a nice study on this and I have done some forthcoming work with a grad student showing that repetition requires comprehension or at least adequate parsing. A full discussion of this literature would take up several additional paragraphs and your question was simply about whether there is some upper age limit. To that I would say no. However, it may be that you are asking something different. Consider a sentence such as "I tie my laces before I put on my shoes". Children could easily repeat this, but then you might ask whether it makes sense and they might say yes, indicating that they hadn't comprehended fully. Is that what you are after? --Brian MacWhinney On Mar 8, 2013, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 nratner at umd.edu Fri Mar 8 17:43:15 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Fri, 8 Mar 2013 17:43:15 +0000 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: I have used elicited imitation in middle school children; I think the issue is that the utterances and their target syntax need to be advanced enough to pose some challenge on the system. If you write to me off-list, I can provide a reprint. Nan Ratner Nan Bernstein Ratner, Professor and Chairman 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) From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Liam Blything Sent: Friday, March 08, 2013 12:31 PM To: info-childes at googlegroups.com Subject: Elicited imitation paradigm Hello all, Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? Many thanks for any thoughts, [https://mail.google.com/mail/images/cleardot.gif] Liam Blything Lancaster University PhD student. -- 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/-/qDno8FXCO_oJ. 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 at.perez.leroux at utoronto.ca Fri Mar 8 17:47:14 2013 From: at.perez.leroux at utoronto.ca (=?iso-8859-1?Q?Ana_P=E9rez-Leroux?=) Date: Fri, 8 Mar 2013 12:47:14 -0500 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: To add to Brian's & Nan's You are likely to encounter some resistance on the part of reviewers, who at times seem oblivious to the debunking of the myth. The method can be used for adults (more in a shadowing format). Several standardized tests employ it for older children (CELF, for instance). But the complexity, length in words and speed of the target to repeat has to be calibrated for your age group or population: hard enough that it taxes them, but not too hard they are simply silent. We found it very useful to elicit word order preferences with bilingual children up to the age of 8. Number of words successfully repeated proved to be a very good measure of the bilingual child overall fluency. There is an excellent chapter in the McDaniels & McKee volume. Pérez-Leroux, A. T., A. Cuza and D. Thomas. 2011. Bilingualism: Language and Cognition 14 (1), 221-232. Lust, B., Flynn, S., & Foley, C. (1996). What children know about what they say: Elicited imitation as a research method for assessing children’s syntax. In D. McDaniel, C. McKee & H. Smith Cairns (eds.), Methods for assessing children’s syntax, pp. 55–76. Cambridge, MA: MIT Press. On 2013-03-08, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 nratner at umd.edu Fri Mar 8 17:54:39 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Fri, 8 Mar 2013 17:54:39 +0000 Subject: Elicited imitation paradigm In-Reply-To: Message-ID: I should have included the citations in my last post; they are available to requestors off-list: Silverman, Stacy & Nan Bernstein Ratner (1997). Stuttering and syntactic complexity in adolescence. Journal of Speech and Hearing Research, 40 (1), 95-106. Bernstein Ratner, Nan (2000). Elicited imitation and other methods for the analysis of trade-offs between speech and language skills in children. In L. Menn & N. Bernstein Ratner (Eds.) Methods for the study of language production. Mahwah, NJ: Erlbaum (291-312). Nan Bernstein Ratner, Professor and Chairman 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) -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Ana Pérez-Leroux Sent: Friday, March 08, 2013 12:47 PM To: info-childes at googlegroups.com Subject: Re: Elicited imitation paradigm To add to Brian's & Nan's You are likely to encounter some resistance on the part of reviewers, who at times seem oblivious to the debunking of the myth. The method can be used for adults (more in a shadowing format). Several standardized tests employ it for older children (CELF, for instance). But the complexity, length in words and speed of the target to repeat has to be calibrated for your age group or population: hard enough that it taxes them, but not too hard they are simply silent. We found it very useful to elicit word order preferences with bilingual children up to the age of 8. Number of words successfully repeated proved to be a very good measure of the bilingual child overall fluency. There is an excellent chapter in the McDaniels & McKee volume. Pérez-Leroux, A. T., A. Cuza and D. Thomas. 2011. Bilingualism: Language and Cognition 14 (1), 221-232. Lust, B., Flynn, S., & Foley, C. (1996). What children know about what they say: Elicited imitation as a research method for assessing children's syntax. In D. McDaniel, C. McKee & H. Smith Cairns (eds.), Methods for assessing children's syntax, pp. 55-76. Cambridge, MA: MIT Press. On 2013-03-08, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 rsotoval at educacion.navarra.es Sat Mar 9 23:11:01 2013 From: rsotoval at educacion.navarra.es (Roberto Soto Valle) Date: Sat, 9 Mar 2013 15:11:01 -0800 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Hello all, I have used this paradigm with children from 30 months on and it is perfectly acceptable (good) for and convergent with the analysis of samples of spontaneous language. Of course, it is essential to consider the length of the phrases and the lexicon to avoid the parrot effect or the block of children in the test. In addition to the references previously mentioned, it was useful to me the article: Vinther, T. 2002, Elicited imitation: a brief overview. International Journal of Applied Linguistics, 12, 1, pp. 54-73. Roberto Soto Associated Professor of Developmental Psychology Departament of Psychology and Pedagogy Public University of Navarre El viernes, 8 de marzo de 2013 18:31:10 UTC+1, Liam Blything escribió: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/A-MOCOZO-esJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From liamblything at gmail.com Sun Mar 10 19:34:10 2013 From: liamblything at gmail.com (Liam Blything) Date: Sun, 10 Mar 2013 12:34:10 -0700 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Thank you Brian, Ana, Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with *blocked* presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. Any thoughts are very welcome! Liam Blything Lancaster University PhD student. On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/Wjy_KxeNiCEJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Mar 11 02:12:41 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 10 Mar 2013 22:12:41 -0400 Subject: Elicited imitation paradigm In-Reply-To: Message-ID: Dear Liam, I am referring to a study that my grad student Colleen Davy did as a part of her work on training fluency in Intermediate Spanish. There was already some commentary on this in earlier messages. As I mentioned there, questions the idea that elicited imitation involves mere parroting: Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464-491. The same issue was explored in: DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-349). Oxford: Blackwell. Basically, people in second language would like to be able to use elicited imitation as a measure of "implicit learning" by which they usually mean non-conscious and non-tutored learning. As in first language studies, these elicited imitation tests can include all sorts of structures, both grammatical and ungrammatical, so they are a great way of exploring this issue. However, people (i.e. reviewers) often object to the use of elicited imitation, because they think that somehow learners can just fill up their short-term memory buffer with a series of words in the second language and repeat those words without really understanding the grammatical structure at all. Never mind the fact that the same learners (both L1 and L2) can't repeat strings of 4-5 unrelated words in the second language. To deal with this objection, Colleen contrasted learning under a variety of conditions. For the current issue, the important comparison was between basic sentence repetition (listen-repeat) in Study 1 and a method in Study 2 that required participants to produce the sentences without any immediately previous verbal stimulus. Instead, the participants (college students) learned the Spanish phrases that described certain pictures, such as el cocine la cena 'he cooks dinner' or ella sugiere 'she suggests' on the basis of clip art pictures. A combination of the two pictures would trigger the sentence "ella sugiere que el cocine la cena". In this way, practice on the sentence would occur without elicited imitation. For the purposes of the current discussion, the important result is that the two techniques led to parallel improvements in fluency. There are other results in the study in terms of the fluency-accuracy tradeoff and the effects of using small units vs. full sentences, but the important thing here is the parallel nature of the results across the methods. In the one method, it is clear that sentence planning is driven by meaningful content. Showing that the effects are the same in the other method tends to support the idea that that method also depends on processing of meaningful content. Of course, one could always say that the parallel nature of the outcome is an accident or due to other factors. Unfortunately, this study is under review, so you can't really use these results to defend the method. But you can point to Erlam, DeKeyser, and the articles from Lust et al. and McKee cited earlier. -Brian MacWhinney On Mar 10, 2013, at 3:34 PM, Liam Blything wrote: > Thank you Brian, Ana, Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. > > Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with blocked presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. > > Any thoughts are very welcome! > > Liam Blything > Lancaster University PhD student. > > On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/Wjy_KxeNiCEJ. > 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 evan.kidd at anu.edu.au Mon Mar 11 02:30:09 2013 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Mon, 11 Mar 2013 13:30:09 +1100 Subject: Elicited imitation paradigm In-Reply-To: <75b0ccc81a48f.513d418a@anu.edu.au> Message-ID: Dear Liam, Brian, and list members, I have conducted a fair bit of research using elicited imitation in first language acquisition, and have found it to be a very sensitive measure. I think it's important to use contrasting conditions controlled for word length (e.g., active versus passive) - finding (predicted) differences across conditions goes a long way to placate reviewers, since a mere "parrot effect" predicts children would perform equally across conditions. Systematic errors often show that children are comprehending the sentences themselves (e.g., I have found that children find it difficult to repeat some types of object relative clauses, but that their errors often suggest that that they interpreted the sentence correctly by assigning the correct thematic roles). Finally, you might like to check out an in press paper from my lab, which shows that elicited imitation predicts 4-6-year-old children's comprehension of non-canonical sentences (passives & object RCs) over and above both phonological short-term memory and complex working memory span. The ref is: Boyle,W., Lindell, A., & Kidd, E. (in press). Investigating the role of verbal working memory in young children's sentence comprehension. Language Learning. It's available on Early View, but if you don't have access to the paper email me and I'll send a re-print. Best, Evan On 03/11/13, Brian MacWhinney wrote: > > > > > Dear Liam, > I am referring to a study that my grad student Colleen Davy did as a part of her work on training fluency in Intermediate Spanish. There was already some commentary on this in earlier messages. As I mentioned there, questions the idea that elicited imitation involves mere parroting: > Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464-491. > > > The same issue was explored in: > DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-349). Oxford: Blackwell. > > > > Basically, people in second language would like to be able to use elicited imitation as a measure of "implicit learning" by which they usually mean non-conscious and non-tutored learning. As in first language studies, these elicited imitation tests can include all sorts of structures, both grammatical and ungrammatical, so they are a great way of exploring this issue. However, people (i.e. reviewers) often object to the use of elicited imitation, because they think that somehow learners can just fill up their short-term memory buffer with a series of words in the second language and repeat those words without really understanding the grammatical structure at all. Never mind the fact that the same learners (both L1 and L2) can't repeat strings of 4-5 unrelated words in the second language. > > > To deal with this objection, Colleen contrasted learning under a variety of conditions. For the current issue, the important comparison was between basic sentence repetition (listen-repeat) in Study 1 and a method in Study 2 that required participants to produce the sentences without any immediately previous verbal stimulus. Instead, the participants (college students) learned the Spanish phrases that described certain pictures, such as el cocine la cena 'he cooks dinner' or ella sugiere 'she suggests' on the basis of clip art pictures. A combination of the two pictures would trigger the sentence "ella sugiere que el cocine la cena". In this way, practice on the sentence would occur without elicited imitation. For the purposes of the current discussion, the important result is that the two techniques led to parallel improvements in fluency. There are other results in the study in terms of the fluency-accuracy tradeoff and the effects of using small units vs. full sentences, but the important thing here is the parallel nature of the results across the methods. In the one method, it is clear that sentence planning is driven by meaningful content. Showing that the effects are the same in the other method tends to support the idea that that method also depends on processing of meaningful content. Of course, one could always say that the parallel nature of the outcome is an accident or due to other factors. > > > Unfortunately, this study is under review, so you can't really use these results to defend the method. But you can point to Erlam, DeKeyser, and the articles from Lust et al. and McKee cited earlier. > > > -Brian MacWhinney > > > On Mar 10, 2013, at 3:34 PM, Liam Blything wrote: > > > > Thank you Brian, Ana, Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. > > > > > > Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with blocked presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. > > > > > > Any thoughts are very welcome! > > > > > > Liam Blything > > Lancaster University PhD student. > > > > > > On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > > Hello all, > > > > > > > > > > > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > > > > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > > > > > > > > Many thanks for any thoughts, > > > Liam Blything > > > Lancaster University PhD student. > > > > > > > > > > > > > > > > > > -- > > > > 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/-/Wjy_KxeNiCEJ. > > > > 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 jo.vanherwegen at googlemail.com Mon Mar 11 13:04:43 2013 From: jo.vanherwegen at googlemail.com (Jo Van Herwegen) Date: Mon, 11 Mar 2013 13:04:43 +0000 Subject: Chair in Developmental Psychology Message-ID: *Re: Chair in Developmental Psychology at Kingston University (Ref 0667)* We are currently seeking to appoint a Chair in Developmental Psychology, an area of demonstrated research strength in the department of psychology at Kingston University, London, UK. We seek to appoint a person with a record of world-leading research and current success at attracting external funding who will be able to lead and mentor members of the Developmental Psychology Research Group and contribute to the strategic development of the department. The department of psychology at Kingston University is part of the School of Psychology, Criminology and Sociology and of the Faculty of Arts and Social Sciences, among the fastest growing research environment in the UK following a multi-million pound investment in Professorial staff, early career researchers and doctoral students. For further information about the post and the department please visit http://www.kingston.ac.uk/jobs/, http://fass.kingston.ac.uk/research/psychology/ If you would like to discuss the position informally, please contact Professor Evanthia Lyons, Head of School, on 020 8417 2442 (direct line) or by e-mail e.lyons at kingston.ac.uk. -- 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 liamblything at gmail.com Tue Mar 12 11:28:42 2013 From: liamblything at gmail.com (Liam Blything) Date: Tue, 12 Mar 2013 04:28:42 -0700 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Thank you everyone for your replies, your thoughts are much appreciated! Liam On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/FAkePg_OqSIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mbecker at email.unc.edu Tue Mar 12 13:10:06 2013 From: mbecker at email.unc.edu (Becker, Misha K) Date: Tue, 12 Mar 2013 13:10:06 +0000 Subject: overgeneralization of -en In-Reply-To: Message-ID: Dear colleagues, (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? Thanks in advance, Misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu -- 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 pgordon at tc.edu Tue Mar 12 17:26:37 2013 From: pgordon at tc.edu (Gordon, Peter) Date: Tue, 12 Mar 2013 13:26:37 -0400 Subject: overgeneralization of -en In-Reply-To: <93C92973C013B041A7CA572F314D54A105065B57@ITS-MSXMBS3F.ad.unc.edu> Message-ID: Hi Misha, There is an appendix in Gordon & Chafetz that lists all of the passives used by parents of the Brown kids (I can send you a copy if you need one). It looks like -en forms constitute less than about 5% just eye balling it. In terms of which verbs take -en forms, they appear to all be irregular past tense verbs (*broken, worn, eaten* etc.). Although not all irregular verbs take the -en passive, none of the irregulars seem to take the -ed passive form, so if they don't take the -en passive, then they take their past tense form for the passive participle (e.g. *caught*) or an abbreviated -en such as *thrown*, and *blown*. Peter Gordon On Tue, Mar 12, 2013 at 9:10 AM, Becker, Misha K wrote: > Dear colleagues, > > (apologies if this is duplicated--I tried to send this message yesterday > but don't think it went through.) > > I've noticed lately that my almost-3-year-old overgeneralizes the -en > suffix on passive participles. For example, she has said things like "This > one didn't get cutten" and "I need to be scooten" (=scooted closer to the > table). And I've heard her say "putten" before. I recall reading examples > of this sort in the Crain, et al. (1987) study of children's passives, but > I'm wondering if anyone has specifically looked at this morphological > overgeneralization. How common is it? I'm also wondering how frequent these > forms are in the input (as opposed to -ed or -0 participles). Has anyone > looked at this? > > Thanks in advance, > Misha > -- > > Misha Becker > Associate Professor > UNC Linguistics Department > 301 Smith Building, CB#3155 > Chapel Hill, NC 27599-3155 > mbecker at email.unc.edu > > -- > 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. > > > -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- 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 macw at cmu.edu Tue Mar 12 18:30:08 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Mar 2013 14:30:08 -0400 Subject: overgeneralization of -en In-Reply-To: <93C92973C013B041A7CA572F314D54A105065B57@ITS-MSXMBS3F.ad.unc.edu> Message-ID: On classic is: Zwicky, A. (1970). A double regularity in the acquisition of English verb morphology. Papers in Linguistics, 3, 411-418. --Brian MacWhinney On Mar 12, 2013, at 9:10 AM, "Becker, Misha K" wrote: > Dear colleagues, > > (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) > > I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? > > Thanks in advance, > Misha > -- > > Misha Becker > Associate Professor > UNC Linguistics Department > 301 Smith Building, CB#3155 > Chapel Hill, NC 27599-3155 > mbecker at email.unc.edu > > > -- > 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 mbecker at email.unc.edu Tue Mar 12 19:35:51 2013 From: mbecker at email.unc.edu (Becker, Misha K) Date: Tue, 12 Mar 2013 19:35:51 +0000 Subject: overgeneralization of -en In-Reply-To: <1081C52E-F66C-4938-9B9D-4FA4B4B66B85@cmu.edu> Message-ID: Thanks, Brian. I'll try to get this paper from my library (or do you have it electronically? I couldn't find it on-line). Thanks also to Peter--I do have Gordon & Chafetz and found your appendix data--very helpful! best, misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu From: Brian MacWhinney > Reply-To: "info-childes at googlegroups.com" > Date: Tuesday, March 12, 2013 2:30 PM To: "info-childes at googlegroups.com" > Subject: Re: overgeneralization of -en On classic is: Zwicky, A. (1970). A double regularity in the acquisition of English verb morphology. Papers in Linguistics, 3, 411-418. --Brian MacWhinney On Mar 12, 2013, at 9:10 AM, "Becker, Misha K" > wrote: Dear colleagues, (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? Thanks in advance, Misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu -- 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 melissa.e.kline at gmail.com Tue Mar 12 20:19:20 2013 From: melissa.e.kline at gmail.com (melissa.e.kline at gmail.com) Date: Tue, 12 Mar 2013 13:19:20 -0700 Subject: Corpora of babbling? Message-ID: Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? -- 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/-/a4OOY_olvvAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Mar 12 20:33:58 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Mar 2013 16:33:58 -0400 Subject: Corpora of babbling? In-Reply-To: Message-ID: CHILDES has a lot. Depending on how you characterize babbling, the Davis corpus might be a great source. For earlier stuff, I would try Brent, Soderstrom, MacWhinney, or some of the early corpora from the other languages. --Brian MacWhinney On Mar 12, 2013, at 4:19 PM, "melissa.e.kline at gmail.com" wrote: > Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? > > -- > 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/-/a4OOY_olvvAJ. > 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 M_Soderstrom at umanitoba.ca Tue Mar 12 20:37:05 2013 From: M_Soderstrom at umanitoba.ca (Melanie Soderstrom) Date: Tue, 12 Mar 2013 15:37:05 -0500 Subject: Corpora of babbling? In-Reply-To: <7D3E931C-F86E-4F4D-8E68-AC0F61B32D85@cmu.edu> Message-ID: There is definitely babbling in my corpus. It was not the focus of the analysis, though, so I would be sure to do your own analysis of the audio files if you are going to use it for a babbling study, rather than relying on the transcripts. On 3/12/2013 3:33 PM, Brian MacWhinney wrote: > CHILDES has a lot. Depending on how you characterize babbling, the > Davis corpus might be a great source. For earlier stuff, I would try > Brent, Soderstrom, MacWhinney, or some of the early corpora from the > other languages. > > --Brian MacWhinney > > On Mar 12, 2013, at 4:19 PM, "melissa.e.kline at gmail.com > " > wrote: > >> Does anyone know of any publicly-available corpora (either on CHILDES >> or elsewhere) that contain large numbers of audio samples of infant >> babbling? >> >> -- >> 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/-/a4OOY_olvvAJ. >> 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. > > -- Melanie Soderstrom Associate Professor Department of Psychology P435C Duff Roblin Building University of Manitoba R3T 2N2 Canada (204) 474-9528 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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 aliyah.morgenstern at gmail.com Tue Mar 12 22:32:06 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 12 Mar 2013 23:32:06 +0100 Subject: Corpora of babbling? In-Reply-To: Message-ID: You could contact Sophie Kern if she does not answer your query herself Sophie Kern Best, Aliyah Le 12 mars 2013 à 21:19, melissa.e.kline at gmail.com a écrit : > Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? > > -- > 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/-/a4OOY_olvvAJ. > 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 t.marinis at reading.ac.uk Thu Mar 14 10:18:36 2013 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Thu, 14 Mar 2013 10:18:36 +0000 Subject: Post-doctoral Researcher: Psycholinguistics, ERP, Bilingualism, Specific Language Impairment Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Mar 14 19:52:27 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Mar 2013 15:52:27 -0400 Subject: New Hebrew/English Corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus for Hebrew/English bilingualism from Aviya Hacohen and Jeannette Schaeffer. The corpus is a case study of a child raised in Israel with an American mother and an Israeli father who both spoke English exclusively at home. Audio is available for the corpus, but it is not yet linked to the transcripts. Many thanks to Aviya and Jeannette for this contribution. --Brian MacWhinney -- 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 davidsaldanasage at gmail.com Wed Mar 20 05:59:57 2013 From: davidsaldanasage at gmail.com (=?ISO-8859-1?Q?David_Salda=F1a?=) Date: Wed, 20 Mar 2013 06:59:57 +0100 Subject: PhD Studentships: Language in Autism and in Deafness Message-ID: The Marie Curie Initial Training Network "LanPercept" invites applications for 2 Early Stage Researcher (pre-doctoral) positions available from September 1st, 2013 and up to three years duration at the Individual Differences, Language and Cognition Lab in the Department of Developmental and Educational Psychology, University of Seville, Seville, Spain. Applicants should hold a degree in Psychology, Linguistics, Psycholinguistics or Cognitive Psychology. The projects involve studying specific aspects of reading and language development in Autism and Deafness, respectively. The Autism project (Situation models and comprehension in Autism Spectrum Disorders) will investigate text-level reading comprehension in Autism Spectrum Disorders, with a specific focus on inferencing and question-answering processes. The Deafness project (Visual perception and signed oral language in deafness) will use paradigms based on eye movement methodology to explore lipreading, facialreading or hands during comprehension of Sign Language. Successful candidates will be expected to work with children and adults with autism or deafness, carry out background testing of language, reading and cognitive development, to follow recruitment through schools and support groups, develop and program experimental tasks, to collect data and to disseminate the results. Knowledge of Spanish is desirable, but not essential. More information at http://institucional.us.es/dcptea/index.php?lang=en Complete applications including: (1) a statement of research interests, (2) a full CV, (3) the names and e-mail addresses of two referees, (3) academic transcript, (4) list of publications (if any), and (5) a copy of the masters or honours thesis should be e- mailed as a single PDF by March 25, 2013 to Isabel Rodriguez (ireyes at us.es) (Deafness project) or David Saldaña (dsaldana at us.es) (Autism project). -- 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 anne.salazar-orvig at univ-paris3.fr Wed Mar 20 22:31:13 2013 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Wed, 20 Mar 2013 15:31:13 -0700 Subject: Reminder : deadline for submission : conference on the acquistion of referring expressions Message-ID: *ACQUISITION OF REFERRING EXPRESSIONS:* *CROSSED PERSPECTIVES* * * *Date of conference: October 25-26, 2013* *Location: Paris* * * *April 1st 2013.* Submissions will be registered on-line, via the Easychair platform ( https://www.easychair.org/conferences/?conf=aeref2013) Submissions may concern : oral presentations, panels and poster presentations Invited 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/-/eWsWSd-EXisJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marco.dispaldro at unipd.it Thu Mar 21 10:19:40 2013 From: marco.dispaldro at unipd.it (marco) Date: Thu, 21 Mar 2013 03:19:40 -0700 Subject: Parents with/without a history of SLI Message-ID: Ciao, Does anyone know a questionnaire for parents to ascertain a probable hystory of Language Impairment? Thanks Marco Dispaldro, Ph.D Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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/-/uQqR3F6CA0EJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Grinstead.11 at osu.edu Thu Mar 21 12:56:10 2013 From: Grinstead.11 at osu.edu (Grinstead, John) Date: Thu, 21 Mar 2013 12:56:10 +0000 Subject: Parents with/without a history of SLI In-Reply-To: Message-ID: You could look at the questionnaire in the appendix of this article and at the references Laida cites: Restrepo, M. A. (1998). Identifiers of Predominantly Spanish-Speaking Children with Language Impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1398-1411. We've used it in our research and it seems practical and effective. Best, John ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~> John Grinstead Associate Editor Language Acquisition: A Journal of Developmental Linguistics Department of Spanish and Portuguese The Ohio State University 298 Hagerty Hall - 1775 College Road Columbus, OH 43210 Tel. 614.292.8856 Fax. 614.292.7726 grinstead.11 at osu.edu http://people.cohums.ohio-state.edu/grinstead11/ ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~< From: marco > Reply-To: > Date: Thu, 21 Mar 2013 03:19:40 -0700 To: > Subject: Parents with/without a history of SLI Ciao, Does anyone know a questionnaire for parents to ascertain a probable hystory of Language Impairment? Thanks Marco Dispaldro, Ph.D Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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/-/uQqR3F6CA0EJ. 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 v.stojanovik at reading.ac.uk Thu Mar 21 14:27:59 2013 From: v.stojanovik at reading.ac.uk (Vesna Stojanovik) Date: Thu, 21 Mar 2013 14:27:59 +0000 Subject: CogDev2013 CALL FOR PAPERS 4-6th September 2013 Message-ID: ***********CALL FOR PAPERS OPEN FOR CogDev 2013**************** CALL FOR PAPERS CogDev2013 will be held at the University of Reading,4th-6th September 2013 The deadline for submission of abstracts is 30th April, 2013. Applicants will be notified of decisions by 7th June. Earlybird registration closes on 22 June. There are a number of different presentation formats (see website for details). CogDev 2013 has already attracted many of the leaders in cognitive and developmental psychology from the UK and Europe. The theme of the conference is the relationship between cognition and development: but there will be plenty of room for any field related to cognitive or developmental psychology. The conference is based at the delightful University of Reading campus, which offers top-grade facilities for the academic programme, together with newly-built and comfortable en-suite accommodation. Everything is a short leafy stroll from the conference venue. The venue itself is clustered under one roof and promises to facilitate an excellent and stimulating conference. Reading is 25 minutes from London by train. Keynote speakers: Sue Gathercole Mark Seidenberg Mike Tomasello Faraneh Vargha-Khadem For conference details, go to http://www.reading.ac.uk/pcls/CogDev2013.aspx The conference can be booked at http://www.bps.org.uk/events/joint-cognitive-psychology-section-developmental-psychology-section-annual-conference-2013 Any questions or comments - g.w.schafer at reading.ac.uk -- 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 marco.dispaldro at unipd.it Thu Mar 21 15:27:19 2013 From: marco.dispaldro at unipd.it (Marco Dispaldro) Date: Thu, 21 Mar 2013 16:27:19 +0100 Subject: Parents with/without a history of SLI In-Reply-To: Message-ID: Dear John, It seems really good for my purpose. Thank you marco Il 21/03/2013 13:56, Grinstead, John ha scritto: > You could look at the questionnaire in the appendix of this article > and at the references Laida cites: > > Restrepo, M. A. (1998). Identifiers of Predominantly Spanish-Speaking > Children with Language Impairment. /Journal of Speech, Language, and > Hearing Research, 41/(6), 1398-1411. > > > We've used it in our research and it seems practical and effective. > > Best, > > John > > ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~> > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > http://people.cohums.ohio-state.edu/grinstead11/ > ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~< > > From: marco > > Reply-To: > > Date: Thu, 21 Mar 2013 03:19:40 -0700 > To: > > Subject: Parents with/without a history of SLI > > Ciao, > > Does anyone know a questionnaire for parents to ascertain a probable > hystory of Language Impairment? > > Thanks > > > Marco Dispaldro, Ph.D > > Department of Developmental Psychology > University of Padua > via Venezia 8 > 35131 > Padova > Italy > > http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 > -- > 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/-/uQqR3F6CA0EJ > . > 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. > > -- Marco Dispaldro, Ph.D Post-Doc Research Fellow Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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 d.malahmeh at gmail.com Thu Mar 21 15:41:10 2013 From: d.malahmeh at gmail.com (Dima Malahmeh) Date: Thu, 21 Mar 2013 17:41:10 +0200 Subject: Call for papers: PARLAY Conference (York/ UK) Message-ID: *** *Call for Papers (apologies for cross-posting) **** * * PARLAY Conference: Postgraduate and Academic Researchers in Linguistics at York Friday 6th September 2013 The University of York, Berrick Saul Building In the University of York’s 50th anniversary year, we are pleased to announce the first Postgraduate and Academic Researchers in Linguistics at York (PARLAY) conference, supported by the Linguistics Association of Great Britain. This one-day conference is designed to give linguistics postgraduates from all research areas an opportunity to present and discuss their research in a friendly and intellectually stimulating setting at the University of York, with an opportunity for presenters to publish in a special edition of York’s own linguistics journal, the York Papers in Linguistics. We are delighted to be welcoming Professor Francis Nolan (University of Cambridge) as keynote speaker for this event. The conference will be held on Friday 6th September 2013 in the Berrick Saul Building, which acts as a vibrant hub of research for postgraduates in the arts and humanities. A locally-sourced lunch will be provided, along with refreshments throughout the day. A conference dinner will be held in York in the evening, to which all delegates are invited. We invite postgraduates, doctoral students and early career researchers to submit abstracts for oral and poster presentations on any language, across a range of topics in language and linguistics. This may include, but is not restricted to: - Applied Linguistics - Conversation Analysis - Corpus Linguistics - Discourse Analysis - Forensic Linguistics - Historical Linguistics - Language Acquisition - Morphology - Phonetics - Phonology - Pragmatics - Psycholinguistics - Semantics - Sociolinguistics - Syntax KEY DATES Deadline for submission of abstracts: *Friday, 26th April 2013, 17:00* Notification of acceptance: *Friday, 17 May 2013* Registration opens: *May 2013* ABSTRACT SUBMISSION GUIDELINES Submission of abstracts will be open until Friday, 26 April 2013 at 17:00. Submit your abstract for a paper or poster presentation in no more than 300 words (excluding references) at http://linguistlist.org/easyabs/parlay2013 PRESENTATION GUIDELINES Accepted papers will be allotted 20 minutes for presentation and 10 minutes for discussion. There will be a dedicated poster session on the day of the conference. Speakers will also be invited to submit their paper for publication in a special edition of the York Papers in Linguistics . FURTHER INFORMATION More information can be found at the conference website: www.parlayconference.blogspot.com Look out for us on Twitter at www.twitter.com/PARLAYConf and Facebook at http://www.facebook.com/PARLAYconference If you have any queries, please email us at parlayconference at gmail.com Best wishes, Dima Al-Malahmeh On behalf of The PARLAY Conference Organising Committee email: parlayconference at gmail.com website: www.parlayconference.blogspot.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 walesgin at gmail.com Thu Mar 21 16:46:20 2013 From: walesgin at gmail.com (walesgin) Date: Thu, 21 Mar 2013 12:46:20 -0400 Subject: Seeking applications MA Program Message-ID: The Linguistics Program at Florida International University, the State university of Florida in Miami, has openings for applicants for the Masters degree beginning Fall, 2013. We are seeking highly motivated students who wish to pursue a rigorous program in a multilingual, multi-ethnic metropolitan area. There are over 65 different languages spoken locally, with Spanish and Haitian Creole among the most widely studied of these. We offer a two-year program in which students take required courses in the core areas of Linguistics and electives in a wide range of sub-disciplines, including applied areas such as language acquisition in children and in adults, sociolinguistics, psycholinguistics, language disorders, and discourse analysis, as well as theoretical areas. Application forms are obtainable at the following link (please paste this you’re your browser address window): https://pslinks.fiu.edu/psc/cslinks/EMPLOYEE/CAMP/c/OAA_ONLINE_APPLICATION.OAA_SIGNON_COMP.GBL?Page=OAA_APPLICATION01&Action=U&TEMPLATE_ID=FIU_GRAD For further information about the Linguistics Program, please see http://english.fiu.edu/linguistics/linguistics/ma-in-linguistics or contact Ms. Samantha Syms at ssyms at fiu.edu. Virginia C. Mueller Gathercole Professor of Linguistics Florida International 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at gmail.com Thu Mar 21 19:04:03 2013 From: walesgin at gmail.com (walesgin) Date: Thu, 21 Mar 2013 15:04:03 -0400 Subject: Seeking applicants for Masters program (apologies for earlier typo) Message-ID: The Linguistics Program at Florida International University, the State university of Florida in Miami, has openings for applicants for the Masters degree beginning Fall, 2013. We are seeking highly motivated students who wish to pursue a rigorous program in a multilingual, multi-ethnic metropolitan area. There are over 65 different languages spoken locally, with Spanish and Haitian Creole among the most widely studied of these. We offer a two-year program in which students take required courses in the core areas of Linguistics and electives in a wide range of sub-disciplines, including applied areas such as language acquisition in children and in adults, sociolinguistics, psycholinguistics, language disorders, and discourse analysis, as well as theoretical areas. Application forms are obtainable at the following link (if needed, please paste this into your browser address window): https://pslinks.fiu.edu/psc/cslinks/EMPLOYEE/CAMP/c/OAA_ONLINE_APPLICATION.OAA_SIGNON_COMP.GBL?Page=OAA_APPLICATION01&Action=U&TEMPLATE_ID=FIU_GRAD For further information about the Linguistics Program, please see: http://english.fiu.edu/linguistics/linguistics/ma-in-linguistics orcontact Ms. Samantha Syms at ssyms at fiu.edu. Virginia C. Mueller Gathercole Professor of Linguistics Florida International 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hugh.rabagliati at gmail.com Fri Mar 22 19:08:24 2013 From: hugh.rabagliati at gmail.com (Hugh Rabagliati) Date: Fri, 22 Mar 2013 15:08:24 -0400 Subject: Developmental position at the University of Edinburgh Message-ID: (apologies for cross-posting) Dear all, The University of Edinburgh is looking to hire our third (!) developmental psychologist of the year. Please consider applying, or forwarding the ad on to high-flying postdocs and students. We're building a great group, and want a fantastic colleague to join us. This particular position is called a "Chancellor's Fellowship", and it is an amazing deal. This is a research-intensive post at the Assistant Prof. level, with an extremely low teaching load initially, allowing the successful applicant to focus on building a productive research program and group. The Fellowships are part of a University-wide initiative to hire highly-productive, independent young scientists and scholars. The listing can be found here: https://www.vacancies.ed.ac.uk/pls/corehrrecruit/erq_jobspec_version_4.jobspec?p_id=012088 The closing date is soon -- 5pm GMT on April 18 -- but the application procedure is not arduous, so I want to encourage applications from individuals who only planned on entering the job market arena next year. The area of interest within developmental psychology is open. The department has particular strengths in Language & Cognition, Human Cognitive Neuroscience, and Differential Psychology, but we would be also be interested in individuals who can boost our strengths in underrepresented areas, such as social development. Edinburgh is a historic, world-class university, with particular strengths in the behavioural and biomedical sciences. The interdepartmental cognitive science community is amongst the world's largest, and the psychology department has made a large number of junior hires in the last year. For those unclear about the non-academic benefits, I invite you to perform a google image search for "edinburgh". The city is both beautiful and culturally rich, with the world's largest cultural festival season every summer. An extinct volcano overlooks the Old Town, and the Scottish highlands are a short trip away. Cheers, Hugh Rabagliati -- 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 pul8 at psu.edu Fri Mar 22 22:09:40 2013 From: pul8 at psu.edu (Ping Li) Date: Fri, 22 Mar 2013 18:09:40 -0400 Subject: Computational Modeling of Bilingualism Special Issue Message-ID: Dear Colleagues, A Special Issue on Computational Modeling of Bilingualism has been published in "Bilingualism: Language and Cognition." All the papers are available for free viewing until April 30, 2013 (follow the link below to its end): http://cup.linguistlist.org/2013/03/bilingualism-special-issue-computational-modeling-of-bilingualism/ Please let me know if you have difficulty accessing the above link or viewing any of the PDF files on Cambridge University Press's website. With kind regards, Ping Li ================================================================= Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information Sciences & Technology | Co-Chair, Inter-College Graduate Program in Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | Pennsylvania State University | University Park, PA 16802, USA | Editor, Bilingualism: Language and Cognition, Cambridge University Press | Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher Email: pul8 at psu.edu | URL: http://cogsci.psu.edu ================================================================= -- 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 smiyata at asu.aasa.ac.jp Mon Mar 25 06:32:50 2013 From: smiyata at asu.aasa.ac.jp (Miyata Susanne) Date: Mon, 25 Mar 2013 15:32:50 +0900 Subject: Paper: Developmental Sentence Scoring for Japanese (DSSJ) Message-ID: Dear Colleagues our paper describing the newly developed Japanese grammar assessment tool DSSJ (Developmental Sentence Scoring for Japanese) is now online. Miyata, S., MacWhinney, B. Otomo, K. Sirai, H. Oshima-Takane, Y., Hirakawa, M., Shirai, Y., Sugiura, M. and Itoh, K. "Developmental Sentence Scoring for Japanese" First Language 0142723713479436 An pre-print full version can be downloaded for free at www2.aasa.ac.jp/people/smiyata/papers/Miyata&al_DSSJ_FirstLanguage2013.pdf An earlier version of the necessary rulesjp.cut file is included in the CLAN dss folder. The new version (adapted to JMOR06) will be uploaded in the next weeks. Susanne Miyata (Aichi Shukutoku 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lena.dalpozzo at gmail.com Mon Mar 25 16:19:28 2013 From: lena.dalpozzo at gmail.com (Lena) Date: Mon, 25 Mar 2013 09:19:28 -0700 Subject: Computational Modeling of Bilingualism Special Issue In-Reply-To: Message-ID: Hello, thank you for the link to the article on Bilingualism: language and cognition. Unfortunately, I couldn't see (nor download) the article...it says that "Cambridge Journals Online is currently not available due to essential maintenance work". bests, Lena Dal Pozzo Il giorno venerdì 22 marzo 2013 23:09:40 UTC+1, Ping Li ha scritto: > > Dear Colleagues, > > > > A Special Issue on Computational Modeling of Bilingualism has been > published in "Bilingualism: Language and Cognition." > > > > All the papers are available for free viewing until April 30, 2013 (follow > the link below to its end): > > > > > http://cup.linguistlist.org/2013/03/bilingualism-special-issue-computational-modeling-of-bilingualism/ > > > > Please let me know if you have difficulty accessing the above link or > viewing any of the PDF files on Cambridge University Press's website. > > > > With kind regards, > > > > Ping Li > > > > > > ================================================================= > > Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information > Sciences & Technology | Co-Chair, Inter-College Graduate Program in > Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | > Pennsylvania State University | University Park, PA 16802, USA | > > Editor, Bilingualism: Language and Cognition, Cambridge University Press | > Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher > > Email: pul8 at psu.edu | URL: http://cogsci.psu.edu > > ================================================================= > > > -- 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/-/fpHtjdtp-iMJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Mon Mar 25 19:12:06 2013 From: pul8 at psu.edu (Ping Li) Date: Mon, 25 Mar 2013 15:12:06 -0400 Subject: Computational Modeling of Bilingualism Special Issue In-Reply-To: Message-ID: Lena, CJO is now back online. Best, Ping On Mon, Mar 25, 2013 at 12:19 PM, Lena wrote: > Hello, > thank you for the link to the article on Bilingualism: language and > cognition. Unfortunately, I couldn't see (nor download) the article...it > says that "Cambridge Journals Online is currently not available due to > essential maintenance work". > > bests, > > Lena Dal Pozzo > > > Il giorno venerdì 22 marzo 2013 23:09:40 UTC+1, Ping Li ha scritto: >> >> Dear Colleagues, >> >> >> >> A Special Issue on Computational Modeling of Bilingualism has been >> published in "Bilingualism: Language and Cognition." >> >> >> >> All the papers are available for free viewing until April 30, 2013 >> (follow the link below to its end): >> >> >> >> http://cup.linguistlist.org/**2013/03/bilingualism-special-** >> issue-computational-modeling-**of-bilingualism/ >> >> >> >> Please let me know if you have difficulty accessing the above link or >> viewing any of the PDF files on Cambridge University Press's website. >> >> >> >> With kind regards, >> >> >> >> Ping Li >> >> >> >> >> >> ==============================**==============================**===== >> >> Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information >> Sciences & Technology | Co-Chair, Inter-College Graduate Program in >> Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | >> Pennsylvania State University | University Park, PA 16802, USA | >> >> Editor, Bilingualism: Language and Cognition, Cambridge University Press >> | Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher >> >> Email: pul8 at psu.edu | URL: http://cogsci.psu.edu >> >> ==============================**==============================**===== >> >> >> > -- > 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/-/fpHtjdtp-iMJ. > 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 K.McManus at soton.ac.uk Wed Mar 27 10:37:43 2013 From: K.McManus at soton.ac.uk (Mcmanus K.) Date: Wed, 27 Mar 2013 10:37:43 +0000 Subject: Registration closes 5th April : 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: http://langsnap.soton.ac.uk/conference-2/programme/ Registration (deadline: 5th April) Delegates can register for the conference here: http://www.llas.ac.uk/events/6649/register 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". 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 max.freeman at temple.edu Wed Mar 27 15:33:41 2013 From: max.freeman at temple.edu (Max Freeman) Date: Wed, 27 Mar 2013 11:33:41 -0400 Subject: Two Post-Doctoral Fellowship Positions at Temple University Message-ID: *Two Post Doctoral Fellow Position Openings at Temple University Infant and Child Lab* The Temple University Infant and Child Laboratory at Ambler is looking for two post-doctoral fellows for Dr. Kathy Hirsh-Pasek’s IES-funded collaborative studies: One post-doctoral fellow will be coordinating a project in collaboration with University of Delaware, Vanderbilt University and Lehigh University. This project aims to test the effectiveness of book-reading and play activities for building preschool teachers' abilities to foster vocabulary and broader language skills among children from low-income homes in the Lehigh Valley (Bethlehem, Allentown, Easton - PA). The second fellow will be coordinating a project in collaboration with University of Delaware and Smith College. This project aims to develop a computerized early language assessment to screen for language disorders in monolingual and Spanish-bilingual preschoolers. Both positions have a 1-year minimum, with the possibility of extending to 2 years. As the project coordinator, the post-doctoral fellows will be expected to participate at all levels of the project. *Responsibilities may include*: · Management of day-to-day project activities, · Stimuli design and creation, · Data collection at preschool sites, · Training and supervision of undergraduate and graduate RAs · Training, coaching and leading language specialists who provide on-site support · Data coding and analysis, · Write-up and dissemination of results for internal reports and peer-reviewed publications, · Presentation of findings in national and international conferences, · Research grants administration and accounting *Required qualifications:* - Ph.D. in Psychology, Education, Linguistics or related field - Experience working with young children in research/preschool settings - Computer skills and proficiency with MS Office *Preferred qualifications*: - Excellent interpersonal, leadership, writing, and organizational skills - Ability to interact with a diverse population of participants - Ability to travel to off-site locations that may not be accessible by public transportation - Proficiency with SPSS, SAS, and/or R - Experience with early child intervention projects - Experience managing grants a plus - Proficiency in Spanish is a plus If interested, please send the following documents to Shana Ramsook, Lab Coordinator, at ticl.coordinator at gmail.com: 1) Resume/CV with cover letter 2) Research statement 3) Two letters of recommendation, sent directly by recommenders Applications will be accepted until the positions have been filled. Start date is mid-to-late Summer 2013, but can be flexible. For more information about the lab, please visit the our website: www.temple.edu/infantlab -- 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 Mar 27 09:17:21 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Wed, 27 Mar 2013 10:17:21 +0100 Subject: Special issue of Linguistics : Language Acquisition and Sociolinguistic Variation Message-ID: We are pleased to announce the online publication of a special issue of Linguistics (51(2)): Language Acquisition and Sociolinguistic Variation Editors: Jean-Pierre Chevrot (Université de Grenoble) & Paul Foulkes (University of York) http://www.degruyter.com/view/j/ling.2013.51.issue-2/issue-files/ling.2013.51.issue-2.xml TOC Preface: The acquisition of sociolinguistic variation Labov, William Page 247 Introduction: Language acquisition and sociolinguistic variation Chevrot, Jean-Pierre / Foulkes, Paul Page 251 The acquisition of sociolinguistic variation: Looking back and thinking ahead Nardy, Aurélie / Chevrot, Jean-Pierre / Barbu, Stéphanie Page 255 The social and linguistic in the acquisition of sociolinguistic norms: Caregivers, children, and variation Smith, Jennifer / Durham, Mercedes / Richards, Hazel Page 285 Representations of stylistic variation in 9- to 11-year-olds: Cognitive processes and salience Buson, Laurence / Billiez, Jacqueline Page 325 Listener evaluation of sociophonetic variability: Probing constraints and capabilities Docherty, Gerard J. / Langstrof, Christian / Foulkes, Paul Page 355 Language evaluation and use during early childhood: Adhesion to social norms or integration of environmental regularities? Barbu, Stéphanie / Nardy, Aurélie / Chevrot, Jean-Pierre / Juhel, Jacques Page 381 Language choice adjustments in child production during dyadic and multiparty interactions: A quantitative approach to multilingual interactions Ghimenton, Anna / Chevrot, Jean-Pierre / Billiez, Jacqueline Page 413 Phonetic convergence and divergence strategies in English-Arabic bilingual children Khattab, Ghada Page 439 Jean-Pierre Chevrot & Paul Foulkes, Editors of the special issue ******************************************** Jean-Pierre Chevrot Institut Universitaire de France Université Grenoble 3 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 *********************************************** -- 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 Thu Mar 28 14:11:54 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Thu, 28 Mar 2013 15:11:54 +0100 Subject: Special issue of Linguistics : Language Acquisition and Sociolinguistic Variation Message-ID: We are pleased to announce the online publication of a special issue of Linguistics (51(2)): Language Acquisition and Sociolinguistic Variation Editors: Jean-Pierre Chevrot (Université de Grenoble) & Paul Foulkes (University of York) http://www.degruyter.com/view/j/ling.2013.51.issue-2/issue-files/ling.2013.51.issue-2.xml TOC Preface: The acquisition of sociolinguistic variation Labov, William Page 247 Introduction: Language acquisition and sociolinguistic variation Chevrot, Jean-Pierre / Foulkes, Paul Page 251 The acquisition of sociolinguistic variation: Looking back and thinking ahead Nardy, Aurélie / Chevrot, Jean-Pierre / Barbu, Stéphanie Page 255 The social and linguistic in the acquisition of sociolinguistic norms: Caregivers, children, and variation Smith, Jennifer / Durham, Mercedes / Richards, Hazel Page 285 Representations of stylistic variation in 9- to 11-year-olds: Cognitive processes and salience Buson, Laurence / Billiez, Jacqueline Page 325 Listener evaluation of sociophonetic variability: Probing constraints and capabilities Docherty, Gerard J. / Langstrof, Christian / Foulkes, Paul Page 355 Language evaluation and use during early childhood: Adhesion to social norms or integration of environmental regularities? Barbu, Stéphanie / Nardy, Aurélie / Chevrot, Jean-Pierre / Juhel, Jacques Page 381 Language choice adjustments in child production during dyadic and multiparty interactions: A quantitative approach to multilingual interactions Ghimenton, Anna / Chevrot, Jean-Pierre / Billiez, Jacqueline Page 413 Phonetic convergence and divergence strategies in English-Arabic bilingual children Khattab, Ghada Page 439 Jean-Pierre Chevrot & Paul Foulkes, Editors of the special issue ******************************************** Jean-Pierre Chevrot Institut Universitaire de France Université Grenoble 3 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 *********************************************** -- 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 Serratrice at manchester.ac.uk Fri Mar 1 16:00:44 2013 From: Serratrice at manchester.ac.uk (Ludovica Serratrice) Date: Fri, 1 Mar 2013 08:00:44 -0800 Subject: Registration for Child Language Seminar 2013 Message-ID: *Registration for Child Language Seminar 2013* The next *Child Language Seminar* will be held at The University of Manchester on *Monday 24th and Tuesday 25th June 2013 * (with registration and wine reception on the evening of Sunday 23rd June). The Child Language Seminar (CLS) is an interdisciplinary conference with a long tradition which attracts a diverse international audience of linguists, psychologists and speech-language therapists. It provides a forum for research on language acquisition and developmental language disorders. *The keynote speakers will be:* Professor Catherine Snow, Harvard University Professor Mike Tomasello, Max Planck Institute for Evolutionary Anthropology, Leipzig Professor Julian Pine, University of Liverpool Dr Courtenay Norbury, Royal Holloway College, London *Registration:* Registration for CLS is now open. The registration fees are listed on the CLS website. We are offering an early registration discount (deadline 30thApril 2013) and a discount for full time students. * * *CLS Venue:* The CLS 2013 will be hosted by the Language Development and Disorders Research Group in the School of Psychological Sciences at The University of Manchester. The University of Manchester is the UK?s largest single-site University. As an internationally recognised research-led institution, our teaching and learning programmes are informed by the latest research findings delivered by staff at the leading edge of their fields. The Language Development and Disorders Research Group is a multidisciplinary team of researchers working to develop our understanding of the factors, processes and mechanisms involved in successful language learning and in speech and language disorders. The research interests of the group focus on four main themes: Typically developing children?s early language development and the linguistic environment, specific language impairment (SLI), social communication and pragmatics intervention research, phonological representations and developmental speech disorders. *Manchester:* Manchester is a vibrant, cosmopolitan, culturally diverse city. It is notable for its sport, museums, galleries, theatres, music scene and shopping, offering something for everyone. Manchester is easily accessible by train (just 2 hours from London). There are direct flights from Manchester International Airport to all major European cities, and many long-haul flights are also available from Manchester. *Accommodation:* There are many excellent places to stay in Manchester and good public transport links to and from the University. We are asking delegates to book their own conference accommodation. We have managed to secure preferential rates at a few hotels to suit a range of budgets. These hotels are all within walking distance of the conference venue and Manchester Piccadilly train station. Details have now been added to the CLS website. Please follow the link on the website to make a booking. *Key dates:* Programme published on website: 1st April 2013 Early registration deadline (reduced fee): 30th April 2013 Registration and wine reception: Sunday 23rd June 2013 CLS conference: 24th-25th June 2013 Conference dinner: 24th June 2013 *Further information* Further details will be added to the website in due course ( http://www.psych-sci.manchester.ac.uk/aboutus/events/cls2013/ ). You can also follow CLS on Twitter (@CLSManchester). This will be updated as more information becomes available. If you would like to be added to the mailing list for further information about the CLS or if you have any queries please email: Jenny.Freed at Manchester.ac.uk . Please circulate this information to your networks and any other interested parties. We look forward to welcoming you to the CLS in 2013. Jenny Freed, Elena Lieven and Catherine Adams (CLS Organising Committee) *Dr Jenny Freed* *Human Communication and Deafness* *University of Manchester* *Oxford Road Manchester* *M13 9PL* *0161 275 3433* *07818 496130* -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To 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/-/5s7u8UJGvdUJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kei at aya.yale.edu Mon Mar 4 07:59:38 2013 From: kei at aya.yale.edu (Nakamura, Kei) Date: Sun, 3 Mar 2013 23:59:38 -0800 Subject: The 14th Tokyo Conference on Psycholinguistics (TCP2013) Call for Participation & Program Message-ID: The 14th Tokyo Conference on Psycholinguistics (TCP 2013) The Institute of Cultural and Linguistic Studies of Keio University will be sponsoring the fourteenth Tokyo Conference on Psycholinguistics (TCP 2013) on March 8 and 9, 2013 to be held at Kita-kan Hall, Keio University, Mita, Tokyo. The invited speakers are Dr. Caterina Donati/Sapienza University of Rome and Dr. Hiromu Sakai/Hiroshima University. For details, visit our website: http://www.otsu.icl.keio.ac.jp/tcp/ TCP 2013 Program Day 1 (March 8, 2013) Special Session 10:30-11:45 "Language Acquisition from a Minimalist Perspective: Some Concepts and Consequences" Wayne O?Neil (MIT) Lunch 13:00-13:05 Opening Yukio Otsu (Keio University) 13:05-13:35 ?Zibun-anaphora in Child Japanese and Nominative Objects in Potential Sentences? Yoshiki Fujiwara (Meiji Gakuin University) 13:35-14:05 ?The Scope of Bare Nouns and Numeral Phrases: An Experimental Study of Child Mandarin? Thomas Hun-tak Lee (Chinese University of Hong Kong) and Zhuang Wu (Chinese University of Hong Kong/ Xiangtan University) 14:05-14:35 ?Child-Adult Parallels on Scope Ambiguity Resolution in Mandarin Chinese? Yi-ching Su (National Tsing Hua University), Chia-Ying Lee (Academia Sinica) and Jie-Li Tsai (National Chengchi University) Break 14:55-15:25 ?Prosody and the Syntax of Wh-question Formation in Tokyo Japanese and Kumamoto Yatsushiro Japanese? Hideaki Yamashita (Yokohama National University) 15:25-15:55 ?Comparatives and Degree Nominals? Fumio Mohri and Kaye Takeda (Fukuoka University) 15:55-16:25 ?A Head Movement Analysis of Complement/Adjunct Asymmetries in Japanese Te-clauses? Shintaro Hayashi and Tomohiro Fujii (Yokohama National University) Break 16:40-17:40 (Invited Lecture) ?The Claim that Linguists Made: Testing Experimentally a Syntactic Analysis? Caterina Donati (Sapienza University of Rome) (Joint work with Carlo Cecchetto and Mirta Vernice (University of Milano-Bicocca) RECEPTION Day 2 (March 9, 2013) 10:00-10:30 ?Metrical Segmentation in a Cross-linguistic Perspective? Sandrien van Ommen and Ren? Kager (Utrecht University) 10:30-11:00 ?Null Subjects and Topic-drop in L2 Japanese: Some Implications to the Interface Hypothesis? Mika Kizu (Kobe University/University of London) and Kazumi Yamada (Kwansei Gakuin University) 11:00-11:30 ?The Emergence of the Unmarked in L2 Acquisition: Interpreting Null Subjects? Tomoko Monou (Keio University) and Shigeto Kawahara (Rutgers University) Lunch ------------------------------------------------------------------------------------------------------- 12:30-14:00 Poster Session ?Numerosity in Child Language: An Experimental Study of the Numerical Wh-pronoun ji ?How-many? in Mandarin Chinese? Aijun Huang and Stephen Crain (Macquarie University) ?How Syntactic is Syntactic Priming? An Experimental Study on Japanese Passives? Megumi Ishikawa and Takuya Goro (Tsuda College) ?Reconstruction Effects on A-movement Reconsidered? Yoshiyuki Shibata (University of Connecticut) ?The Development of Long-distance Zibun: Roles of L1 and L2 in L3 Acquisition? Noriko Yoshimura (University of Shizuoka), Mineharu Nakayama (The Ohio State University/ National Institute for Japanese Language and Linguistics), Koichi Sawasaki, Atsushi Fujimori (University of Shizuoka) and Baris Kahraman (Canakkale Onsekiz Mart University) -------------------------------------------------------------------------------------------------------------------- 14:00-14:30 ?Exploring the Two-grammar Hypothesis for Korean: Scopal Interaction of Object QPs and Negation? Erica Yoon and Junko Shimoyama (McGill University) 14:30-15:00 ?Evidence for Word-internal Pre-head Processing of Novel Compounds? Yuki Hirose, Takefumi Ohki (The University of Tokyo) and Reiko Mazuka (RIKEN Brain Science Institute) 15:00-15:30 ?Surprising Surprisal: No Free Lunch During Sentence Comprehension? Manabu Arai (The University of Tokyo/Japan Society for the Promotion of Science), Edson T. Miyamoto (University of Tsukuba), Chie Nakamura (Keio University/ Japan Society for the Promotion of Science) and Yuki Hirose (The University of Tokyo) Break 15:45-16:45 (Invited Lecture) ?Neurocognitive Mechanisms for Agreement Computation: A View from an ERP Study on Japanese Honorific Processing? Hiromu Sakai (Hiroshima 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/-/u2PVWU5T7YEJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Matt-Goldrick at northwestern.edu Tue Mar 5 16:41:38 2013 From: Matt-Goldrick at northwestern.edu (Matt Goldrick) Date: Tue, 5 Mar 2013 08:41:38 -0800 Subject: Call for posters:Variation in the Acquisition of Sound Systems Workshop Message-ID: ***Deadline for submissions: March 15th** * *[apologies for late posting to CHILDES; if an extension is needed, please email matt-goldrick at northwestern.edu]* * Variation in the Acquisition of Sound Systems Workshop at the Linguistic Institute 2013: Universality and Variability University of Michigan Friday, June 28, 2013 Co-sponsored by New York University Department of Linguistics Northwestern Department of Linguistics Workshop website http://groups.linguistics.northwestern.edu/lsa2013-workshop/ What is the role of variability in how sound systems are acquired or changed? This workshop examines this topic from a number of different phonetic, phonological, and psycholinguistic perspectives, including child language acquisition, non-native production and perception, sound change, and phonotactic learning. The workshop will be held on one day, including invited 1 hour talks (see below) and a poster session. **Call for poster submissions** We invite submission of abstracts reporting computational, experimental, neurobiological, and grammar-based research on the role of variation in sound system acquisition and change. Abstracts should be a one-page .pdf file, formatted at minimum 12-point single-spaced with 1 inch margins. Tables, graphs and references can be on a separate page. Abstracts must be submitted electronically to lsa2013-workshop at ling.northwestern.edu. Deadline for submissions: March 15, 2011. Accepted abstracts will be posted to the workshop website. **Tentative Titles for Oral Presentations** Lisa Davidson (New York University): Signal variability and phonetic detail in the production of non-native phonotactics Matt Goldrick (Northwestern University): Abstraction and the acquisition of variable phonotactic patterns Bob McMurray (University of Iowa): Variability and the emergence of abstraction from basic learning principles: Evidence from early word learning and reading Katherine White (University of Waterloo): Coping with phonetic variation in early word recognition Alan Yu (University of Chicago): Cross-individual variation in speech perception and production **Organizers** Lisa Davidson Matt Goldrick Note: Participants may also be interested in the workshop on "Universality and Variability: New Insights from Genetics" to be held the following weekend (June 29-30). See http://genlang2013.weebly.com/ for more details. **Contact** web: http://groups.linguistics.northwestern.edu/lsa2013-workshop/ email: lsa2013-workshop at ling.northwestern.edu* -- 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/-/T0DJumHVHC4J. 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 Mar 5 22:40:22 2013 From: barner at ucsd.edu (David Barner) Date: Tue, 5 Mar 2013 14:40:22 -0800 Subject: postdoctoral position at UCSD Message-ID: Dear Colleagues, We will begin reviewing files for this position in 10 days, on March 15. 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 Departments of Psychology & Linguistics 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 ruth.tincoff at bucknell.edu Thu Mar 7 14:43:13 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 7 Mar 2013 09:43:13 -0500 Subject: feralchildren.com ? In-Reply-To: <512BE26C.4060200@ling.lu.se> Message-ID: Thanks Mats! On Mon, Feb 25, 2013 at 5:15 PM, Mats Andr?n wrote: > 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. > > > -- __________________________________________________________ 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 ruth.tincoff at bucknell.edu Thu Mar 7 14:53:09 2013 From: ruth.tincoff at bucknell.edu (Ruth Tincoff) Date: Thu, 7 Mar 2013 09:53:09 -0500 Subject: Baby Babble videos? Message-ID: Hi all, A friend asked me about the Baby Babble videos. These are new to me. I looked at the website and am curious if others have opinions on where they fall among "fun activity if you like that thing, maybe get if from the library" to "woah, be careful, making overly bold claims" to "possibly effective intervention". Thanks for your thoughts 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 kpeets at gmail.com Thu Mar 7 16:49:09 2013 From: kpeets at gmail.com (Kathleen Peets) Date: Thu, 7 Mar 2013 11:49:09 -0500 Subject: Baby Babble videos? In-Reply-To: Message-ID: Hello Ruth, I am not an infant researcher as you are, but I have several concerns that I have with all commercially available products that are targeted at parents, and that concern relates less to children, as you suggest, and more to parental attitudes. Because we can't see the research-base used from the website, and baby-sign is known to be under-researched, the intervention itself cannot be evaluated (at least based on the website). But they do advocate using normative charts, which I question. My main concern is that parents could either feel a) a false sense of security that they are serving their child's language development when it may not be effective (which as I've said is not possible to evaluate based on the website), or b) that they are being given information about development that may lead them to question the "normalcy" of their own child, when language development, particularly in the first 3 years, is full of so much individual difference. Will be interested in hearing what others have to contribute. Best, Kathleen On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: > Hi all, > > A friend asked me about the Baby Babble videos. These are new to me. I > looked at the websiteand am curious if others have opinions on where they fall among "fun > activity if you like that thing, maybe get if from the library" to "woah, > be careful, making overly bold claims" to "possibly effective intervention". > > Thanks for your thoughts > 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 aliyah.morgenstern at gmail.com Thu Mar 7 17:16:25 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Thu, 7 Mar 2013 18:16:25 +0100 Subject: Baby Babble videos? In-Reply-To: Message-ID: I totally agree with kathleen's concerns. It would only be nice if it got hearing people involved in real sign languages but it does not seem to be the case or do let me know if it is. Best, Aliyah Le 7 mars 2013 ? 17:49, Kathleen Peets a ?crit : > Hello Ruth, > > I am not an infant researcher as you are, but I have several concerns that I have with all commercially available products that are targeted at parents, and that concern relates less to children, as you suggest, and more to parental attitudes. > > Because we can't see the research-base used from the website, and baby-sign is known to be under-researched, the intervention itself cannot be evaluated (at least based on the website). But they do advocate using normative charts, which I question. > > My main concern is that parents could either feel a) a false sense of security that they are serving their child's language development when it may not be effective (which as I've said is not possible to evaluate based on the website), or b) that they are being given information about development that may lead them to question the "normalcy" of their own child, when language development, particularly in the first 3 years, is full of so much individual difference. > > Will be interested in hearing what others have to contribute. > > Best, > Kathleen > > On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: >> Hi all, >> >> A friend asked me about the Baby Babble videos. These are new to me. I looked at the website and am curious if others have opinions on where they fall among "fun activity if you like that thing, maybe get if from the library" to "woah, be careful, making overly bold claims" to "possibly effective intervention". >> >> Thanks for your thoughts >> 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. > > -- 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 Thu Mar 7 18:08:07 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Thu, 7 Mar 2013 13:08:07 -0500 Subject: Baby Babble videos? In-Reply-To: Message-ID: There is an interesting review of BabySign in a 2006 volume of First Language- I actually use it in my reserach methods (to SLP) class- as the principles that should be (but as the article demonstrates are not) applied are the same as intervention research. Cheers, Isabelle On Thu, Mar 7, 2013 at 12:16 PM, Aliyah MORGENSTERN < aliyah.morgenstern at gmail.com> wrote: > I totally agree with kathleen's concerns. > It would only be nice if it got hearing people involved in real sign > languages but it does not seem to be the case or do let me know if it is. > Best, > > Aliyah > > Le 7 mars 2013 ? 17:49, Kathleen Peets a ?crit : > > Hello Ruth, > > I am not an infant researcher as you are, but I have several concerns that > I have with all commercially available products that are targeted at > parents, and that concern relates less to children, as you suggest, and > more to parental attitudes. > > Because we can't see the research-base used from the website, and > baby-sign is known to be under-researched, the intervention itself cannot > be evaluated (at least based on the website). But they do advocate using > normative charts, which I question. > > My main concern is that parents could either feel a) a false sense of > security that they are serving their child's language development when it > may not be effective (which as I've said is not possible to evaluate based > on the website), or b) that they are being given information about > development that may lead them to question the "normalcy" of their own > child, when language development, particularly in the first 3 years, is > full of so much individual difference. > > Will be interested in hearing what others have to contribute. > > Best, > Kathleen > > On Thu, Mar 7, 2013 at 9:53 AM, Ruth Tincoff wrote: > >> Hi all, >> >> A friend asked me about the Baby Babble videos. These are new to me. I >> looked at the websiteand am curious if others have opinions on where they fall among "fun >> activity if you like that thing, maybe get if from the library" to "woah, >> be careful, making overly bold claims" to "possibly effective intervention". >> >> Thanks for your thoughts >> 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. > > > > -- > 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 liamblything at gmail.com Fri Mar 8 17:31:10 2013 From: liamblything at gmail.com (Liam Blything) Date: Fri, 8 Mar 2013 09:31:10 -0800 Subject: Elicited imitation paradigm Message-ID: Hello all, Can anyone give me some advice on what age-groups are too old for an *elicited imitation paradigm*? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? Many thanks for any thoughts, Liam Blything Lancaster University PhD student. -- 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/-/qDno8FXCO_oJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Mar 8 17:39:11 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 8 Mar 2013 12:39:11 -0500 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Dear Liam, Unsurprisingly, there is some controversy on the subject of elicited imitation as a method, but my own research and reading suggests that it is fully appropriate for any age group after about 24 months. It is widely used with adults in clinical studies. The ability to repeat long passages can also be viewed as a component of measures of working memory that are uniformly used with normal adults. The idea that elicited imitation involves mere parroting has been consistently debunked. For second language, Erlam has a nice study on this and I have done some forthcoming work with a grad student showing that repetition requires comprehension or at least adequate parsing. A full discussion of this literature would take up several additional paragraphs and your question was simply about whether there is some upper age limit. To that I would say no. However, it may be that you are asking something different. Consider a sentence such as "I tie my laces before I put on my shoes". Children could easily repeat this, but then you might ask whether it makes sense and they might say yes, indicating that they hadn't comprehended fully. Is that what you are after? --Brian MacWhinney On Mar 8, 2013, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 nratner at umd.edu Fri Mar 8 17:43:15 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Fri, 8 Mar 2013 17:43:15 +0000 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: I have used elicited imitation in middle school children; I think the issue is that the utterances and their target syntax need to be advanced enough to pose some challenge on the system. If you write to me off-list, I can provide a reprint. Nan Ratner Nan Bernstein Ratner, Professor and Chairman 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) From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Liam Blything Sent: Friday, March 08, 2013 12:31 PM To: info-childes at googlegroups.com Subject: Elicited imitation paradigm Hello all, Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? Many thanks for any thoughts, [https://mail.google.com/mail/images/cleardot.gif] Liam Blything Lancaster University PhD student. -- 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/-/qDno8FXCO_oJ. 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 at.perez.leroux at utoronto.ca Fri Mar 8 17:47:14 2013 From: at.perez.leroux at utoronto.ca (=?iso-8859-1?Q?Ana_P=E9rez-Leroux?=) Date: Fri, 8 Mar 2013 12:47:14 -0500 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: To add to Brian's & Nan's You are likely to encounter some resistance on the part of reviewers, who at times seem oblivious to the debunking of the myth. The method can be used for adults (more in a shadowing format). Several standardized tests employ it for older children (CELF, for instance). But the complexity, length in words and speed of the target to repeat has to be calibrated for your age group or population: hard enough that it taxes them, but not too hard they are simply silent. We found it very useful to elicit word order preferences with bilingual children up to the age of 8. Number of words successfully repeated proved to be a very good measure of the bilingual child overall fluency. There is an excellent chapter in the McDaniels & McKee volume. P?rez-Leroux, A. T., A. Cuza and D. Thomas. 2011. Bilingualism: Language and Cognition 14 (1), 221-232. Lust, B., Flynn, S., & Foley, C. (1996). What children know about what they say: Elicited imitation as a research method for assessing children?s syntax. In D. McDaniel, C. McKee & H. Smith Cairns (eds.), Methods for assessing children?s syntax, pp. 55?76. Cambridge, MA: MIT Press. On 2013-03-08, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 nratner at umd.edu Fri Mar 8 17:54:39 2013 From: nratner at umd.edu (Nan Bernstein Ratner) Date: Fri, 8 Mar 2013 17:54:39 +0000 Subject: Elicited imitation paradigm In-Reply-To: Message-ID: I should have included the citations in my last post; they are available to requestors off-list: Silverman, Stacy & Nan Bernstein Ratner (1997). Stuttering and syntactic complexity in adolescence. Journal of Speech and Hearing Research, 40 (1), 95-106. Bernstein Ratner, Nan (2000). Elicited imitation and other methods for the analysis of trade-offs between speech and language skills in children. In L. Menn & N. Bernstein Ratner (Eds.) Methods for the study of language production. Mahwah, NJ: Erlbaum (291-312). Nan Bernstein Ratner, Professor and Chairman 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) -----Original Message----- From: info-childes at googlegroups.com [mailto:info-childes at googlegroups.com] On Behalf Of Ana P?rez-Leroux Sent: Friday, March 08, 2013 12:47 PM To: info-childes at googlegroups.com Subject: Re: Elicited imitation paradigm To add to Brian's & Nan's You are likely to encounter some resistance on the part of reviewers, who at times seem oblivious to the debunking of the myth. The method can be used for adults (more in a shadowing format). Several standardized tests employ it for older children (CELF, for instance). But the complexity, length in words and speed of the target to repeat has to be calibrated for your age group or population: hard enough that it taxes them, but not too hard they are simply silent. We found it very useful to elicit word order preferences with bilingual children up to the age of 8. Number of words successfully repeated proved to be a very good measure of the bilingual child overall fluency. There is an excellent chapter in the McDaniels & McKee volume. P?rez-Leroux, A. T., A. Cuza and D. Thomas. 2011. Bilingualism: Language and Cognition 14 (1), 221-232. Lust, B., Flynn, S., & Foley, C. (1996). What children know about what they say: Elicited imitation as a research method for assessing children's syntax. In D. McDaniel, C. McKee & H. Smith Cairns (eds.), Methods for assessing children's syntax, pp. 55-76. Cambridge, MA: MIT Press. On 2013-03-08, at 12:31 PM, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/qDno8FXCO_oJ. > 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 rsotoval at educacion.navarra.es Sat Mar 9 23:11:01 2013 From: rsotoval at educacion.navarra.es (Roberto Soto Valle) Date: Sat, 9 Mar 2013 15:11:01 -0800 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Hello all, I have used this paradigm with children from 30 months on and it is perfectly acceptable (good) for and convergent with the analysis of samples of spontaneous language. Of course, it is essential to consider the length of the phrases and the lexicon to avoid the parrot effect or the block of children in the test. In addition to the references previously mentioned, it was useful to me the article: Vinther, T. 2002, Elicited imitation: a brief overview. International Journal of Applied Linguistics, 12, 1, pp. 54-73. Roberto Soto Associated Professor of Developmental Psychology Departament of Psychology and Pedagogy Public University of Navarre El viernes, 8 de marzo de 2013 18:31:10 UTC+1, Liam Blything escribi?: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/A-MOCOZO-esJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From liamblything at gmail.com Sun Mar 10 19:34:10 2013 From: liamblything at gmail.com (Liam Blything) Date: Sun, 10 Mar 2013 12:34:10 -0700 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Thank you Brian, Ana, Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with *blocked* presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. Any thoughts are very welcome! Liam Blything Lancaster University PhD student. On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/Wjy_KxeNiCEJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Mar 11 02:12:41 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 10 Mar 2013 22:12:41 -0400 Subject: Elicited imitation paradigm In-Reply-To: Message-ID: Dear Liam, I am referring to a study that my grad student Colleen Davy did as a part of her work on training fluency in Intermediate Spanish. There was already some commentary on this in earlier messages. As I mentioned there, questions the idea that elicited imitation involves mere parroting: Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464-491. The same issue was explored in: DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-349). Oxford: Blackwell. Basically, people in second language would like to be able to use elicited imitation as a measure of "implicit learning" by which they usually mean non-conscious and non-tutored learning. As in first language studies, these elicited imitation tests can include all sorts of structures, both grammatical and ungrammatical, so they are a great way of exploring this issue. However, people (i.e. reviewers) often object to the use of elicited imitation, because they think that somehow learners can just fill up their short-term memory buffer with a series of words in the second language and repeat those words without really understanding the grammatical structure at all. Never mind the fact that the same learners (both L1 and L2) can't repeat strings of 4-5 unrelated words in the second language. To deal with this objection, Colleen contrasted learning under a variety of conditions. For the current issue, the important comparison was between basic sentence repetition (listen-repeat) in Study 1 and a method in Study 2 that required participants to produce the sentences without any immediately previous verbal stimulus. Instead, the participants (college students) learned the Spanish phrases that described certain pictures, such as el cocine la cena 'he cooks dinner' or ella sugiere 'she suggests' on the basis of clip art pictures. A combination of the two pictures would trigger the sentence "ella sugiere que el cocine la cena". In this way, practice on the sentence would occur without elicited imitation. For the purposes of the current discussion, the important result is that the two techniques led to parallel improvements in fluency. There are other results in the study in terms of the fluency-accuracy tradeoff and the effects of using small units vs. full sentences, but the important thing here is the parallel nature of the results across the methods. In the one method, it is clear that sentence planning is driven by meaningful content. Showing that the effects are the same in the other method tends to support the idea that that method also depends on processing of meaningful content. Of course, one could always say that the parallel nature of the outcome is an accident or due to other factors. Unfortunately, this study is under review, so you can't really use these results to defend the method. But you can point to Erlam, DeKeyser, and the articles from Lust et al. and McKee cited earlier. -Brian MacWhinney On Mar 10, 2013, at 3:34 PM, Liam Blything wrote: > Thank you Brian, Ana, Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. > > Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with blocked presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. > > Any thoughts are very welcome! > > Liam Blything > Lancaster University PhD student. > > On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > Hello all, > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > > -- > 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/-/Wjy_KxeNiCEJ. > 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 evan.kidd at anu.edu.au Mon Mar 11 02:30:09 2013 From: evan.kidd at anu.edu.au (Evan Kidd) Date: Mon, 11 Mar 2013 13:30:09 +1100 Subject: Elicited imitation paradigm In-Reply-To: <75b0ccc81a48f.513d418a@anu.edu.au> Message-ID: Dear Liam, Brian, and list members, I have conducted a fair bit of research using elicited imitation in first language acquisition, and have found it to be a very sensitive measure. I think it's important to use contrasting conditions controlled for word length (e.g., active versus passive) - finding (predicted) differences across conditions goes a long way to placate reviewers, since a mere "parrot effect" predicts children would perform equally across conditions. Systematic errors often show that children are comprehending the sentences themselves (e.g., I have found that children find it difficult to repeat some types of object relative clauses, but that their errors often suggest that that they interpreted the sentence correctly by assigning the correct thematic roles). Finally, you might like to check out an in press paper from my lab, which shows that elicited imitation predicts 4-6-year-old children's comprehension of non-canonical sentences (passives & object RCs) over and above both phonological short-term memory and complex working memory span. The ref is: Boyle,W., Lindell, A., & Kidd, E. (in press). Investigating the role of verbal working memory in young children's sentence comprehension. Language Learning. It's available on Early View, but if you don't have access to the paper email me and I'll send a re-print. Best, Evan On 03/11/13, Brian MacWhinney wrote: > > > > > Dear Liam, > I am referring to a study that my grad student Colleen Davy did as a part of her work on training fluency in Intermediate Spanish. There was already some commentary on this in earlier messages. As I mentioned there, questions the idea that elicited imitation involves mere parroting: > Erlam, R. (2006). Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics, 27, 464-491. > > > The same issue was explored in: > DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 313-349). Oxford: Blackwell. > > > > Basically, people in second language would like to be able to use elicited imitation as a measure of "implicit learning" by which they usually mean non-conscious and non-tutored learning. As in first language studies, these elicited imitation tests can include all sorts of structures, both grammatical and ungrammatical, so they are a great way of exploring this issue. However, people (i.e. reviewers) often object to the use of elicited imitation, because they think that somehow learners can just fill up their short-term memory buffer with a series of words in the second language and repeat those words without really understanding the grammatical structure at all. Never mind the fact that the same learners (both L1 and L2) can't repeat strings of 4-5 unrelated words in the second language. > > > To deal with this objection, Colleen contrasted learning under a variety of conditions. For the current issue, the important comparison was between basic sentence repetition (listen-repeat) in Study 1 and a method in Study 2 that required participants to produce the sentences without any immediately previous verbal stimulus. Instead, the participants (college students) learned the Spanish phrases that described certain pictures, such as el cocine la cena 'he cooks dinner' or ella sugiere 'she suggests' on the basis of clip art pictures. A combination of the two pictures would trigger the sentence "ella sugiere que el cocine la cena". In this way, practice on the sentence would occur without elicited imitation. For the purposes of the current discussion, the important result is that the two techniques led to parallel improvements in fluency. There are other results in the study in terms of the fluency-accuracy tradeoff and the effects of using small units vs. full sentences, but the important thing here is the parallel nature of the results across the methods. In the one method, it is clear that sentence planning is driven by meaningful content. Showing that the effects are the same in the other method tends to support the idea that that method also depends on processing of meaningful content. Of course, one could always say that the parallel nature of the outcome is an accident or due to other factors. > > > Unfortunately, this study is under review, so you can't really use these results to defend the method. But you can point to Erlam, DeKeyser, and the articles from Lust et al. and McKee cited earlier. > > > -Brian MacWhinney > > > On Mar 10, 2013, at 3:34 PM, Liam Blything wrote: > > > > Thank you Brian, Ana,?Nan, and Roberto for your thoughts. If I follow the advice in those links, then imitation certainly seems to be worthwhile. > > > > > > Brian, I would be interested if you are willing to talk a bit more about your forthcoming study that imitation does include "an aspect of comprehension or at least adequate parsing." This extra requirement in imitation tasks means that it might it be best to run an additional study where the comprehension aspect is removed. For example, an elicited production task with blocked presentations of each condition (e.g., in each blocked session, we emphasise through training trials that we want all sentences to use a specific connective/construction) is still designed to restrict what the child says, but has no comprehension element. I am aware of the limitations of a blocked design, but if the pattern remains the same for both paradigms then reviewers/critics would have little argument that my imitation conclusions are influenced by comprehension/parsing demands. > > > > > > Any thoughts are very welcome! > > > > > > Liam Blything > > Lancaster University PhD student. > > > > > > On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > > Hello all, > > > > > > > > > > > > Can anyone give me some advice on what age-groups are too old for an elicited imitation paradigm? I have read that 4 years old is quite an old age to use this paradigm, but other studies have used it up to 7 years old. > > > > > > I am eliciting two clause sentences linked by a connective (before, after). When do children become at high-risk for simply 'parrotting' the target sentence? > > > > > > > > > Many thanks for any thoughts, > > > Liam Blything > > > Lancaster University PhD student. > > > > > > > > > > > > > > > > > > -- > > > > 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/-/Wjy_KxeNiCEJ. > > > > 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 jo.vanherwegen at googlemail.com Mon Mar 11 13:04:43 2013 From: jo.vanherwegen at googlemail.com (Jo Van Herwegen) Date: Mon, 11 Mar 2013 13:04:43 +0000 Subject: Chair in Developmental Psychology Message-ID: *Re: Chair in Developmental Psychology at Kingston University (Ref 0667)* We are currently seeking to appoint a Chair in Developmental Psychology, an area of demonstrated research strength in the department of psychology at Kingston University, London, UK. We seek to appoint a person with a record of world-leading research and current success at attracting external funding who will be able to lead and mentor members of the Developmental Psychology Research Group and contribute to the strategic development of the department. The department of psychology at Kingston University is part of the School of Psychology, Criminology and Sociology and of the Faculty of Arts and Social Sciences, among the fastest growing research environment in the UK following a multi-million pound investment in Professorial staff, early career researchers and doctoral students. For further information about the post and the department please visit http://www.kingston.ac.uk/jobs/, http://fass.kingston.ac.uk/research/psychology/ If you would like to discuss the position informally, please contact Professor Evanthia Lyons, Head of School, on 020 8417 2442 (direct line) or by e-mail e.lyons at kingston.ac.uk. -- 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 liamblything at gmail.com Tue Mar 12 11:28:42 2013 From: liamblything at gmail.com (Liam Blything) Date: Tue, 12 Mar 2013 04:28:42 -0700 Subject: Elicited imitation paradigm In-Reply-To: <90837d65-0d89-4bf3-9916-1c08e08b2704@googlegroups.com> Message-ID: Thank you everyone for your replies, your thoughts are much appreciated! Liam On Friday, 8 March 2013 17:31:10 UTC, Liam Blything wrote: > > Hello all, > > Can anyone give me some advice on what age-groups are too old for an *elicited > imitation paradigm*? I have read that 4 years old is quite an old age to > use this paradigm, but other studies have used it up to 7 years old. > > I am eliciting two clause sentences linked by a connective (before, > after). When do children become at high-risk for simply 'parrotting' the > target sentence? > > Many thanks for any thoughts, > > Liam Blything > Lancaster University PhD student. > -- 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/-/FAkePg_OqSIJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mbecker at email.unc.edu Tue Mar 12 13:10:06 2013 From: mbecker at email.unc.edu (Becker, Misha K) Date: Tue, 12 Mar 2013 13:10:06 +0000 Subject: overgeneralization of -en In-Reply-To: Message-ID: Dear colleagues, (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? Thanks in advance, Misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu -- 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 pgordon at tc.edu Tue Mar 12 17:26:37 2013 From: pgordon at tc.edu (Gordon, Peter) Date: Tue, 12 Mar 2013 13:26:37 -0400 Subject: overgeneralization of -en In-Reply-To: <93C92973C013B041A7CA572F314D54A105065B57@ITS-MSXMBS3F.ad.unc.edu> Message-ID: Hi Misha, There is an appendix in Gordon & Chafetz that lists all of the passives used by parents of the Brown kids (I can send you a copy if you need one). It looks like -en forms constitute less than about 5% just eye balling it. In terms of which verbs take -en forms, they appear to all be irregular past tense verbs (*broken, worn, eaten* etc.). Although not all irregular verbs take the -en passive, none of the irregulars seem to take the -ed passive form, so if they don't take the -en passive, then they take their past tense form for the passive participle (e.g. *caught*) or an abbreviated -en such as *thrown*, and *blown*. Peter Gordon On Tue, Mar 12, 2013 at 9:10 AM, Becker, Misha K wrote: > Dear colleagues, > > (apologies if this is duplicated--I tried to send this message yesterday > but don't think it went through.) > > I've noticed lately that my almost-3-year-old overgeneralizes the -en > suffix on passive participles. For example, she has said things like "This > one didn't get cutten" and "I need to be scooten" (=scooted closer to the > table). And I've heard her say "putten" before. I recall reading examples > of this sort in the Crain, et al. (1987) study of children's passives, but > I'm wondering if anyone has specifically looked at this morphological > overgeneralization. How common is it? I'm also wondering how frequent these > forms are in the input (as opposed to -ed or -0 participles). Has anyone > looked at this? > > Thanks in advance, > Misha > -- > > Misha Becker > Associate Professor > UNC Linguistics Department > 301 Smith Building, CB#3155 > Chapel Hill, NC 27599-3155 > mbecker at email.unc.edu > > -- > 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. > > > -- Peter Gordon, Associate Professor 1155 Thorndike Hall Teachers College, Columbia University, Box 180 525 W120th St. New York, NY 10027 Phone: 212 678-8162 Fax: 212 678-8233 E-mail: pgordon at tc.edu Web Page:http://www.tc.columbia.edu/faculty/index.htm?facid=pg328 -- 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 macw at cmu.edu Tue Mar 12 18:30:08 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Mar 2013 14:30:08 -0400 Subject: overgeneralization of -en In-Reply-To: <93C92973C013B041A7CA572F314D54A105065B57@ITS-MSXMBS3F.ad.unc.edu> Message-ID: On classic is: Zwicky, A. (1970). A double regularity in the acquisition of English verb morphology. Papers in Linguistics, 3, 411-418. --Brian MacWhinney On Mar 12, 2013, at 9:10 AM, "Becker, Misha K" wrote: > Dear colleagues, > > (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) > > I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? > > Thanks in advance, > Misha > -- > > Misha Becker > Associate Professor > UNC Linguistics Department > 301 Smith Building, CB#3155 > Chapel Hill, NC 27599-3155 > mbecker at email.unc.edu > > > -- > 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 mbecker at email.unc.edu Tue Mar 12 19:35:51 2013 From: mbecker at email.unc.edu (Becker, Misha K) Date: Tue, 12 Mar 2013 19:35:51 +0000 Subject: overgeneralization of -en In-Reply-To: <1081C52E-F66C-4938-9B9D-4FA4B4B66B85@cmu.edu> Message-ID: Thanks, Brian. I'll try to get this paper from my library (or do you have it electronically? I couldn't find it on-line). Thanks also to Peter--I do have Gordon & Chafetz and found your appendix data--very helpful! best, misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu From: Brian MacWhinney > Reply-To: "info-childes at googlegroups.com" > Date: Tuesday, March 12, 2013 2:30 PM To: "info-childes at googlegroups.com" > Subject: Re: overgeneralization of -en On classic is: Zwicky, A. (1970). A double regularity in the acquisition of English verb morphology. Papers in Linguistics, 3, 411-418. --Brian MacWhinney On Mar 12, 2013, at 9:10 AM, "Becker, Misha K" > wrote: Dear colleagues, (apologies if this is duplicated--I tried to send this message yesterday but don't think it went through.) I've noticed lately that my almost-3-year-old overgeneralizes the -en suffix on passive participles. For example, she has said things like "This one didn't get cutten" and "I need to be scooten" (=scooted closer to the table). And I've heard her say "putten" before. I recall reading examples of this sort in the Crain, et al. (1987) study of children's passives, but I'm wondering if anyone has specifically looked at this morphological overgeneralization. How common is it? I'm also wondering how frequent these forms are in the input (as opposed to -ed or -0 participles). Has anyone looked at this? Thanks in advance, Misha -- Misha Becker Associate Professor UNC Linguistics Department 301 Smith Building, CB#3155 Chapel Hill, NC 27599-3155 mbecker at email.unc.edu -- 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 melissa.e.kline at gmail.com Tue Mar 12 20:19:20 2013 From: melissa.e.kline at gmail.com (melissa.e.kline at gmail.com) Date: Tue, 12 Mar 2013 13:19:20 -0700 Subject: Corpora of babbling? Message-ID: Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? -- 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/-/a4OOY_olvvAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Mar 12 20:33:58 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Mar 2013 16:33:58 -0400 Subject: Corpora of babbling? In-Reply-To: Message-ID: CHILDES has a lot. Depending on how you characterize babbling, the Davis corpus might be a great source. For earlier stuff, I would try Brent, Soderstrom, MacWhinney, or some of the early corpora from the other languages. --Brian MacWhinney On Mar 12, 2013, at 4:19 PM, "melissa.e.kline at gmail.com" wrote: > Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? > > -- > 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/-/a4OOY_olvvAJ. > 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 M_Soderstrom at umanitoba.ca Tue Mar 12 20:37:05 2013 From: M_Soderstrom at umanitoba.ca (Melanie Soderstrom) Date: Tue, 12 Mar 2013 15:37:05 -0500 Subject: Corpora of babbling? In-Reply-To: <7D3E931C-F86E-4F4D-8E68-AC0F61B32D85@cmu.edu> Message-ID: There is definitely babbling in my corpus. It was not the focus of the analysis, though, so I would be sure to do your own analysis of the audio files if you are going to use it for a babbling study, rather than relying on the transcripts. On 3/12/2013 3:33 PM, Brian MacWhinney wrote: > CHILDES has a lot. Depending on how you characterize babbling, the > Davis corpus might be a great source. For earlier stuff, I would try > Brent, Soderstrom, MacWhinney, or some of the early corpora from the > other languages. > > --Brian MacWhinney > > On Mar 12, 2013, at 4:19 PM, "melissa.e.kline at gmail.com > " > wrote: > >> Does anyone know of any publicly-available corpora (either on CHILDES >> or elsewhere) that contain large numbers of audio samples of infant >> babbling? >> >> -- >> 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/-/a4OOY_olvvAJ. >> 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. > > -- Melanie Soderstrom Associate Professor Department of Psychology P435C Duff Roblin Building University of Manitoba R3T 2N2 Canada (204) 474-9528 -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. 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 aliyah.morgenstern at gmail.com Tue Mar 12 22:32:06 2013 From: aliyah.morgenstern at gmail.com (Aliyah MORGENSTERN) Date: Tue, 12 Mar 2013 23:32:06 +0100 Subject: Corpora of babbling? In-Reply-To: Message-ID: You could contact Sophie Kern if she does not answer your query herself Sophie Kern Best, Aliyah Le 12 mars 2013 ? 21:19, melissa.e.kline at gmail.com a ?crit : > Does anyone know of any publicly-available corpora (either on CHILDES or elsewhere) that contain large numbers of audio samples of infant babbling? > > -- > 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/-/a4OOY_olvvAJ. > 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 t.marinis at reading.ac.uk Thu Mar 14 10:18:36 2013 From: t.marinis at reading.ac.uk (Theodoros Marinis) Date: Thu, 14 Mar 2013 10:18:36 +0000 Subject: Post-doctoral Researcher: Psycholinguistics, ERP, Bilingualism, Specific Language Impairment Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Mar 14 19:52:27 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Mar 2013 15:52:27 -0400 Subject: New Hebrew/English Corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus for Hebrew/English bilingualism from Aviya Hacohen and Jeannette Schaeffer. The corpus is a case study of a child raised in Israel with an American mother and an Israeli father who both spoke English exclusively at home. Audio is available for the corpus, but it is not yet linked to the transcripts. Many thanks to Aviya and Jeannette for this contribution. --Brian MacWhinney -- 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 davidsaldanasage at gmail.com Wed Mar 20 05:59:57 2013 From: davidsaldanasage at gmail.com (=?ISO-8859-1?Q?David_Salda=F1a?=) Date: Wed, 20 Mar 2013 06:59:57 +0100 Subject: PhD Studentships: Language in Autism and in Deafness Message-ID: The Marie Curie Initial Training Network "LanPercept" invites applications for 2 Early Stage Researcher (pre-doctoral) positions available from September 1st, 2013 and up to three years duration at the Individual Differences, Language and Cognition Lab in the Department of Developmental and Educational Psychology, University of Seville, Seville, Spain. Applicants should hold a degree in Psychology, Linguistics, Psycholinguistics or Cognitive Psychology. The projects involve studying specific aspects of reading and language development in Autism and Deafness, respectively. The Autism project (Situation models and comprehension in Autism Spectrum Disorders) will investigate text-level reading comprehension in Autism Spectrum Disorders, with a specific focus on inferencing and question-answering processes. The Deafness project (Visual perception and signed oral language in deafness) will use paradigms based on eye movement methodology to explore lipreading, facialreading or hands during comprehension of Sign Language. Successful candidates will be expected to work with children and adults with autism or deafness, carry out background testing of language, reading and cognitive development, to follow recruitment through schools and support groups, develop and program experimental tasks, to collect data and to disseminate the results. Knowledge of Spanish is desirable, but not essential. More information at http://institucional.us.es/dcptea/index.php?lang=en Complete applications including: (1) a statement of research interests, (2) a full CV, (3) the names and e-mail addresses of two referees, (3) academic transcript, (4) list of publications (if any), and (5) a copy of the masters or honours thesis should be e- mailed as a single PDF by March 25, 2013 to Isabel Rodriguez (ireyes at us.es) (Deafness project) or David Salda?a (dsaldana at us.es) (Autism project). -- 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 anne.salazar-orvig at univ-paris3.fr Wed Mar 20 22:31:13 2013 From: anne.salazar-orvig at univ-paris3.fr (Anne Salazar Orvig) Date: Wed, 20 Mar 2013 15:31:13 -0700 Subject: Reminder : deadline for submission : conference on the acquistion of referring expressions Message-ID: *ACQUISITION OF REFERRING EXPRESSIONS:* *CROSSED PERSPECTIVES* * * *Date of conference: October 25-26, 2013* *Location: Paris* * * *April 1st 2013.* Submissions will be registered on-line, via the Easychair platform ( https://www.easychair.org/conferences/?conf=aeref2013) Submissions may concern : oral presentations, panels and poster presentations Invited 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/-/eWsWSd-EXisJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marco.dispaldro at unipd.it Thu Mar 21 10:19:40 2013 From: marco.dispaldro at unipd.it (marco) Date: Thu, 21 Mar 2013 03:19:40 -0700 Subject: Parents with/without a history of SLI Message-ID: Ciao, Does anyone know a questionnaire for parents to ascertain a probable hystory of Language Impairment? Thanks Marco Dispaldro, Ph.D Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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/-/uQqR3F6CA0EJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Grinstead.11 at osu.edu Thu Mar 21 12:56:10 2013 From: Grinstead.11 at osu.edu (Grinstead, John) Date: Thu, 21 Mar 2013 12:56:10 +0000 Subject: Parents with/without a history of SLI In-Reply-To: Message-ID: You could look at the questionnaire in the appendix of this article and at the references Laida cites: Restrepo, M. A. (1998). Identifiers of Predominantly Spanish-Speaking Children with Language Impairment. Journal of Speech, Language, and Hearing Research, 41(6), 1398-1411. We've used it in our research and it seems practical and effective. Best, John ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~> John Grinstead Associate Editor Language Acquisition: A Journal of Developmental Linguistics Department of Spanish and Portuguese The Ohio State University 298 Hagerty Hall - 1775 College Road Columbus, OH 43210 Tel. 614.292.8856 Fax. 614.292.7726 grinstead.11 at osu.edu http://people.cohums.ohio-state.edu/grinstead11/ ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~< From: marco > Reply-To: > Date: Thu, 21 Mar 2013 03:19:40 -0700 To: > Subject: Parents with/without a history of SLI Ciao, Does anyone know a questionnaire for parents to ascertain a probable hystory of Language Impairment? Thanks Marco Dispaldro, Ph.D Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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/-/uQqR3F6CA0EJ. 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 v.stojanovik at reading.ac.uk Thu Mar 21 14:27:59 2013 From: v.stojanovik at reading.ac.uk (Vesna Stojanovik) Date: Thu, 21 Mar 2013 14:27:59 +0000 Subject: CogDev2013 CALL FOR PAPERS 4-6th September 2013 Message-ID: ***********CALL FOR PAPERS OPEN FOR CogDev 2013**************** CALL FOR PAPERS CogDev2013 will be held at the University of Reading,4th-6th September 2013 The deadline for submission of abstracts is 30th April, 2013. Applicants will be notified of decisions by 7th June. Earlybird registration closes on 22 June. There are a number of different presentation formats (see website for details). CogDev 2013 has already attracted many of the leaders in cognitive and developmental psychology from the UK and Europe. The theme of the conference is the relationship between cognition and development: but there will be plenty of room for any field related to cognitive or developmental psychology. The conference is based at the delightful University of Reading campus, which offers top-grade facilities for the academic programme, together with newly-built and comfortable en-suite accommodation. Everything is a short leafy stroll from the conference venue. The venue itself is clustered under one roof and promises to facilitate an excellent and stimulating conference. Reading is 25 minutes from London by train. Keynote speakers: Sue Gathercole Mark Seidenberg Mike Tomasello Faraneh Vargha-Khadem For conference details, go to http://www.reading.ac.uk/pcls/CogDev2013.aspx The conference can be booked at http://www.bps.org.uk/events/joint-cognitive-psychology-section-developmental-psychology-section-annual-conference-2013 Any questions or comments - g.w.schafer at reading.ac.uk -- 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 marco.dispaldro at unipd.it Thu Mar 21 15:27:19 2013 From: marco.dispaldro at unipd.it (Marco Dispaldro) Date: Thu, 21 Mar 2013 16:27:19 +0100 Subject: Parents with/without a history of SLI In-Reply-To: Message-ID: Dear John, It seems really good for my purpose. Thank you marco Il 21/03/2013 13:56, Grinstead, John ha scritto: > You could look at the questionnaire in the appendix of this article > and at the references Laida cites: > > Restrepo, M. A. (1998). Identifiers of Predominantly Spanish-Speaking > Children with Language Impairment. /Journal of Speech, Language, and > Hearing Research, 41/(6), 1398-1411. > > > We've used it in our research and it seems practical and effective. > > Best, > > John > > ~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~>~> > John Grinstead > Associate Editor > Language Acquisition: A Journal of Developmental Linguistics > Department of Spanish and Portuguese > The Ohio State University > 298 Hagerty Hall - 1775 College Road > Columbus, OH 43210 > > Tel. 614.292.8856 > Fax. 614.292.7726 > grinstead.11 at osu.edu > http://people.cohums.ohio-state.edu/grinstead11/ > ~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~<~< > > From: marco > > Reply-To: > > Date: Thu, 21 Mar 2013 03:19:40 -0700 > To: > > Subject: Parents with/without a history of SLI > > Ciao, > > Does anyone know a questionnaire for parents to ascertain a probable > hystory of Language Impairment? > > Thanks > > > Marco Dispaldro, Ph.D > > Department of Developmental Psychology > University of Padua > via Venezia 8 > 35131 > Padova > Italy > > http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 > -- > 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/-/uQqR3F6CA0EJ > . > 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. > > -- Marco Dispaldro, Ph.D Post-Doc Research Fellow Department of Developmental Psychology University of Padua via Venezia 8 35131 Padova Italy http://dpss.psy.unipd.it/files/scheda_bors.php?id=105 -- 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 d.malahmeh at gmail.com Thu Mar 21 15:41:10 2013 From: d.malahmeh at gmail.com (Dima Malahmeh) Date: Thu, 21 Mar 2013 17:41:10 +0200 Subject: Call for papers: PARLAY Conference (York/ UK) Message-ID: *** *Call for Papers (apologies for cross-posting) **** * * PARLAY Conference: Postgraduate and Academic Researchers in Linguistics at York Friday 6th September 2013 The University of York, Berrick Saul Building In the University of York?s 50th anniversary year, we are pleased to announce the first Postgraduate and Academic Researchers in Linguistics at York (PARLAY) conference, supported by the Linguistics Association of Great Britain. This one-day conference is designed to give linguistics postgraduates from all research areas an opportunity to present and discuss their research in a friendly and intellectually stimulating setting at the University of York, with an opportunity for presenters to publish in a special edition of York?s own linguistics journal, the York Papers in Linguistics. We are delighted to be welcoming Professor Francis Nolan (University of Cambridge) as keynote speaker for this event. The conference will be held on Friday 6th September 2013 in the Berrick Saul Building, which acts as a vibrant hub of research for postgraduates in the arts and humanities. A locally-sourced lunch will be provided, along with refreshments throughout the day. A conference dinner will be held in York in the evening, to which all delegates are invited. We invite postgraduates, doctoral students and early career researchers to submit abstracts for oral and poster presentations on any language, across a range of topics in language and linguistics. This may include, but is not restricted to: - Applied Linguistics - Conversation Analysis - Corpus Linguistics - Discourse Analysis - Forensic Linguistics - Historical Linguistics - Language Acquisition - Morphology - Phonetics - Phonology - Pragmatics - Psycholinguistics - Semantics - Sociolinguistics - Syntax KEY DATES Deadline for submission of abstracts: *Friday, 26th April 2013, 17:00* Notification of acceptance: *Friday, 17 May 2013* Registration opens: *May 2013* ABSTRACT SUBMISSION GUIDELINES Submission of abstracts will be open until Friday, 26 April 2013 at 17:00. Submit your abstract for a paper or poster presentation in no more than 300 words (excluding references) at http://linguistlist.org/easyabs/parlay2013 PRESENTATION GUIDELINES Accepted papers will be allotted 20 minutes for presentation and 10 minutes for discussion. There will be a dedicated poster session on the day of the conference. Speakers will also be invited to submit their paper for publication in a special edition of the York Papers in Linguistics . FURTHER INFORMATION More information can be found at the conference website: www.parlayconference.blogspot.com Look out for us on Twitter at www.twitter.com/PARLAYConf and Facebook at http://www.facebook.com/PARLAYconference If you have any queries, please email us at parlayconference at gmail.com Best wishes, Dima Al-Malahmeh On behalf of The PARLAY Conference Organising Committee email: parlayconference at gmail.com website: www.parlayconference.blogspot.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 walesgin at gmail.com Thu Mar 21 16:46:20 2013 From: walesgin at gmail.com (walesgin) Date: Thu, 21 Mar 2013 12:46:20 -0400 Subject: Seeking applications MA Program Message-ID: The Linguistics Program at Florida International University, the State university of Florida in Miami, has openings for applicants for the Masters degree beginning Fall, 2013. We are seeking highly motivated students who wish to pursue a rigorous program in a multilingual, multi-ethnic metropolitan area. There are over 65 different languages spoken locally, with Spanish and Haitian Creole among the most widely studied of these. We offer a two-year program in which students take required courses in the core areas of Linguistics and electives in a wide range of sub-disciplines, including applied areas such as language acquisition in children and in adults, sociolinguistics, psycholinguistics, language disorders, and discourse analysis, as well as theoretical areas. Application forms are obtainable at the following link (please paste this you?re your browser address window): https://pslinks.fiu.edu/psc/cslinks/EMPLOYEE/CAMP/c/OAA_ONLINE_APPLICATION.OAA_SIGNON_COMP.GBL?Page=OAA_APPLICATION01&Action=U&TEMPLATE_ID=FIU_GRAD For further information about the Linguistics Program, please see http://english.fiu.edu/linguistics/linguistics/ma-in-linguistics or contact Ms. Samantha Syms at ssyms at fiu.edu. Virginia C. Mueller Gathercole Professor of Linguistics Florida International 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From walesgin at gmail.com Thu Mar 21 19:04:03 2013 From: walesgin at gmail.com (walesgin) Date: Thu, 21 Mar 2013 15:04:03 -0400 Subject: Seeking applicants for Masters program (apologies for earlier typo) Message-ID: The Linguistics Program at Florida International University, the State university of Florida in Miami, has openings for applicants for the Masters degree beginning Fall, 2013. We are seeking highly motivated students who wish to pursue a rigorous program in a multilingual, multi-ethnic metropolitan area. There are over 65 different languages spoken locally, with Spanish and Haitian Creole among the most widely studied of these. We offer a two-year program in which students take required courses in the core areas of Linguistics and electives in a wide range of sub-disciplines, including applied areas such as language acquisition in children and in adults, sociolinguistics, psycholinguistics, language disorders, and discourse analysis, as well as theoretical areas. Application forms are obtainable at the following link (if needed, please paste this into your browser address window): https://pslinks.fiu.edu/psc/cslinks/EMPLOYEE/CAMP/c/OAA_ONLINE_APPLICATION.OAA_SIGNON_COMP.GBL?Page=OAA_APPLICATION01&Action=U&TEMPLATE_ID=FIU_GRAD For further information about the Linguistics Program, please see: http://english.fiu.edu/linguistics/linguistics/ma-in-linguistics orcontact Ms. Samantha Syms at ssyms at fiu.edu. Virginia C. Mueller Gathercole Professor of Linguistics Florida International 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From hugh.rabagliati at gmail.com Fri Mar 22 19:08:24 2013 From: hugh.rabagliati at gmail.com (Hugh Rabagliati) Date: Fri, 22 Mar 2013 15:08:24 -0400 Subject: Developmental position at the University of Edinburgh Message-ID: (apologies for cross-posting) Dear all, The University of Edinburgh is looking to hire our third (!) developmental psychologist of the year. Please consider applying, or forwarding the ad on to high-flying postdocs and students. We're building a great group, and want a fantastic colleague to join us. This particular position is called a "Chancellor's Fellowship", and it is an amazing deal. This is a research-intensive post at the Assistant Prof. level, with an extremely low teaching load initially, allowing the successful applicant to focus on building a productive research program and group. The Fellowships are part of a University-wide initiative to hire highly-productive, independent young scientists and scholars. The listing can be found here: https://www.vacancies.ed.ac.uk/pls/corehrrecruit/erq_jobspec_version_4.jobspec?p_id=012088 The closing date is soon -- 5pm GMT on April 18 -- but the application procedure is not arduous, so I want to encourage applications from individuals who only planned on entering the job market arena next year. The area of interest within developmental psychology is open. The department has particular strengths in Language & Cognition, Human Cognitive Neuroscience, and Differential Psychology, but we would be also be interested in individuals who can boost our strengths in underrepresented areas, such as social development. Edinburgh is a historic, world-class university, with particular strengths in the behavioural and biomedical sciences. The interdepartmental cognitive science community is amongst the world's largest, and the psychology department has made a large number of junior hires in the last year. For those unclear about the non-academic benefits, I invite you to perform a google image search for "edinburgh". The city is both beautiful and culturally rich, with the world's largest cultural festival season every summer. An extinct volcano overlooks the Old Town, and the Scottish highlands are a short trip away. Cheers, Hugh Rabagliati -- 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 pul8 at psu.edu Fri Mar 22 22:09:40 2013 From: pul8 at psu.edu (Ping Li) Date: Fri, 22 Mar 2013 18:09:40 -0400 Subject: Computational Modeling of Bilingualism Special Issue Message-ID: Dear Colleagues, A Special Issue on Computational Modeling of Bilingualism has been published in "Bilingualism: Language and Cognition." All the papers are available for free viewing until April 30, 2013 (follow the link below to its end): http://cup.linguistlist.org/2013/03/bilingualism-special-issue-computational-modeling-of-bilingualism/ Please let me know if you have difficulty accessing the above link or viewing any of the PDF files on Cambridge University Press's website. With kind regards, Ping Li ================================================================= Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information Sciences & Technology | Co-Chair, Inter-College Graduate Program in Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | Pennsylvania State University | University Park, PA 16802, USA | Editor, Bilingualism: Language and Cognition, Cambridge University Press | Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher Email: pul8 at psu.edu | URL: http://cogsci.psu.edu ================================================================= -- 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 smiyata at asu.aasa.ac.jp Mon Mar 25 06:32:50 2013 From: smiyata at asu.aasa.ac.jp (Miyata Susanne) Date: Mon, 25 Mar 2013 15:32:50 +0900 Subject: Paper: Developmental Sentence Scoring for Japanese (DSSJ) Message-ID: Dear Colleagues our paper describing the newly developed Japanese grammar assessment tool DSSJ (Developmental Sentence Scoring for Japanese) is now online. Miyata, S., MacWhinney, B. Otomo, K. Sirai, H. Oshima-Takane, Y., Hirakawa, M., Shirai, Y., Sugiura, M. and Itoh, K. "Developmental Sentence Scoring for Japanese" First Language 0142723713479436 An pre-print full version can be downloaded for free at www2.aasa.ac.jp/people/smiyata/papers/Miyata&al_DSSJ_FirstLanguage2013.pdf An earlier version of the necessary rulesjp.cut file is included in the CLAN dss folder. The new version (adapted to JMOR06) will be uploaded in the next weeks. Susanne Miyata (Aichi Shukutoku 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. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lena.dalpozzo at gmail.com Mon Mar 25 16:19:28 2013 From: lena.dalpozzo at gmail.com (Lena) Date: Mon, 25 Mar 2013 09:19:28 -0700 Subject: Computational Modeling of Bilingualism Special Issue In-Reply-To: Message-ID: Hello, thank you for the link to the article on Bilingualism: language and cognition. Unfortunately, I couldn't see (nor download) the article...it says that "Cambridge Journals Online is currently not available due to essential maintenance work". bests, Lena Dal Pozzo Il giorno venerd? 22 marzo 2013 23:09:40 UTC+1, Ping Li ha scritto: > > Dear Colleagues, > > > > A Special Issue on Computational Modeling of Bilingualism has been > published in "Bilingualism: Language and Cognition." > > > > All the papers are available for free viewing until April 30, 2013 (follow > the link below to its end): > > > > > http://cup.linguistlist.org/2013/03/bilingualism-special-issue-computational-modeling-of-bilingualism/ > > > > Please let me know if you have difficulty accessing the above link or > viewing any of the PDF files on Cambridge University Press's website. > > > > With kind regards, > > > > Ping Li > > > > > > ================================================================= > > Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information > Sciences & Technology | Co-Chair, Inter-College Graduate Program in > Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | > Pennsylvania State University | University Park, PA 16802, USA | > > Editor, Bilingualism: Language and Cognition, Cambridge University Press | > Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher > > Email: pul8 at psu.edu | URL: http://cogsci.psu.edu > > ================================================================= > > > -- 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/-/fpHtjdtp-iMJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pul8 at psu.edu Mon Mar 25 19:12:06 2013 From: pul8 at psu.edu (Ping Li) Date: Mon, 25 Mar 2013 15:12:06 -0400 Subject: Computational Modeling of Bilingualism Special Issue In-Reply-To: Message-ID: Lena, CJO is now back online. Best, Ping On Mon, Mar 25, 2013 at 12:19 PM, Lena wrote: > Hello, > thank you for the link to the article on Bilingualism: language and > cognition. Unfortunately, I couldn't see (nor download) the article...it > says that "Cambridge Journals Online is currently not available due to > essential maintenance work". > > bests, > > Lena Dal Pozzo > > > Il giorno venerd? 22 marzo 2013 23:09:40 UTC+1, Ping Li ha scritto: >> >> Dear Colleagues, >> >> >> >> A Special Issue on Computational Modeling of Bilingualism has been >> published in "Bilingualism: Language and Cognition." >> >> >> >> All the papers are available for free viewing until April 30, 2013 >> (follow the link below to its end): >> >> >> >> http://cup.linguistlist.org/**2013/03/bilingualism-special-** >> issue-computational-modeling-**of-bilingualism/ >> >> >> >> Please let me know if you have difficulty accessing the above link or >> viewing any of the PDF files on Cambridge University Press's website. >> >> >> >> With kind regards, >> >> >> >> Ping Li >> >> >> >> >> >> ==============================**==============================**===== >> >> Ping Li, Ph.D. | Professor of Psychology, Linguistics, Information >> Sciences & Technology | Co-Chair, Inter-College Graduate Program in >> Neuroscience | Co-Director, Center for Brain, Behavior, and Cognition | >> Pennsylvania State University | University Park, PA 16802, USA | >> >> Editor, Bilingualism: Language and Cognition, Cambridge University Press >> | Associate Editor: Journal of Neurolinguistics, Elsevier Science Publisher >> >> Email: pul8 at psu.edu | URL: http://cogsci.psu.edu >> >> ==============================**==============================**===== >> >> >> > -- > 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/-/fpHtjdtp-iMJ. > 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 K.McManus at soton.ac.uk Wed Mar 27 10:37:43 2013 From: K.McManus at soton.ac.uk (Mcmanus K.) Date: Wed, 27 Mar 2013 10:37:43 +0000 Subject: Registration closes 5th April : 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: http://langsnap.soton.ac.uk/conference-2/programme/ Registration (deadline: 5th April) Delegates can register for the conference here: http://www.llas.ac.uk/events/6649/register 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". 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 max.freeman at temple.edu Wed Mar 27 15:33:41 2013 From: max.freeman at temple.edu (Max Freeman) Date: Wed, 27 Mar 2013 11:33:41 -0400 Subject: Two Post-Doctoral Fellowship Positions at Temple University Message-ID: *Two Post Doctoral Fellow Position Openings at Temple University Infant and Child Lab* The Temple University Infant and Child Laboratory at Ambler is looking for two post-doctoral fellows for Dr. Kathy Hirsh-Pasek?s IES-funded collaborative studies: One post-doctoral fellow will be coordinating a project in collaboration with University of Delaware, Vanderbilt University and Lehigh University. This project aims to test the effectiveness of book-reading and play activities for building preschool teachers' abilities to foster vocabulary and broader language skills among children from low-income homes in the Lehigh Valley (Bethlehem, Allentown, Easton - PA). The second fellow will be coordinating a project in collaboration with University of Delaware and Smith College. This project aims to develop a computerized early language assessment to screen for language disorders in monolingual and Spanish-bilingual preschoolers. Both positions have a 1-year minimum, with the possibility of extending to 2 years. As the project coordinator, the post-doctoral fellows will be expected to participate at all levels of the project. *Responsibilities may include*: ? Management of day-to-day project activities, ? Stimuli design and creation, ? Data collection at preschool sites, ? Training and supervision of undergraduate and graduate RAs ? Training, coaching and leading language specialists who provide on-site support ? Data coding and analysis, ? Write-up and dissemination of results for internal reports and peer-reviewed publications, ? Presentation of findings in national and international conferences, ? Research grants administration and accounting *Required qualifications:* - Ph.D. in Psychology, Education, Linguistics or related field - Experience working with young children in research/preschool settings - Computer skills and proficiency with MS Office *Preferred qualifications*: - Excellent interpersonal, leadership, writing, and organizational skills - Ability to interact with a diverse population of participants - Ability to travel to off-site locations that may not be accessible by public transportation - Proficiency with SPSS, SAS, and/or R - Experience with early child intervention projects - Experience managing grants a plus - Proficiency in Spanish is a plus If interested, please send the following documents to Shana Ramsook, Lab Coordinator, at ticl.coordinator at gmail.com: 1) Resume/CV with cover letter 2) Research statement 3) Two letters of recommendation, sent directly by recommenders Applications will be accepted until the positions have been filled. Start date is mid-to-late Summer 2013, but can be flexible. For more information about the lab, please visit the our website: www.temple.edu/infantlab -- 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 Mar 27 09:17:21 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Wed, 27 Mar 2013 10:17:21 +0100 Subject: Special issue of Linguistics : Language Acquisition and Sociolinguistic Variation Message-ID: We are pleased to announce the online publication of a special issue of Linguistics (51(2)): Language Acquisition and Sociolinguistic Variation Editors: Jean-Pierre Chevrot (Universit? de Grenoble) & Paul Foulkes (University of York) http://www.degruyter.com/view/j/ling.2013.51.issue-2/issue-files/ling.2013.51.issue-2.xml TOC Preface: The acquisition of sociolinguistic variation Labov, William Page 247 Introduction: Language acquisition and sociolinguistic variation Chevrot, Jean-Pierre / Foulkes, Paul Page 251 The acquisition of sociolinguistic variation: Looking back and thinking ahead Nardy, Aur?lie / Chevrot, Jean-Pierre / Barbu, St?phanie Page 255 The social and linguistic in the acquisition of sociolinguistic norms: Caregivers, children, and variation Smith, Jennifer / Durham, Mercedes / Richards, Hazel Page 285 Representations of stylistic variation in 9- to 11-year-olds: Cognitive processes and salience Buson, Laurence / Billiez, Jacqueline Page 325 Listener evaluation of sociophonetic variability: Probing constraints and capabilities Docherty, Gerard J. / Langstrof, Christian / Foulkes, Paul Page 355 Language evaluation and use during early childhood: Adhesion to social norms or integration of environmental regularities? Barbu, St?phanie / Nardy, Aur?lie / Chevrot, Jean-Pierre / Juhel, Jacques Page 381 Language choice adjustments in child production during dyadic and multiparty interactions: A quantitative approach to multilingual interactions Ghimenton, Anna / Chevrot, Jean-Pierre / Billiez, Jacqueline Page 413 Phonetic convergence and divergence strategies in English-Arabic bilingual children Khattab, Ghada Page 439 Jean-Pierre Chevrot & Paul Foulkes, Editors of the special issue ******************************************** Jean-Pierre Chevrot Institut Universitaire de France Universit? Grenoble 3 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 *********************************************** -- 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 Thu Mar 28 14:11:54 2013 From: jpchevrot at wanadoo.fr (Jean-Pierre Chevrot) Date: Thu, 28 Mar 2013 15:11:54 +0100 Subject: Special issue of Linguistics : Language Acquisition and Sociolinguistic Variation Message-ID: We are pleased to announce the online publication of a special issue of Linguistics (51(2)): Language Acquisition and Sociolinguistic Variation Editors: Jean-Pierre Chevrot (Universit? de Grenoble) & Paul Foulkes (University of York) http://www.degruyter.com/view/j/ling.2013.51.issue-2/issue-files/ling.2013.51.issue-2.xml TOC Preface: The acquisition of sociolinguistic variation Labov, William Page 247 Introduction: Language acquisition and sociolinguistic variation Chevrot, Jean-Pierre / Foulkes, Paul Page 251 The acquisition of sociolinguistic variation: Looking back and thinking ahead Nardy, Aur?lie / Chevrot, Jean-Pierre / Barbu, St?phanie Page 255 The social and linguistic in the acquisition of sociolinguistic norms: Caregivers, children, and variation Smith, Jennifer / Durham, Mercedes / Richards, Hazel Page 285 Representations of stylistic variation in 9- to 11-year-olds: Cognitive processes and salience Buson, Laurence / Billiez, Jacqueline Page 325 Listener evaluation of sociophonetic variability: Probing constraints and capabilities Docherty, Gerard J. / Langstrof, Christian / Foulkes, Paul Page 355 Language evaluation and use during early childhood: Adhesion to social norms or integration of environmental regularities? Barbu, St?phanie / Nardy, Aur?lie / Chevrot, Jean-Pierre / Juhel, Jacques Page 381 Language choice adjustments in child production during dyadic and multiparty interactions: A quantitative approach to multilingual interactions Ghimenton, Anna / Chevrot, Jean-Pierre / Billiez, Jacqueline Page 413 Phonetic convergence and divergence strategies in English-Arabic bilingual children Khattab, Ghada Page 439 Jean-Pierre Chevrot & Paul Foulkes, Editors of the special issue ******************************************** Jean-Pierre Chevrot Institut Universitaire de France Universit? Grenoble 3 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 *********************************************** -- 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: