From k.j.alcock at lancaster.ac.uk Wed May 1 13:13:43 2013 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Wed, 1 May 2013 13:13:43 +0000 Subject: The Early Language Inventory (Bates et al. 1984) Message-ID: I'm wondering if anyone has a copy of this, or even just a list of the items on it? Or in fact if anyone knows the answer to the question of whether animal sounds were originally included on this? Though a copy would be great! Thanks Katie Alcock Katie Alcock Lecturer Department of Psychology Lancaster University Fylde College Bailrigg Lancaster, LA1 4YF, UK tel: +44 1524 593833 -- You received this message because you are subscribed to the Google Groups "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 a.laloi at uva.nl Thu May 2 09:31:03 2013 From: a.laloi at uva.nl (Aude Laloi) Date: Thu, 2 May 2013 11:31:03 +0200 Subject: tense and clitics in Romance languages Message-ID: Dear all, Thanks a lot for all your relevant answers and insightful references. Greetings Aude Aude Laloi Amsterdam Center for Language and Communication Universiteit van Amsterdam Spuistraat 210 1012VT Amsterdam http://home.medewerker.uva.nl/a.laloi/ > tense and clitics in Romance languages > Theres Apr 24 01:15PM -0700 > > In addition to "knowledge development", as pointed out by John, the > development of processing abilities may also be involved, at least in the > case of object clitics. See: > > Grüter, Theres, Nereyda Hurtado & Anne Fernald (2012). Interpreting object > clitics in real-time: eye-tracking evidence from 4-year-old and adult > speakers of Spanish. In Alia K. Biller, Esther Y. Chung, and Amelia E. > Kimball (eds.), Proceedings of the 36th Annual Boston University Conference > on Language Development. Somerville (pp. 213-225), MA: Cascadilla Press. > > Grüter, Theres & Martha Crago (2012). Object clitics and their omission in > child L2 French: The contributions of processing limitations and L1 > transfer. Bilingualism: Language and Cognition 15(3), 531-549. > > For more on object clitics in L1 Italian, see > > Tedeschi, Roberta. 2009. Acquisition at the interfaces: A Case Study of > Object Clitics in > Early Italian. Utrecht: LOT. > > I hope this is helpful. > > best, > -Theres -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. 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URL: From theres.gruter at mail.mcgill.ca Sun May 5 06:56:02 2013 From: theres.gruter at mail.mcgill.ca (Theres) Date: Sat, 4 May 2013 23:56:02 -0700 Subject: Job, tenure-track: Second Language Acquisition, University of Hawai'i at Manoa Message-ID: Dear CHILDES community, Please bring this opportunity to the attention of qualified applicants! many thanks, -Theres Theres Grüter, PhD Assistant Professor Department of Second Language Studies University of Hawai‘i at Mānoa 1890 East-West Road Honolulu, HI 96822 USA *******JOB DESCRIPTION******* *Assistant Professor*, with specialization in *second language and multilingual learning and development* in social settings outside of formal instruction (position number 82462), University of Hawai‘i at Mānoa, College of Languages, Linguistics and Literature, full-time, tenure track, to begin August 1, 2014. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai‘i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges, and places high value on extramural funding. It also values research that addresses locally-relevant issues and local populations in Hawai‘i. Duties and responsibilities: The successful candidate will teach courses at the undergraduate and graduate levels, including in the area of second language and multilingual learning and development beyond the classroom, mentor undergraduate and graduate students, and engage in research and service. Of particular interest are candidates whose research focuses on *language learning and development across the lifespan, in populations such as (but not limited to) immigrants, heritage language speakers/learners and 1.5 generation learners*. Minimum qualifications: Applicants must be ABD at time of application; have a PhD in second language studies, applied linguistics, or closely related field by July 31, 2014; have demonstrated ability to conduct research in the applicant's specialization, as evidenced by publication. Annual 9-month salary: $60,000-$67,500, commensurate with qualifications and experience. To apply: Send cover letter summarizing research and teaching interests and experience, including the names and contact information of three referees, as well as a CV, a research statement, and a statement of teaching philosophy, all as a single pdf document. In addition, send no more than three sample publications as pdf documents. All application materials should be sent as email attachments to: slschair at hawaii.edu. E-mail inquiries: Dr. Graham Crookes, Chair, Search Committee < slschair at hawaii.edu> Closing date: August 15, 2013 Refer to http://workatuh.hawaii.edu/Jobs/NAdvert/17592/2052557/1/postdate/desc -- You received this message because you are subscribed to the Google Groups "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/-/ioDs0Q8ZxQAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Wed May 8 21:02:34 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 8 May 2013 17:02:34 -0400 Subject: POSTDOCTORAL OPPORTUNITIES AT THE UNIVERSITY OF DELAWARE! Message-ID: Hello- Please forward to folks who might be interested. Thanks! Roberta IES Postdoctoral Fellowships Bridging Cognitive Science and Education: Products and Processes in Mathematics, Language, and Cognition University of Delaware * Pending funding,* Roberta M. Golinkoff, Nancy C. Jordan and Henry May will be searching for two postdoctoral fellows for the fall of 2013 to come to the University of Delaware’s School of Education to study with us and other faculty in related areas. Institute for Education Sciences postdoctoral fellowships pay $52,500 plus benefits and are renewable for a second year pending successful performance. These postdoctoral fellowships present a unique opportunity to participate in a peer-approved program designed to support the development of excellent scholars in education research. We seek recent doctoral graduates in fields such as cognitive science, psychology, and education. Training will occur in one or more of the following areas: language acquisition and literacy, mathematical learning, learning disabilities, and methodological approaches to the study of learning and development. Please send a cover letter, your resume, the names and contact information for three references, and preprints or reprints of your publications to Professor Nancy C. Jordan at njordan at udel.edu. -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "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.chondrogianni at googlemail.com Tue May 14 20:32:50 2013 From: v.chondrogianni at googlemail.com (Vicky Chondrogianni) Date: Tue, 14 May 2013 21:32:50 +0100 Subject: Lectureship in Psycholinguistics, Bangor University, UK Message-ID: ******************************JOB DESCRIPTION************************** * * Lecturer in Psycholinguistics* *Bangor University -School of Linguistics & English Language* *Ref: BU00229* *£30,424 - £44,607 p.a. (Grade 7 or 8) * As part of an exciting expansion of the School of Linguistics & English Language, applications are now invited for a permanent Lecturer in Psycholinguistics. Applicants are sought who will have an emerging or established research programme in this area, whose research relates to one of the School’s research specialisms, bilingualism or cognitive linguistics, and who has evidence of producing research outputs that are judged to be internationally excellent. Candidates will be able to contribute to a wide range of undergraduate teaching in Linguistics, and English Language Studies, as well as more specialist topics in one or more of the School’s MA and MSc programmes. The ability to offer undergraduate teaching in the areas of psycholinguistics, language and cognition, language development and acquisition, and grammar will be desirable. Full details, requirements, and terms for this position are available at: https://jobs.bangor.ac.uk/extpreview.php.en?nPostingId=737&nPostingTargetId=779&id=QLYFK026203F3VBQB7V68LOTX&LG=UK Information on Linguistics & English Language, including its staff and their research interests can be found at http://www.bangor.ac.uk/linguistics/ Applications will only be accepted via the *Apply* button on our on-line recruitment website. http://www.jobs.ac.uk/job/AGM923/lecturer-in-psycholinguistics/ However, in cases of access issues due to disability, paper application forms are available by telephoning 01248 383865 . *Closing date for applications: Friday, 7 June 2013. * Committed To Equal Opportunities Click here for Employer Profile __________________________ Dr Vasiliki Chondrogianni Lecturer in Bilingualism Bangor University School of Linguistics and English Language Bangor Gwynedd LL57 2DG, UK Tel.: +44-(0)1248-382267 E-mail: v.chondrogianni at bangor.ac.uk Website: www.bangor.ac.uk/linguistics/about/v_chondrogianni.php.en -- You received this message because you are subscribed to the Google Groups "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 zhangjing19880202 at gmail.com Wed May 15 02:56:24 2013 From: zhangjing19880202 at gmail.com (=?UTF-8?B?6Z2ZIOW8oA==?=) Date: Tue, 14 May 2013 19:56:24 -0700 Subject: how to search a specific word class Message-ID: Dear all, I would like to search a specific word class, measure word, in CHILDES. Is there any possible to generate an independent output file in which all sentences with measure word are listed? Is there any analysis command or options? Thank you so much for your time and consideration. Best, Sherry -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/0f2366ad-eb78-49f8-a051-aba8c0ca9945%40googlegroups.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed May 15 21:26:20 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 15 May 2013 17:26:20 -0400 Subject: how to search a specific word class In-Reply-To: <0f2366ad-eb78-49f8-a051-aba8c0ca9945@googlegroups.com> Message-ID: Dear Sherry, This is a question for the chibolts at googlegroups.com discussion list not for info-childes, because it is about the functioning of CLAN, but the answer is pretty quick and easy. You put all your measure words into a text file I will call words.cut, one word on each line and then use the KWAL program with the switch +s at words.cut. This is all described in the manual for KWAL. --Brian MacWhinney On May 14, 2013, at 10:56 PM, 静 张 wrote: > Dear all, > > I would like to search a specific word class, measure word, in CHILDES. Is there any possible to generate an independent output file in which all sentences with measure word are listed? Is there any analysis command or options? > > Thank you so much for your time and consideration. > > Best, > > Sherry > > -- > You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/0f2366ad-eb78-49f8-a051-aba8c0ca9945%40googlegroups.com?hl=en-US. > 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.j.alcock at lancaster.ac.uk Mon May 20 10:51:30 2013 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 20 May 2013 10:51:30 +0000 Subject: MLU for languages with complex morphology Message-ID: I know it's generally recommended to count MLU in words for languages with complex morphology but I am drawing a blank on the reasons for this, arguments for and against, and sources for this recommendation. So, as I'm lazy, I thought I'd ask info-childes to apply their multiple brains to this questions, rather than just my one brain. Thanks all Katie Alcock ----------------------------------- Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology Fylde College Lancaster University Bailrigg Lancaster LA1 4YF +44 1524 593833 -- You received this message because you are subscribed to the Google Groups "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 Mon May 20 11:37:40 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 20 May 2013 07:37:40 -0400 Subject: MLU for languages with complex morphology In-Reply-To: <1B6302315CC46C48962C4C1856B583D2230BF7@EX-0-MB2.lancs.local> Message-ID: Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD -- You received this message because you are subscribed to the Google Groups "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 Mon May 20 11:40:03 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 20 May 2013 07:40:03 -0400 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: I meant to add: In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > Good morning, > Isn't there a negative correlation between morphological complexity of a > given language and the average number of words that an utterance contains > in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on > her dissertation- Allen 1989 or 1990, in the appendix), looking at the > utterances taking into account the # of words, many of them would only 1 > word. However this does not capture the complexity of the meaning and the > structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of > word per utterance may be limited and pretty stable and the progression is > therefore best assessed taking into account number of morphemes (less > stable across ages and stages). > > Isabelle Barriere, PhD > -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marilyn.vihman at york.ac.uk Mon May 20 11:47:54 2013 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Mon, 20 May 2013 13:47:54 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... -marilyn On 20 maj 2013, at 13.40, Isa Barriere wrote: > I meant to add: > > In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. > > Good morning, > Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). > > Isabelle Barriere, PhD > > > On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > Good morning, > Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). > > Isabelle Barriere, PhD > > > -- > You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From msyonata at huji.ac.il Mon May 20 13:30:58 2013 From: msyonata at huji.ac.il (Yonata Levy) Date: Mon, 20 May 2013 16:30:58 +0300 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. Yonata. On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: > I think one of the key problems with calculating MLU in morphemes - > although it seems the right way to compare across languages, in principle - > is the productivity problem: How do we know which morphemes the child > really has any kind of mastery over? Is it sensible or appropriate to count > all morphemes as if the child were using them productively, without any > test to see if that is true or not? This may give an artificially high > count to languages with synthetic morphology, lots of morphemes packed into > a single affix...or is a morpheme only counted based on form? Even then, if > the presence or absence of a single consonant means having one morpheme or > two...less of an issue for English, say, than for many other Indo-European > languages...then we probably need much more careful transcription of the > phonetics of the child's speech than is usually thought necessary in > morphosyntactic studies... > > -marilyn > > > On 20 maj 2013, at 13.40, Isa Barriere wrote: > > I meant to add: > > In contrast with a mophologically impoverished/poor language, the number > of morphemes will tend to be positively correlated with the number of > words, which is why it is not as crucial to calculate MLU in morphemes. > > Good morning, > Isn't there a negative correlation between morphological complexity of a > given language and the average number of words that an utterance contains > in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on > her dissertation- Allen 1989 or 1990, in the appendix), looking at the > utterances taking into account the # of words, many of them would only 1 > word. However this does not capture the complexity of the meaning and the > structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of > word per utterance may be limited and pretty stable and the progression is > therefore best assessed taking into account number of morphemes (less > stable across ages and stages). > > Isabelle Barriere, PhD > > > On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > >> Good morning, >> Isn't there a negative correlation between morphological complexity of a >> given language and the average number of words that an utterance contains >> in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on >> her dissertation- Allen 1989 or 1990, in the appendix), looking at the >> utterances taking into account the # of words, many of them would only 1 >> word. However this does not capture the complexity of the meaning and the >> structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of >> word per utterance may be limited and pretty stable and the progression is >> therefore best assessed taking into account number of morphemes (less >> stable across ages and stages). >> >> Isabelle Barriere, PhD >> > > > -- > You received this message because you are subscribed to the Google Groups > "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US > . > > For more options, visit https://groups.google.com/groups/opt_out. > > > -- *Prof. Yonata Levy* *Psychology Department * *and Hadassah-Hebrew University Medical School* *Mount Scopus* *Jerusalem 91905, ISRAEL* ** *tel:972-2-5883408 (o)* * 972-547905997 (c)* -- You received this message because you are subscribed to the Google Groups "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 lofa4 at hotmail.com Mon May 20 14:28:20 2013 From: lofa4 at hotmail.com (lofa) Date: Mon, 20 May 2013 16:28:20 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: hi Katie, I only know of an article written in 2005 regarding this matter. Kind regards, Véronique Devianne Speech therapist Doctorante Sciences du Langage, Université Sorbonne Nouvelle Paris 3 From: Yonata Levy Sent: Monday, May 20, 2013 3:30 PM To: CHILDES Subject: Re: MLU for languages with complex morphology Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. Yonata. On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... -marilyn On 20 maj 2013, at 13.40, Isa Barriere wrote: I meant to add: In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -- Prof. Yonata Levy Psychology Department and Hadassah-Hebrew University Medical School Mount Scopus Jerusalem 91905, ISRAEL tel:972-2-5883408 (o) 972-547905997 (c) -- You received this message because you are subscribed to the Google Groups "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: -------------- next part -------------- A non-text attachment was scrubbed... Name: MLU-WLEN-Parker-Brorson-2005.pdf Type: application/pdf Size: 100794 bytes Desc: not available URL: From pgordon at tc.edu Mon May 20 14:49:25 2013 From: pgordon at tc.edu (Gordon, Peter) Date: Mon, 20 May 2013 10:49:25 -0400 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: It seems to me that one of the points that Roger Brown made about use of morphology and away from telegraphic speech was that this was indicated by a separation of the measures for MLUw and MLUm. In other words, when the morpheme count began to branch away from the word count, then this indicated the incorporation of morphology into the grammar, and a trend away from telegraphic speech. In the Parker & Brorson paper, they show that MLUw and MLUm are almost exactly correlated. The problem is that a correlation does not reveal the shapes of the two curves being correlated -- only whether one goes up when the other goes up. Generally words and morphemes will both increase in utterances over age, but this doesn't mean that the rates are the same. Presumably the morpheme count accelerates at some point that the word count does not, yet the correlation would not be affected by this unless there were a reverse trend, which is unlikely. So, the morpheme count can be more informative than the word count, but perhaps comparing the two is the most informative! Peter Gordon On Mon, May 20, 2013 at 10:28 AM, lofa wrote: > hi Katie, > I only know of an article written in 2005 regarding this matter. > Kind regards, > Véronique Devianne > Speech therapist > Doctorante Sciences du Langage, Université Sorbonne Nouvelle Paris 3 > > *From:* Yonata Levy > *Sent:* Monday, May 20, 2013 3:30 PM > *To:* CHILDES > *Subject:* Re: MLU for languages with complex morphology > > Since MLU is a heuristic measure, seems to me the solution to this > problem cannot be universal. Rather, it is necessary to establish a method > of counting which will be verified against theoretically-motivated > developmental trajectories to achieve comparative standards. In our studies > of Hebrew speaking children (Hebrew being a root-based, rich morphological > language) we are using a method of counting MLU that takes into > consideration the structure of Hebrew along with the need to guard against > an inflated MLU. Our way of calculating MLU could perhaps inform other > root-based languages such as Arabic but probably not languages with a > different typology. > Yonata. > > > On Mon, May 20, 2013 at 2:47 PM, marilyn vihman > wrote: > >> I think one of the key problems with calculating MLU in morphemes - >> although it seems the right way to compare across languages, in principle - >> is the productivity problem: How do we know which morphemes the child >> really has any kind of mastery over? Is it sensible or appropriate to count >> all morphemes as if the child were using them productively, without any >> test to see if that is true or not? This may give an artificially high >> count to languages with synthetic morphology, lots of morphemes packed into >> a single affix...or is a morpheme only counted based on form? Even then, if >> the presence or absence of a single consonant means having one morpheme or >> two...less of an issue for English, say, than for many other Indo-European >> languages...then we probably need much more careful transcription of the >> phonetics of the child's speech than is usually thought necessary in >> morphosyntactic studies... >> >> -marilyn >> >> >> On 20 maj 2013, at 13.40, Isa Barriere wrote: >> >> I meant to add: >> >> In contrast with a mophologically impoverished/poor language, the number >> of morphemes will tend to be positively correlated with the number of >> words, which is why it is not as crucial to calculate MLU in morphemes. >> >> Good morning, >> Isn't there a negative correlation between morphological complexity of a >> given language and the average number of words that an utterance contains >> in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on >> her dissertation- Allen 1989 or 1990, in the appendix), looking at the >> utterances taking into account the # of words, many of them would only 1 >> word. However this does not capture the complexity of the meaning and the >> structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of >> word per utterance may be limited and pretty stable and the progression is >> therefore best assessed taking into account number of morphemes (less >> stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: >> >>> Good morning, >>> Isn't there a negative correlation between morphological complexity of a >>> given language and the average number of words that an utterance contains >>> in the same language? >>> >>> If we take the examples in Inuktitut (given Shanley Allen's book based >>> on her dissertation- Allen 1989 or 1990, in the appendix), looking at the >>> utterances taking into account the # of words, many of them would only 1 >>> word. However this does not capture the complexity of the meaning and the >>> structure- that MLU does. >>> >>> So for different stages of devlpt and in the adult language the number >>> of word per utterance may be limited and pretty stable and the progression >>> is therefore best assessed taking into account number of morphemes (less >>> stable across ages and stages). >>> >>> Isabelle Barriere, PhD >>> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US >> . >> 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. >> >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > *Prof. Yonata Levy* > *Psychology Department * > *and Hadassah-Hebrew University Medical School* > *Mount Scopus* > *Jerusalem 91905, ISRAEL* > ** > *tel:972-2-5883408 (o)* > * 972-547905997 (c)* > -- > You received this message because you are subscribed to the Google Groups > "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. > > > -- 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B8sAqBP8FqMYKpyi4_C1Yvi%3D_tnJANOAC1ECXQhE-a2mw%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Mon May 20 15:18:57 2013 From: shanley at bu.edu (Shanley Allen) Date: Mon, 20 May 2013 17:18:57 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: Hi Katie, Another relevant article is this: Hickey, T. (1991). Mean length of utterance and the acquisition of Irish. Journal of Child Language 18: 553-569. Tina calculates both MLUm and MLUw for Irish, and again shows that they are highly correlated. She also discussed problems in distinguishing individual morphemes in Irish, especially in child language. As was pointed out earlier, some of the major problems with MLUm are: 1. It is hard to determine the productivity of a morpheme, especially at the early stages. 2. In languages with a lot of phonological processes at morpheme boundaries (e.g. Irish, many North American Indian languages), it is hard to determine where morpheme boundaries are or even what the morphemes are. 3. In languages with portmanteau morphemes or synthetic morphology (e.g. Inuktitut or English), a morpheme may well carry more than one grammatical function - it is not clear how these should be counted. 4. Some morphemes are only one phoneme long - the recording may not be good enough, or the transcription careful enough, to determine if the morpheme is really there or not. Also, as Yonata hinted, neither MLUm nor MLUw can accurately be compared across languages because of the very different morphological and syntactic systems across languages. Isabelle mentioned that MLUw would not be a good measure for Inuktitut because of its high morphological complexity. Indeed, utterances in Inuktitut can easily be only one word long but contain 5 or more morphemes (10+ for adults). So MLUw in Inuktitut would work as a measure of development but it would be quite a gross measure compared to MLUm. I have used mean length of word in morphemes in one publication: Allen, S.E.M, Crago, M.B. & Pesco, D. (2006). The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism 9(5), 578-596. Again, though, the best method of measuring increasing linguistic complexity in children's utterances likely differs depending on the typology of the language. Best, Shanley. On May 20, 2013, at 4:49 PM, Gordon, Peter wrote: > It seems to me that one of the points that Roger Brown made about use of morphology and away from telegraphic speech was that this was indicated by a separation of the measures for MLUw and MLUm. In other words, when the morpheme count began to branch away from the word count, then this indicated the incorporation of morphology into the grammar, and a trend away from telegraphic speech. In the Parker & Brorson paper, they show that MLUw and MLUm are almost exactly correlated. The problem is that a correlation does not reveal the shapes of the two curves being correlated -- only whether one goes up when the other goes up. Generally words and morphemes will both increase in utterances over age, but this doesn't mean that the rates are the same. Presumably the morpheme count accelerates at some point that the word count does not, yet the correlation would not be affected by this unless there were a reverse trend, which is unlikely. So, the morpheme count can be more informative than the word count, but perhaps comparing the two is the most informative! > > Peter Gordon > > > On Mon, May 20, 2013 at 10:28 AM, lofa wrote: > hi Katie, > I only know of an article written in 2005 regarding this matter. > Kind regards, > Véronique Devianne > Speech therapist > Doctorante Sciences du Langage, Université Sorbonne Nouvelle Paris 3 > > From: Yonata Levy > Sent: Monday, May 20, 2013 3:30 PM > To: CHILDES > Subject: Re: MLU for languages with complex morphology > > Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. > Yonata. > > > On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: > I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... > > -marilyn > > > On 20 maj 2013, at 13.40, Isa Barriere wrote: > >> I meant to add: >> >> In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. >> >> Good morning, >> Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: >> Good morning, >> Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> -- >> You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. >> 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > > > -- > Prof. Yonata Levy > Psychology Department > and Hadassah-Hebrew University Medical School > Mount Scopus > Jerusalem 91905, ISRAEL > > tel:972-2-5883408 (o) > 972-547905997 (c) > -- > You received this message because you are subscribed to the Google Groups "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. > > > > > > -- > 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. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B8sAqBP8FqMYKpyi4_C1Yvi%3D_tnJANOAC1ECXQhE-a2mw%40mail.gmail.com?hl=en-US. > For more options, visit https://groups.google.com/groups/opt_out. > > **************************************************************************** UNTIL MAY 31, 2010: Shanley Allen, PhD Associate Professor and Chair Department of Literacy and Language, Counseling and Development School of Education, Boston University 2 Silber Way, Boston, MA, 02215, USA e-mail: shanley at bu.edu phone: +1-617-358-0354 office: SED 331 web: http://efolio.bu.edu/portfolio/showPublicPortfolio.do?shareId=127 **************************************************************************** AS OF JUNE 1, 2010: Shanley Allen, PhD Associate Professor Psycholinguistics and Language Development Group Faculty of Social Sciences, University of Kaiserslautern Erwin-Schrödinger-Strasse, Geb. 57 67663 Kaiserslautern, Germany e-mail: allen at sowi.uni-kl.de phone: +49-631-205-4136 office: Building 57, Room 409 web: http://www.sowi.uni-kl.de/english-linguistics/home/ **************************************************************************** -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/6229E208-0109-4E73-8BA5-A92754B8F734%40bu.edu?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Mon May 20 18:14:26 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 20 May 2013 13:14:26 -0500 Subject: MLU for languages with complex morphology In-Reply-To: <1B6302315CC46C48962C4C1856B583D2230BF7@EX-0-MB2.lancs.local> Message-ID: Barbara Conboy and I have an article: Jackson-Maldonado, D. y Conboy, B. Utterance length measures for Spanish-speaking toddlers: the morpheme vs word issue revisited. En J.G. Centeno, L.K. Obler y R. Anderson (Eds) *Studying Communication Disorders in Spanish Speakers: Theoretical, research & clinical aspects*. Multilingual Matters: North Somerset, England Donna Jackson-Maldonado 2013/5/20 Alcock, Katie > I know it’s generally recommended to count MLU in words for languages > with complex morphology but I am drawing a blank on the reasons for this, > arguments for and against, and sources for this recommendation. So, as I’m > lazy, I thought I’d ask info-childes to apply their multiple brains to this > questions, rather than just my one brain.**** > > ** ** > > Thanks all**** > > ** ** > > Katie Alcock**** > > ** ** > > -----------------------------------**** > > Katie Alcock, DPhil, CPsychol**** > > Lecturer**** > > Department of Psychology**** > > Fylde College**** > > Lancaster University**** > > Bailrigg**** > > Lancaster**** > > LA1 4YF**** > > +44 1524 593833**** > > ** ** > > -- > You received this message because you are subscribed to the Google Groups > "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. > > > -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Autónoma de Querétaro México web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "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 hkasuya at gmail.com Tue May 21 07:51:24 2013 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Tue, 21 May 2013 16:51:24 +0900 Subject: Call for Participation Message-ID: Call for Participation in the 15th Annual International Conference of the Japanese Society for Language Sciences (JSLS2013) The annual conference of the Japanese Society for Language Sciences will be held from June 28 to June 30, 2013, at Kwassui Women’s University in Nagasaki. The conference program has been posted on JSLS 2013 Conference website. Pre-registration has already started. The deadline is June 8 (Saturday). For more information, please visit the conference website: http://www.jslsweb.sakura.ne.jp/jsls2013/wiki.cgi?page=JSLS2013English (Please note that the call for papers has closed.) Inquiries may be sent to the conference committee: jsls-conf at googlegroups.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJcy38YksA5TqnOxK6WBz0J81vPEqeQGABF1cW6svGmpiX5OFQ%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. From magda.oiry at gmail.com Tue May 21 14:20:44 2013 From: magda.oiry at gmail.com (Magda Oiry) Date: Tue, 21 May 2013 07:20:44 -0700 Subject: Call for papers: workshop on the Acquisition of Quantification at UMass Amherst Message-ID: Dear all, We are pleased to announce a workshop on the acquisition of quantification, to be held at UMass Amherst, *Oct. 4-5 2013.* Invited Speakers: Martin Hackl (Massachusetts Institute of Technology) Julien Musolino (Rutgers University) William Philip (University of Utrecht) The past two decades have seen detailed and wide-ranging investigations of quantification in child language. This work includes a substantial literature exploring the classic “quantifier-spreading” phenomenon (Roeper and DeVilliers 1993, Philip 1995, Crain et al. 1996, Drozd 2001, Drozd and Van Loosbroek 2006, Geurts 2003, Smits 2009), as well as studies of quantifier scope and quantifier raising (Lidz and Musolino 2002, Musolino and Lidz 2005, Syrett and Lidz 2010), and distributivity and collectivity in universal quantification (Brooks and Braine 1996, Brooks and Sekerina 2006). Independently, quantification has played a central role in developmental research on scalar implicature and the semantic-pragmatics interface (Noveck 2001, Papafragou and Musolino 2003, Huang and Snedeker 2009b). At the same time, important recent work has pursued the connection between quantification and early numerical cognition (Barner et al. 2009, Sullivan and Barner 2011, Brooks et al. 2011). Finally, a number of researchers have investigated aspects of quantification in L2 learners (DelliCarpini 2003, O’Grady 2006, Ionin et al. 2012). This workshop aims to foster discussion and collaboration by bringing together researchers working on the acquisition of quantification from a variety perspectives and frameworks. We invite abstracts for 20-minute talks and poster presentations on all aspects of quantification in first and second language acquisition, bilingualism, and language disorders. Abstracts should not exceed 2 pages, including data and references, and should be submitted online via the EasyAbs system (http://linguistlist.org/easyabs/Quantification). * Deadline for submission: July 1, 2013 Notification of acceptance: Before August 15, 2013 * Organizing committee: Luiz Amaral, Michael Clauss, Jeremy Hartman, Barbara Pearson, Magda Oiry, Tom Roeper. Meeting email: acquisitionworkshop at linguist.umass.edu Website: http://blogs.umass.edu/moiry/workshop-quantification/ On Linguistlist: http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=161772 -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/69feff81-69d5-4b84-b547-5382b3dae4d4%40googlegroups.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annalisaburke at gmail.com Tue May 21 15:33:50 2013 From: annalisaburke at gmail.com (Annalisa Burke) Date: Tue, 21 May 2013 10:33:50 -0500 Subject: Job Opportunity: University of Chicago Urban Education Institute Message-ID: Please forward to anyone who may be interested... Thank you! --------------------------------------------------------------------------- *STEP Intermediate Senior Assessment Development Associate (FTE)* The Urban Education Institute (UEI) at The University of Chicago invites qualified candidates with a Master's degree or Ph.D. in reading and at least 4-6 years experience teaching reading and/or training teachers at the intermediate or middle school grade level to apply for the position of Senior Assessment Development Associate. This position will be located at the UEI offices at the University of Chicago in Chicago, Illinois. The Urban Education Institute (UEI) is a unique effort by the University of Chicago to align research and practice to create new knowledge and educational models to address one of the nation's most significant and enduring questions: how do we produce reliably excellent schooling for children growing up in urban America? To learn more about UEI visit http://uei.uchicago.edu. The Senior Assessment Development Associate will take a lead role in designing and pilot testing intermediate grade literacy assessment materials that will be used to enhance teachers' classroom instruction. The person in this position will also assist in the design and development of materials that will enhance the use of the assessment results and strengthen the instruction-assessment link. In addition to overseeing the literacy training and implementation duties, the successful candidate will also have research and development responsibilities. Further responsibilities include leading and directing research efforts, and communicating interim and final results to relevant audiences. Other typical work-related activities will include: *Think strategically and execute at high quality *Coordinate the development process: managing the work- flow, monitoring progress, and ensuring that timelines are met. * Write plans and progress reports. * Coordinate efforts with piloting classrooms: managing relationships with teachers and school leaders, informing schools and UEI leaders of on-going work and scheduling changes and revisions. * Assist in research efforts. *Review materials: ensuring quality, rigor, and relevance. * Maintain current knowledge of ideas and trends in curricula, instruction, and assessment. * Maintain documentation of the assessment development process: documenting all products and procedures and preparing written reports. * Communicate with manager regarding production problems and resolve the problems by working with department staff and relevant vendors and/or consultants. * Represent UEI at conferences, client presentations, and workshops. * Develop work performance plans. *Analyze student assessment data Qualified candidates must have a Master's degree (Ph.D. preferred) in Reading and Language or a related field; 4-6 years teaching experience; or the equivalent combination of education and experience. Excellent communication (both verbal and writing), organization, and interpersonal skills and proficiency with personal computers also required. Strong knowledge of research in intermediate grade reading is essential. Preferred skills include curriculum development or professional development experience. UEI employees enjoy opportunities for personal growth and advancement, rewarding and challenging work in a people-oriented environment, an organizational culture that values work/life balance, and commitment to a diverse workforce and an environment of inclusion. *To apply, please go to https://jobopportunities.uchicago.edu/applicants/jsp/shared/search/Search_css.jspand search under requisition # 092230. * -- Annalisa Burke University of Chicago Urban Education Institute 1313 E. 60th Street Chicago, IL 60637 -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CAKv7gSCAV_JS_9v3c5syjEnAYVZYDwBM9shTo9TG4n2-h0pZ6Q%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Thu May 30 18:43:21 2013 From: yrose at mun.ca (Yvan Rose) Date: Thu, 30 May 2013 16:13:21 -0230 Subject: New corpora on CHILDES/PhonBank Message-ID: [Apologies for cross-posting.] Dear everyone, It is our pleasure to announce the recent release of a number of corpora within PhonBank, each of which offers a significant addition to our database, complete in both Phon and CHAT formats. Cree - CCLAS A small corpus of monolingual Cree (Algonquian) language development, which offers transcript and related audio data on language learning within a mixed language environment. We are grateful to Julie Brittain and her team at Memorial University for this initial release of data on Aboriginal language development. English - Compton & Pater This corpus contains a conversion of a portion of the original Compton & Streeter (1977) diary studies, documenting three English-learning children. We formatted this corpus with the collaboration of Joe Pater (University of Massachusetts, Amherst). We are also thankful to Joe for providing us with a preliminary version of this corpus in electronic format. English - Goad This corpus documents the first language acquisition of two English-learning children, and also comes with audio recordings of the children's productions. We owe special thanks to Heather Goad (McGill University) for her early contribution of this new data corpus. Portuguese - CCF This corpus documents the first language acquisition of five learners of European Portuguese. Complete with audio recordings, these data were recorded and transcribed by Susana Correia, Teresa da Costa, and Maria João Freitas from Lisbon University. Several thanks for this joined contribution. Portuguese - Freitas This corpus consists of an electronic conversion of the original database used in Freitas (1997), which documents the phonological development of seven European Portuguese children. We are grateful to Maria João Freitas for giving us access to the original data files, as well as to Leticia Almeida, who also collaborated on the publication of this corpus. Please see http://childes.psy.cmu.edu/manuals/ for a more complete description of these (and other) PhonBank corpora. In addition to our colleagues higlighted above, we would like to thank everyone involved in any of the steps that led to the release of these wonderful data, as well as Kelly Burkinshaw (Memorial University), who dedicated countless hours working on making the corpora fully compatible with both Phon and CHAT, and Gregory Hedlund, Franklin Chen and Leonid Spektor for their continuing efforts on developing Phon, CLAN, and other utilities required to make these data truly useful. Best regards, Brian MacWhinney & Yvan Rose This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/94E81429-6565-4603-9DAA-FDD1213B9E9D%40mun.ca?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. From k.j.alcock at lancaster.ac.uk Wed May 1 13:13:43 2013 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Wed, 1 May 2013 13:13:43 +0000 Subject: The Early Language Inventory (Bates et al. 1984) Message-ID: I'm wondering if anyone has a copy of this, or even just a list of the items on it? Or in fact if anyone knows the answer to the question of whether animal sounds were originally included on this? Though a copy would be great! Thanks Katie Alcock Katie Alcock Lecturer Department of Psychology Lancaster University Fylde College Bailrigg Lancaster, LA1 4YF, UK tel: +44 1524 593833 -- You received this message because you are subscribed to the Google Groups "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 a.laloi at uva.nl Thu May 2 09:31:03 2013 From: a.laloi at uva.nl (Aude Laloi) Date: Thu, 2 May 2013 11:31:03 +0200 Subject: tense and clitics in Romance languages Message-ID: Dear all, Thanks a lot for all your relevant answers and insightful references. Greetings Aude Aude Laloi Amsterdam Center for Language and Communication Universiteit van Amsterdam Spuistraat 210 1012VT Amsterdam http://home.medewerker.uva.nl/a.laloi/ > tense and clitics in Romance languages > Theres Apr 24 01:15PM -0700 > > In addition to "knowledge development", as pointed out by John, the > development of processing abilities may also be involved, at least in the > case of object clitics. See: > > Gr?ter, Theres, Nereyda Hurtado & Anne Fernald (2012). Interpreting object > clitics in real-time: eye-tracking evidence from 4-year-old and adult > speakers of Spanish. In Alia K. Biller, Esther Y. Chung, and Amelia E. > Kimball (eds.), Proceedings of the 36th Annual Boston University Conference > on Language Development. Somerville (pp. 213-225), MA: Cascadilla Press. > > Gr?ter, Theres & Martha Crago (2012). Object clitics and their omission in > child L2 French: The contributions of processing limitations and L1 > transfer. Bilingualism: Language and Cognition 15(3), 531-549. > > For more on object clitics in L1 Italian, see > > Tedeschi, Roberta. 2009. Acquisition at the interfaces: A Case Study of > Object Clitics in > Early Italian. Utrecht: LOT. > > I hope this is helpful. > > best, > -Theres -- You received this message because you are subscribed to the Google Groups "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 theres.gruter at mail.mcgill.ca Sun May 5 06:56:02 2013 From: theres.gruter at mail.mcgill.ca (Theres) Date: Sat, 4 May 2013 23:56:02 -0700 Subject: Job, tenure-track: Second Language Acquisition, University of Hawai'i at Manoa Message-ID: Dear CHILDES community, Please bring this opportunity to the attention of qualified applicants! many thanks, -Theres Theres Gr?ter, PhD Assistant Professor Department of Second Language Studies University of Hawai?i at M?noa 1890 East-West Road Honolulu, HI 96822 USA *******JOB DESCRIPTION******* *Assistant Professor*, with specialization in *second language and multilingual learning and development* in social settings outside of formal instruction (position number 82462), University of Hawai?i at M?noa, College of Languages, Linguistics and Literature, full-time, tenure track, to begin August 1, 2014. The Department of Second Language Studies offers a BA, an MA and a PhD in Second Language Studies as well as an Advanced Graduate Certificate. The University of Hawai?i is a Carnegie "very high research activity university" with a strong orientation to the Asia-Pacific region. The University supports interdisciplinary initiatives within and across departments and colleges, and places high value on extramural funding. It also values research that addresses locally-relevant issues and local populations in Hawai?i. Duties and responsibilities: The successful candidate will teach courses at the undergraduate and graduate levels, including in the area of second language and multilingual learning and development beyond the classroom, mentor undergraduate and graduate students, and engage in research and service. Of particular interest are candidates whose research focuses on *language learning and development across the lifespan, in populations such as (but not limited to) immigrants, heritage language speakers/learners and 1.5 generation learners*. Minimum qualifications: Applicants must be ABD at time of application; have a PhD in second language studies, applied linguistics, or closely related field by July 31, 2014; have demonstrated ability to conduct research in the applicant's specialization, as evidenced by publication. Annual 9-month salary: $60,000-$67,500, commensurate with qualifications and experience. To apply: Send cover letter summarizing research and teaching interests and experience, including the names and contact information of three referees, as well as a CV, a research statement, and a statement of teaching philosophy, all as a single pdf document. In addition, send no more than three sample publications as pdf documents. All application materials should be sent as email attachments to: slschair at hawaii.edu. E-mail inquiries: Dr. Graham Crookes, Chair, Search Committee < slschair at hawaii.edu> Closing date: August 15, 2013 Refer to http://workatuh.hawaii.edu/Jobs/NAdvert/17592/2052557/1/postdate/desc -- You received this message because you are subscribed to the Google Groups "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/-/ioDs0Q8ZxQAJ. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Roberta at udel.edu Wed May 8 21:02:34 2013 From: Roberta at udel.edu (Roberta Golinkoff) Date: Wed, 8 May 2013 17:02:34 -0400 Subject: POSTDOCTORAL OPPORTUNITIES AT THE UNIVERSITY OF DELAWARE! Message-ID: Hello- Please forward to folks who might be interested. Thanks! Roberta IES Postdoctoral Fellowships Bridging Cognitive Science and Education: Products and Processes in Mathematics, Language, and Cognition University of Delaware * Pending funding,* Roberta M. Golinkoff, Nancy C. Jordan and Henry May will be searching for two postdoctoral fellows for the fall of 2013 to come to the University of Delaware?s School of Education to study with us and other faculty in related areas. Institute for Education Sciences postdoctoral fellowships pay $52,500 plus benefits and are renewable for a second year pending successful performance. These postdoctoral fellowships present a unique opportunity to participate in a peer-approved program designed to support the development of excellent scholars in education research. We seek recent doctoral graduates in fields such as cognitive science, psychology, and education. Training will occur in one or more of the following areas: language acquisition and literacy, mathematical learning, learning disabilities, and methodological approaches to the study of learning and development. Please send a cover letter, your resume, the names and contact information for three references, and preprints or reprints of your publications to Professor Nancy C. Jordan at njordan at udel.edu. -- Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics and Cognitive Science University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Author of "A Mandate for Playful Learning in Preschool: Presenting the Evidence" (Oxford) http://www.mandateforplayfullearning.com/ Please check out our doctoral program at http://www.udel.edu/education/graduate/index.html The late Mary Dunn said, "Life is the time we have to learn." -- You received this message because you are subscribed to the Google Groups "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.chondrogianni at googlemail.com Tue May 14 20:32:50 2013 From: v.chondrogianni at googlemail.com (Vicky Chondrogianni) Date: Tue, 14 May 2013 21:32:50 +0100 Subject: Lectureship in Psycholinguistics, Bangor University, UK Message-ID: ******************************JOB DESCRIPTION************************** * * Lecturer in Psycholinguistics* *Bangor University -School of Linguistics & English Language* *Ref: BU00229* *?30,424 - ?44,607 p.a. (Grade 7 or 8) * As part of an exciting expansion of the School of Linguistics & English Language, applications are now invited for a permanent Lecturer in Psycholinguistics. Applicants are sought who will have an emerging or established research programme in this area, whose research relates to one of the School?s research specialisms, bilingualism or cognitive linguistics, and who has evidence of producing research outputs that are judged to be internationally excellent. Candidates will be able to contribute to a wide range of undergraduate teaching in Linguistics, and English Language Studies, as well as more specialist topics in one or more of the School?s MA and MSc programmes. The ability to offer undergraduate teaching in the areas of psycholinguistics, language and cognition, language development and acquisition, and grammar will be desirable. Full details, requirements, and terms for this position are available at: https://jobs.bangor.ac.uk/extpreview.php.en?nPostingId=737&nPostingTargetId=779&id=QLYFK026203F3VBQB7V68LOTX&LG=UK Information on Linguistics & English Language, including its staff and their research interests can be found at http://www.bangor.ac.uk/linguistics/ Applications will only be accepted via the *Apply* button on our on-line recruitment website. http://www.jobs.ac.uk/job/AGM923/lecturer-in-psycholinguistics/ However, in cases of access issues due to disability, paper application forms are available by telephoning 01248 383865 . *Closing date for applications: Friday, 7 June 2013. * Committed To Equal Opportunities Click here for Employer Profile __________________________ Dr Vasiliki Chondrogianni Lecturer in Bilingualism Bangor University School of Linguistics and English Language Bangor Gwynedd LL57 2DG, UK Tel.: +44-(0)1248-382267 E-mail: v.chondrogianni at bangor.ac.uk Website: www.bangor.ac.uk/linguistics/about/v_chondrogianni.php.en -- You received this message because you are subscribed to the Google Groups "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 zhangjing19880202 at gmail.com Wed May 15 02:56:24 2013 From: zhangjing19880202 at gmail.com (=?UTF-8?B?6Z2ZIOW8oA==?=) Date: Tue, 14 May 2013 19:56:24 -0700 Subject: how to search a specific word class Message-ID: Dear all, I would like to search a specific word class, measure word, in CHILDES. Is there any possible to generate an independent output file in which all sentences with measure word are listed? Is there any analysis command or options? Thank you so much for your time and consideration. Best, Sherry -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/0f2366ad-eb78-49f8-a051-aba8c0ca9945%40googlegroups.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed May 15 21:26:20 2013 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 15 May 2013 17:26:20 -0400 Subject: how to search a specific word class In-Reply-To: <0f2366ad-eb78-49f8-a051-aba8c0ca9945@googlegroups.com> Message-ID: Dear Sherry, This is a question for the chibolts at googlegroups.com discussion list not for info-childes, because it is about the functioning of CLAN, but the answer is pretty quick and easy. You put all your measure words into a text file I will call words.cut, one word on each line and then use the KWAL program with the switch +s at words.cut. This is all described in the manual for KWAL. --Brian MacWhinney On May 14, 2013, at 10:56 PM, ? ? wrote: > Dear all, > > I would like to search a specific word class, measure word, in CHILDES. Is there any possible to generate an independent output file in which all sentences with measure word are listed? Is there any analysis command or options? > > Thank you so much for your time and consideration. > > Best, > > Sherry > > -- > You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/0f2366ad-eb78-49f8-a051-aba8c0ca9945%40googlegroups.com?hl=en-US. > 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.j.alcock at lancaster.ac.uk Mon May 20 10:51:30 2013 From: k.j.alcock at lancaster.ac.uk (Alcock, Katie) Date: Mon, 20 May 2013 10:51:30 +0000 Subject: MLU for languages with complex morphology Message-ID: I know it's generally recommended to count MLU in words for languages with complex morphology but I am drawing a blank on the reasons for this, arguments for and against, and sources for this recommendation. So, as I'm lazy, I thought I'd ask info-childes to apply their multiple brains to this questions, rather than just my one brain. Thanks all Katie Alcock ----------------------------------- Katie Alcock, DPhil, CPsychol Lecturer Department of Psychology Fylde College Lancaster University Bailrigg Lancaster LA1 4YF +44 1524 593833 -- You received this message because you are subscribed to the Google Groups "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 Mon May 20 11:37:40 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 20 May 2013 07:37:40 -0400 Subject: MLU for languages with complex morphology In-Reply-To: <1B6302315CC46C48962C4C1856B583D2230BF7@EX-0-MB2.lancs.local> Message-ID: Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD -- You received this message because you are subscribed to the Google Groups "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 Mon May 20 11:40:03 2013 From: barriere.isa at gmail.com (Isa Barriere) Date: Mon, 20 May 2013 07:40:03 -0400 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: I meant to add: In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > Good morning, > Isn't there a negative correlation between morphological complexity of a > given language and the average number of words that an utterance contains > in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on > her dissertation- Allen 1989 or 1990, in the appendix), looking at the > utterances taking into account the # of words, many of them would only 1 > word. However this does not capture the complexity of the meaning and the > structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of > word per utterance may be limited and pretty stable and the progression is > therefore best assessed taking into account number of morphemes (less > stable across ages and stages). > > Isabelle Barriere, PhD > -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From marilyn.vihman at york.ac.uk Mon May 20 11:47:54 2013 From: marilyn.vihman at york.ac.uk (marilyn vihman) Date: Mon, 20 May 2013 13:47:54 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... -marilyn On 20 maj 2013, at 13.40, Isa Barriere wrote: > I meant to add: > > In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. > > Good morning, > Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). > > Isabelle Barriere, PhD > > > On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > Good morning, > Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). > > Isabelle Barriere, PhD > > > -- > You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. > For more options, visit https://groups.google.com/groups/opt_out. > > -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From msyonata at huji.ac.il Mon May 20 13:30:58 2013 From: msyonata at huji.ac.il (Yonata Levy) Date: Mon, 20 May 2013 16:30:58 +0300 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. Yonata. On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: > I think one of the key problems with calculating MLU in morphemes - > although it seems the right way to compare across languages, in principle - > is the productivity problem: How do we know which morphemes the child > really has any kind of mastery over? Is it sensible or appropriate to count > all morphemes as if the child were using them productively, without any > test to see if that is true or not? This may give an artificially high > count to languages with synthetic morphology, lots of morphemes packed into > a single affix...or is a morpheme only counted based on form? Even then, if > the presence or absence of a single consonant means having one morpheme or > two...less of an issue for English, say, than for many other Indo-European > languages...then we probably need much more careful transcription of the > phonetics of the child's speech than is usually thought necessary in > morphosyntactic studies... > > -marilyn > > > On 20 maj 2013, at 13.40, Isa Barriere wrote: > > I meant to add: > > In contrast with a mophologically impoverished/poor language, the number > of morphemes will tend to be positively correlated with the number of > words, which is why it is not as crucial to calculate MLU in morphemes. > > Good morning, > Isn't there a negative correlation between morphological complexity of a > given language and the average number of words that an utterance contains > in the same language? > > If we take the examples in Inuktitut (given Shanley Allen's book based on > her dissertation- Allen 1989 or 1990, in the appendix), looking at the > utterances taking into account the # of words, many of them would only 1 > word. However this does not capture the complexity of the meaning and the > structure- that MLU does. > > So for different stages of devlpt and in the adult language the number of > word per utterance may be limited and pretty stable and the progression is > therefore best assessed taking into account number of morphemes (less > stable across ages and stages). > > Isabelle Barriere, PhD > > > On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: > >> Good morning, >> Isn't there a negative correlation between morphological complexity of a >> given language and the average number of words that an utterance contains >> in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on >> her dissertation- Allen 1989 or 1990, in the appendix), looking at the >> utterances taking into account the # of words, many of them would only 1 >> word. However this does not capture the complexity of the meaning and the >> structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of >> word per utterance may be limited and pretty stable and the progression is >> therefore best assessed taking into account number of morphemes (less >> stable across ages and stages). >> >> Isabelle Barriere, PhD >> > > > -- > You received this message because you are subscribed to the Google Groups > "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US > . > For more options, visit https://groups.google.com/groups/opt_out. > > > > > -- > You received this message because you are subscribed to the Google Groups > "Info-CHILDES" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to info-childes+unsubscribe at googlegroups.com. > To post to this group, send email to info-childes at googlegroups.com. > To view this discussion on the web visit > https://groups.google.com/d/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US > . > > For more options, visit https://groups.google.com/groups/opt_out. > > > -- *Prof. Yonata Levy* *Psychology Department * *and Hadassah-Hebrew University Medical School* *Mount Scopus* *Jerusalem 91905, ISRAEL* ** *tel:972-2-5883408 (o)* * 972-547905997 (c)* -- You received this message because you are subscribed to the Google Groups "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 lofa4 at hotmail.com Mon May 20 14:28:20 2013 From: lofa4 at hotmail.com (lofa) Date: Mon, 20 May 2013 16:28:20 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: hi Katie, I only know of an article written in 2005 regarding this matter. Kind regards, V?ronique Devianne Speech therapist Doctorante Sciences du Langage, Universit? Sorbonne Nouvelle Paris 3 From: Yonata Levy Sent: Monday, May 20, 2013 3:30 PM To: CHILDES Subject: Re: MLU for languages with complex morphology Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. Yonata. On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... -marilyn On 20 maj 2013, at 13.40, Isa Barriere wrote: I meant to add: In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: Good morning, Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). Isabelle Barriere, PhD -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -- Prof. Yonata Levy Psychology Department and Hadassah-Hebrew University Medical School Mount Scopus Jerusalem 91905, ISRAEL tel:972-2-5883408 (o) 972-547905997 (c) -- You received this message because you are subscribed to the Google Groups "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: -------------- next part -------------- A non-text attachment was scrubbed... Name: MLU-WLEN-Parker-Brorson-2005.pdf Type: application/pdf Size: 100794 bytes Desc: not available URL: From pgordon at tc.edu Mon May 20 14:49:25 2013 From: pgordon at tc.edu (Gordon, Peter) Date: Mon, 20 May 2013 10:49:25 -0400 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: It seems to me that one of the points that Roger Brown made about use of morphology and away from telegraphic speech was that this was indicated by a separation of the measures for MLUw and MLUm. In other words, when the morpheme count began to branch away from the word count, then this indicated the incorporation of morphology into the grammar, and a trend away from telegraphic speech. In the Parker & Brorson paper, they show that MLUw and MLUm are almost exactly correlated. The problem is that a correlation does not reveal the shapes of the two curves being correlated -- only whether one goes up when the other goes up. Generally words and morphemes will both increase in utterances over age, but this doesn't mean that the rates are the same. Presumably the morpheme count accelerates at some point that the word count does not, yet the correlation would not be affected by this unless there were a reverse trend, which is unlikely. So, the morpheme count can be more informative than the word count, but perhaps comparing the two is the most informative! Peter Gordon On Mon, May 20, 2013 at 10:28 AM, lofa wrote: > hi Katie, > I only know of an article written in 2005 regarding this matter. > Kind regards, > V?ronique Devianne > Speech therapist > Doctorante Sciences du Langage, Universit? Sorbonne Nouvelle Paris 3 > > *From:* Yonata Levy > *Sent:* Monday, May 20, 2013 3:30 PM > *To:* CHILDES > *Subject:* Re: MLU for languages with complex morphology > > Since MLU is a heuristic measure, seems to me the solution to this > problem cannot be universal. Rather, it is necessary to establish a method > of counting which will be verified against theoretically-motivated > developmental trajectories to achieve comparative standards. In our studies > of Hebrew speaking children (Hebrew being a root-based, rich morphological > language) we are using a method of counting MLU that takes into > consideration the structure of Hebrew along with the need to guard against > an inflated MLU. Our way of calculating MLU could perhaps inform other > root-based languages such as Arabic but probably not languages with a > different typology. > Yonata. > > > On Mon, May 20, 2013 at 2:47 PM, marilyn vihman > wrote: > >> I think one of the key problems with calculating MLU in morphemes - >> although it seems the right way to compare across languages, in principle - >> is the productivity problem: How do we know which morphemes the child >> really has any kind of mastery over? Is it sensible or appropriate to count >> all morphemes as if the child were using them productively, without any >> test to see if that is true or not? This may give an artificially high >> count to languages with synthetic morphology, lots of morphemes packed into >> a single affix...or is a morpheme only counted based on form? Even then, if >> the presence or absence of a single consonant means having one morpheme or >> two...less of an issue for English, say, than for many other Indo-European >> languages...then we probably need much more careful transcription of the >> phonetics of the child's speech than is usually thought necessary in >> morphosyntactic studies... >> >> -marilyn >> >> >> On 20 maj 2013, at 13.40, Isa Barriere wrote: >> >> I meant to add: >> >> In contrast with a mophologically impoverished/poor language, the number >> of morphemes will tend to be positively correlated with the number of >> words, which is why it is not as crucial to calculate MLU in morphemes. >> >> Good morning, >> Isn't there a negative correlation between morphological complexity of a >> given language and the average number of words that an utterance contains >> in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on >> her dissertation- Allen 1989 or 1990, in the appendix), looking at the >> utterances taking into account the # of words, many of them would only 1 >> word. However this does not capture the complexity of the meaning and the >> structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of >> word per utterance may be limited and pretty stable and the progression is >> therefore best assessed taking into account number of morphemes (less >> stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: >> >>> Good morning, >>> Isn't there a negative correlation between morphological complexity of a >>> given language and the average number of words that an utterance contains >>> in the same language? >>> >>> If we take the examples in Inuktitut (given Shanley Allen's book based >>> on her dissertation- Allen 1989 or 1990, in the appendix), looking at the >>> utterances taking into account the # of words, many of them would only 1 >>> word. However this does not capture the complexity of the meaning and the >>> structure- that MLU does. >>> >>> So for different stages of devlpt and in the adult language the number >>> of word per utterance may be limited and pretty stable and the progression >>> is therefore best assessed taking into account number of morphemes (less >>> stable across ages and stages). >>> >>> Isabelle Barriere, PhD >>> >> >> >> -- >> You received this message because you are subscribed to the Google Groups >> "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US >> . >> 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. >> >> >> For more options, visit https://groups.google.com/groups/opt_out. >> >> >> > > > > -- > *Prof. Yonata Levy* > *Psychology Department * > *and Hadassah-Hebrew University Medical School* > *Mount Scopus* > *Jerusalem 91905, ISRAEL* > ** > *tel:972-2-5883408 (o)* > * 972-547905997 (c)* > -- > You received this message because you are subscribed to the Google Groups > "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. > > > -- 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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B8sAqBP8FqMYKpyi4_C1Yvi%3D_tnJANOAC1ECXQhE-a2mw%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Mon May 20 15:18:57 2013 From: shanley at bu.edu (Shanley Allen) Date: Mon, 20 May 2013 17:18:57 +0200 Subject: MLU for languages with complex morphology In-Reply-To: Message-ID: Hi Katie, Another relevant article is this: Hickey, T. (1991). Mean length of utterance and the acquisition of Irish. Journal of Child Language 18: 553-569. Tina calculates both MLUm and MLUw for Irish, and again shows that they are highly correlated. She also discussed problems in distinguishing individual morphemes in Irish, especially in child language. As was pointed out earlier, some of the major problems with MLUm are: 1. It is hard to determine the productivity of a morpheme, especially at the early stages. 2. In languages with a lot of phonological processes at morpheme boundaries (e.g. Irish, many North American Indian languages), it is hard to determine where morpheme boundaries are or even what the morphemes are. 3. In languages with portmanteau morphemes or synthetic morphology (e.g. Inuktitut or English), a morpheme may well carry more than one grammatical function - it is not clear how these should be counted. 4. Some morphemes are only one phoneme long - the recording may not be good enough, or the transcription careful enough, to determine if the morpheme is really there or not. Also, as Yonata hinted, neither MLUm nor MLUw can accurately be compared across languages because of the very different morphological and syntactic systems across languages. Isabelle mentioned that MLUw would not be a good measure for Inuktitut because of its high morphological complexity. Indeed, utterances in Inuktitut can easily be only one word long but contain 5 or more morphemes (10+ for adults). So MLUw in Inuktitut would work as a measure of development but it would be quite a gross measure compared to MLUm. I have used mean length of word in morphemes in one publication: Allen, S.E.M, Crago, M.B. & Pesco, D. (2006). The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism 9(5), 578-596. Again, though, the best method of measuring increasing linguistic complexity in children's utterances likely differs depending on the typology of the language. Best, Shanley. On May 20, 2013, at 4:49 PM, Gordon, Peter wrote: > It seems to me that one of the points that Roger Brown made about use of morphology and away from telegraphic speech was that this was indicated by a separation of the measures for MLUw and MLUm. In other words, when the morpheme count began to branch away from the word count, then this indicated the incorporation of morphology into the grammar, and a trend away from telegraphic speech. In the Parker & Brorson paper, they show that MLUw and MLUm are almost exactly correlated. The problem is that a correlation does not reveal the shapes of the two curves being correlated -- only whether one goes up when the other goes up. Generally words and morphemes will both increase in utterances over age, but this doesn't mean that the rates are the same. Presumably the morpheme count accelerates at some point that the word count does not, yet the correlation would not be affected by this unless there were a reverse trend, which is unlikely. So, the morpheme count can be more informative than the word count, but perhaps comparing the two is the most informative! > > Peter Gordon > > > On Mon, May 20, 2013 at 10:28 AM, lofa wrote: > hi Katie, > I only know of an article written in 2005 regarding this matter. > Kind regards, > V?ronique Devianne > Speech therapist > Doctorante Sciences du Langage, Universit? Sorbonne Nouvelle Paris 3 > > From: Yonata Levy > Sent: Monday, May 20, 2013 3:30 PM > To: CHILDES > Subject: Re: MLU for languages with complex morphology > > Since MLU is a heuristic measure, seems to me the solution to this problem cannot be universal. Rather, it is necessary to establish a method of counting which will be verified against theoretically-motivated developmental trajectories to achieve comparative standards. In our studies of Hebrew speaking children (Hebrew being a root-based, rich morphological language) we are using a method of counting MLU that takes into consideration the structure of Hebrew along with the need to guard against an inflated MLU. Our way of calculating MLU could perhaps inform other root-based languages such as Arabic but probably not languages with a different typology. > Yonata. > > > On Mon, May 20, 2013 at 2:47 PM, marilyn vihman wrote: > I think one of the key problems with calculating MLU in morphemes - although it seems the right way to compare across languages, in principle - is the productivity problem: How do we know which morphemes the child really has any kind of mastery over? Is it sensible or appropriate to count all morphemes as if the child were using them productively, without any test to see if that is true or not? This may give an artificially high count to languages with synthetic morphology, lots of morphemes packed into a single affix...or is a morpheme only counted based on form? Even then, if the presence or absence of a single consonant means having one morpheme or two...less of an issue for English, say, than for many other Indo-European languages...then we probably need much more careful transcription of the phonetics of the child's speech than is usually thought necessary in morphosyntactic studies... > > -marilyn > > > On 20 maj 2013, at 13.40, Isa Barriere wrote: > >> I meant to add: >> >> In contrast with a mophologically impoverished/poor language, the number of morphemes will tend to be positively correlated with the number of words, which is why it is not as crucial to calculate MLU in morphemes. >> >> Good morning, >> Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> On Mon, May 20, 2013 at 7:37 AM, Isa Barriere wrote: >> Good morning, >> Isn't there a negative correlation between morphological complexity of a given language and the average number of words that an utterance contains in the same language? >> >> If we take the examples in Inuktitut (given Shanley Allen's book based on her dissertation- Allen 1989 or 1990, in the appendix), looking at the utterances taking into account the # of words, many of them would only 1 word. However this does not capture the complexity of the meaning and the structure- that MLU does. >> >> So for different stages of devlpt and in the adult language the number of word per utterance may be limited and pretty stable and the progression is therefore best assessed taking into account number of morphemes (less stable across ages and stages). >> >> Isabelle Barriere, PhD >> >> >> -- >> You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CANNGd2b6ELzcqj3umutoAa1GBL1RyqzMBs4s75cxuBGgc12NBw%40mail.gmail.com?hl=en-US. >> 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 mailto:info-childes%2Bunsubscribe 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/msgid/info-childes/E552879A-092E-41ED-BFCB-515BF8782633%40york.ac.uk?hl=en-US. > > For more options, visit https://groups.google.com/groups/opt_out. > > > > > > -- > Prof. Yonata Levy > Psychology Department > and Hadassah-Hebrew University Medical School > Mount Scopus > Jerusalem 91905, ISRAEL > > tel:972-2-5883408 (o) > 972-547905997 (c) > -- > You received this message because you are subscribed to the Google Groups "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. > > > > > > -- > 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. > To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJE3P%2B8sAqBP8FqMYKpyi4_C1Yvi%3D_tnJANOAC1ECXQhE-a2mw%40mail.gmail.com?hl=en-US. > For more options, visit https://groups.google.com/groups/opt_out. > > **************************************************************************** UNTIL MAY 31, 2010: Shanley Allen, PhD Associate Professor and Chair Department of Literacy and Language, Counseling and Development School of Education, Boston University 2 Silber Way, Boston, MA, 02215, USA e-mail: shanley at bu.edu phone: +1-617-358-0354 office: SED 331 web: http://efolio.bu.edu/portfolio/showPublicPortfolio.do?shareId=127 **************************************************************************** AS OF JUNE 1, 2010: Shanley Allen, PhD Associate Professor Psycholinguistics and Language Development Group Faculty of Social Sciences, University of Kaiserslautern Erwin-Schr?dinger-Strasse, Geb. 57 67663 Kaiserslautern, Germany e-mail: allen at sowi.uni-kl.de phone: +49-631-205-4136 office: Building 57, Room 409 web: http://www.sowi.uni-kl.de/english-linguistics/home/ **************************************************************************** -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/6229E208-0109-4E73-8BA5-A92754B8F734%40bu.edu?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From djacksonqro at gmail.com Mon May 20 18:14:26 2013 From: djacksonqro at gmail.com (Donna Jackson) Date: Mon, 20 May 2013 13:14:26 -0500 Subject: MLU for languages with complex morphology In-Reply-To: <1B6302315CC46C48962C4C1856B583D2230BF7@EX-0-MB2.lancs.local> Message-ID: Barbara Conboy and I have an article: Jackson-Maldonado, D. y Conboy, B. Utterance length measures for Spanish-speaking toddlers: the morpheme vs word issue revisited. En J.G. Centeno, L.K. Obler y R. Anderson (Eds) *Studying Communication Disorders in Spanish Speakers: Theoretical, research & clinical aspects*. Multilingual Matters: North Somerset, England Donna Jackson-Maldonado 2013/5/20 Alcock, Katie > I know it?s generally recommended to count MLU in words for languages > with complex morphology but I am drawing a blank on the reasons for this, > arguments for and against, and sources for this recommendation. So, as I?m > lazy, I thought I?d ask info-childes to apply their multiple brains to this > questions, rather than just my one brain.**** > > ** ** > > Thanks all**** > > ** ** > > Katie Alcock**** > > ** ** > > -----------------------------------**** > > Katie Alcock, DPhil, CPsychol**** > > Lecturer**** > > Department of Psychology**** > > Fylde College**** > > Lancaster University**** > > Bailrigg**** > > Lancaster**** > > LA1 4YF**** > > +44 1524 593833**** > > ** ** > > -- > You received this message because you are subscribed to the Google Groups > "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. > > > -- Donna Jackson-Maldonado Facultad de Lenguas y Letras Universidad Aut?noma de Quer?taro M?xico web: http://www.donnajackson.weebly.com e-mail: djacksonmal at hotmail.com o djacksonq ro at gmail.com tel: 52 442 192 1200 ex. 61200 home: 52 442 2180264 -- You received this message because you are subscribed to the Google Groups "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 hkasuya at gmail.com Tue May 21 07:51:24 2013 From: hkasuya at gmail.com (Hiroko Kasuya) Date: Tue, 21 May 2013 16:51:24 +0900 Subject: Call for Participation Message-ID: Call for Participation in the 15th Annual International Conference of the Japanese Society for Language Sciences (JSLS2013) The annual conference of the Japanese Society for Language Sciences will be held from June 28 to June 30, 2013, at Kwassui Women?s University in Nagasaki. The conference program has been posted on JSLS 2013 Conference website. Pre-registration has already started. The deadline is June 8 (Saturday). For more information, please visit the conference website: http://www.jslsweb.sakura.ne.jp/jsls2013/wiki.cgi?page=JSLS2013English (Please note that the call for papers has closed.) Inquiries may be sent to the conference committee: jsls-conf at googlegroups.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. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/CAJcy38YksA5TqnOxK6WBz0J81vPEqeQGABF1cW6svGmpiX5OFQ%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. From magda.oiry at gmail.com Tue May 21 14:20:44 2013 From: magda.oiry at gmail.com (Magda Oiry) Date: Tue, 21 May 2013 07:20:44 -0700 Subject: Call for papers: workshop on the Acquisition of Quantification at UMass Amherst Message-ID: Dear all, We are pleased to announce a workshop on the acquisition of quantification, to be held at UMass Amherst, *Oct. 4-5 2013.* Invited Speakers: Martin Hackl (Massachusetts Institute of Technology) Julien Musolino (Rutgers University) William Philip (University of Utrecht) The past two decades have seen detailed and wide-ranging investigations of quantification in child language. This work includes a substantial literature exploring the classic ?quantifier-spreading? phenomenon (Roeper and DeVilliers 1993, Philip 1995, Crain et al. 1996, Drozd 2001, Drozd and Van Loosbroek 2006, Geurts 2003, Smits 2009), as well as studies of quantifier scope and quantifier raising (Lidz and Musolino 2002, Musolino and Lidz 2005, Syrett and Lidz 2010), and distributivity and collectivity in universal quantification (Brooks and Braine 1996, Brooks and Sekerina 2006). Independently, quantification has played a central role in developmental research on scalar implicature and the semantic-pragmatics interface (Noveck 2001, Papafragou and Musolino 2003, Huang and Snedeker 2009b). At the same time, important recent work has pursued the connection between quantification and early numerical cognition (Barner et al. 2009, Sullivan and Barner 2011, Brooks et al. 2011). Finally, a number of researchers have investigated aspects of quantification in L2 learners (DelliCarpini 2003, O?Grady 2006, Ionin et al. 2012). This workshop aims to foster discussion and collaboration by bringing together researchers working on the acquisition of quantification from a variety perspectives and frameworks. We invite abstracts for 20-minute talks and poster presentations on all aspects of quantification in first and second language acquisition, bilingualism, and language disorders. Abstracts should not exceed 2 pages, including data and references, and should be submitted online via the EasyAbs system (http://linguistlist.org/easyabs/Quantification). * Deadline for submission: July 1, 2013 Notification of acceptance: Before August 15, 2013 * Organizing committee: Luiz Amaral, Michael Clauss, Jeremy Hartman, Barbara Pearson, Magda Oiry, Tom Roeper. Meeting email: acquisitionworkshop at linguist.umass.edu Website: http://blogs.umass.edu/moiry/workshop-quantification/ On Linguistlist: http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=161772 -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/69feff81-69d5-4b84-b547-5382b3dae4d4%40googlegroups.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annalisaburke at gmail.com Tue May 21 15:33:50 2013 From: annalisaburke at gmail.com (Annalisa Burke) Date: Tue, 21 May 2013 10:33:50 -0500 Subject: Job Opportunity: University of Chicago Urban Education Institute Message-ID: Please forward to anyone who may be interested... Thank you! --------------------------------------------------------------------------- *STEP Intermediate Senior Assessment Development Associate (FTE)* The Urban Education Institute (UEI) at The University of Chicago invites qualified candidates with a Master's degree or Ph.D. in reading and at least 4-6 years experience teaching reading and/or training teachers at the intermediate or middle school grade level to apply for the position of Senior Assessment Development Associate. This position will be located at the UEI offices at the University of Chicago in Chicago, Illinois. The Urban Education Institute (UEI) is a unique effort by the University of Chicago to align research and practice to create new knowledge and educational models to address one of the nation's most significant and enduring questions: how do we produce reliably excellent schooling for children growing up in urban America? To learn more about UEI visit http://uei.uchicago.edu. The Senior Assessment Development Associate will take a lead role in designing and pilot testing intermediate grade literacy assessment materials that will be used to enhance teachers' classroom instruction. The person in this position will also assist in the design and development of materials that will enhance the use of the assessment results and strengthen the instruction-assessment link. In addition to overseeing the literacy training and implementation duties, the successful candidate will also have research and development responsibilities. Further responsibilities include leading and directing research efforts, and communicating interim and final results to relevant audiences. Other typical work-related activities will include: *Think strategically and execute at high quality *Coordinate the development process: managing the work- flow, monitoring progress, and ensuring that timelines are met. * Write plans and progress reports. * Coordinate efforts with piloting classrooms: managing relationships with teachers and school leaders, informing schools and UEI leaders of on-going work and scheduling changes and revisions. * Assist in research efforts. *Review materials: ensuring quality, rigor, and relevance. * Maintain current knowledge of ideas and trends in curricula, instruction, and assessment. * Maintain documentation of the assessment development process: documenting all products and procedures and preparing written reports. * Communicate with manager regarding production problems and resolve the problems by working with department staff and relevant vendors and/or consultants. * Represent UEI at conferences, client presentations, and workshops. * Develop work performance plans. *Analyze student assessment data Qualified candidates must have a Master's degree (Ph.D. preferred) in Reading and Language or a related field; 4-6 years teaching experience; or the equivalent combination of education and experience. Excellent communication (both verbal and writing), organization, and interpersonal skills and proficiency with personal computers also required. Strong knowledge of research in intermediate grade reading is essential. Preferred skills include curriculum development or professional development experience. UEI employees enjoy opportunities for personal growth and advancement, rewarding and challenging work in a people-oriented environment, an organizational culture that values work/life balance, and commitment to a diverse workforce and an environment of inclusion. *To apply, please go to https://jobopportunities.uchicago.edu/applicants/jsp/shared/search/Search_css.jspand search under requisition # 092230. * -- Annalisa Burke University of Chicago Urban Education Institute 1313 E. 60th Street Chicago, IL 60637 -- You received this message because you are subscribed to the Google Groups "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/msgid/info-childes/CAKv7gSCAV_JS_9v3c5syjEnAYVZYDwBM9shTo9TG4n2-h0pZ6Q%40mail.gmail.com?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out. -------------- next part -------------- An HTML attachment was scrubbed... URL: From yrose at mun.ca Thu May 30 18:43:21 2013 From: yrose at mun.ca (Yvan Rose) Date: Thu, 30 May 2013 16:13:21 -0230 Subject: New corpora on CHILDES/PhonBank Message-ID: [Apologies for cross-posting.] Dear everyone, It is our pleasure to announce the recent release of a number of corpora within PhonBank, each of which offers a significant addition to our database, complete in both Phon and CHAT formats. Cree - CCLAS A small corpus of monolingual Cree (Algonquian) language development, which offers transcript and related audio data on language learning within a mixed language environment. We are grateful to Julie Brittain and her team at Memorial University for this initial release of data on Aboriginal language development. English - Compton & Pater This corpus contains a conversion of a portion of the original Compton & Streeter (1977) diary studies, documenting three English-learning children. We formatted this corpus with the collaboration of Joe Pater (University of Massachusetts, Amherst). We are also thankful to Joe for providing us with a preliminary version of this corpus in electronic format. English - Goad This corpus documents the first language acquisition of two English-learning children, and also comes with audio recordings of the children's productions. We owe special thanks to Heather Goad (McGill University) for her early contribution of this new data corpus. Portuguese - CCF This corpus documents the first language acquisition of five learners of European Portuguese. Complete with audio recordings, these data were recorded and transcribed by Susana Correia, Teresa da Costa, and Maria Jo?o Freitas from Lisbon University. Several thanks for this joined contribution. Portuguese - Freitas This corpus consists of an electronic conversion of the original database used in Freitas (1997), which documents the phonological development of seven European Portuguese children. We are grateful to Maria Jo?o Freitas for giving us access to the original data files, as well as to Leticia Almeida, who also collaborated on the publication of this corpus. Please see http://childes.psy.cmu.edu/manuals/ for a more complete description of these (and other) PhonBank corpora. In addition to our colleagues higlighted above, we would like to thank everyone involved in any of the steps that led to the release of these wonderful data, as well as Kelly Burkinshaw (Memorial University), who dedicated countless hours working on making the corpora fully compatible with both Phon and CHAT, and Gregory Hedlund, Franklin Chen and Leonid Spektor for their continuing efforts on developing Phon, CLAN, and other utilities required to make these data truly useful. Best regards, Brian MacWhinney & Yvan Rose This electronic communication is governed by the terms and conditions at http://www.mun.ca/cc/policies/electronic_communications_disclaimer_2012.php -- You received this message because you are subscribed to the Google Groups "Info-CHILDES" group. To unsubscribe from this group and stop receiving emails from it, send an email to info-childes+unsubscribe at googlegroups.com. To post to this group, send email to info-childes at googlegroups.com. To view this discussion on the web visit https://groups.google.com/d/msgid/info-childes/94E81429-6565-4603-9DAA-FDD1213B9E9D%40mun.ca?hl=en-US. For more options, visit https://groups.google.com/groups/opt_out.